Intermountain Indian School: Native Civil Rights in Boarding Schools

Intermountain Indian boarding school was a Native American off-reservation boarding school that aimed to assimilate Navajo children by giving them education in English, and job skills. It has a complicated history within the Tribes it served, with a list of controversies during and after its operation.

Intermountain Indian School hosted children from The Navajo Tribes, with 212 students in its first year before opening to host students from a variety of tribes in the 1970s. It operated until 1984, finally closing due to the high costs of operation, as well as the dwindling number of Native American boarding schools in the country. Native American off-reservation boarding schools started in the 1800s, with the main purpose of forced assimilation and removal of native culture. Children enrolled in such schools suffered much cruelty such as forbidding native language and culture, being forced to shave their heads, and experiencing abuse and mistreatment in the name of “civilizing” them. In the 1950s the government enacted its termination policy, trying to “end the native problem” by limiting funding to reservations to force natives into cities, and thus boarding schools followed the same ideals. Boarding schools began to focus on preparing Native children to participate in jobs in their new cities, without governmental support. This new policy was in effect during the creation of the Intermountain and thus existed to fit the new policy changes of the termination policy. 

The concept of Native American boarding schools in general is proof of the intense violations and pressure put upon the native communities by the US government to in attempts erase their culture, and history. While Intermountain did not restrict cultural expression through clothing or activities, Intermountain was not an exception to other infringements on civil rights. In 1971, a spokesperson from the  American Indian Movement (AIM) an organization created to fight for native civil rights, listed the following concerns; horrible food, unfair grading process, overcrowded and dirty living conditions, forcing students to choose a Christian religion, few native teachers, and Harsh unfair punishments. Another concern with the school was that their education set them up exclusively for jobs lacking upward mobility or chance of improvement, leaving a disparity in job opportunities for Native peoples. As the school continued to run it became increasingly aware and supportive of the needs of the native people, and took steps to rectify some of its social problems, such as making efforts to include more native teachers, and support cultural representation. 

The history of the Intermountain is complicated, with mixed reviews from its graduated students. Where some of its students still feeling deeply connected to the school and their time there, others remain deeply traumatized from their experience and have nothing positive to say. In its 34 years of operation, the school was rife with controversy, from both inside and outside the school, and ultimately its history is still complicated and important to the story of the previous students and native communities it interacted with. 

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