Abstract
Conversations about Indian education often seem to exclude the voices of Indian people affected by educational policies and programs. In this qualitative study we collected interview data from several generations of Central California Indian people from the Tule River, Mono, and Tachi-Yokut tribes to document their schooling experiences. Interviews provided insight into the perceived role of education and schooling in the survivance of Central Valley Indian tribes. Analysis of the data indicated that: (a) Indian boarding school experiences for interviewees varied depending on historical context and (b) early immersion in traditional language and cultural teachings appears to have enhanced resilience among elders, suggesting potential benefits of culturally responsive schooling for current and future generations of Central California Indian youth.
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