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2.2. Review of Related Study
The previous study on Forest Carter’s The Education of Little Tree was conducted by Mark McGurl on an essay entitled Learning from Little Tree: The
Political Education of the Counterculture, published in The Yale Journal of Criticism. Mark wrote this essay to set the readers understanding how the figure
of native American came to function in the 1960s as a symbolic vehicle, or personification, of the increasing complexity of the questions upon which they
hinged, and to draw attention to the importance of one social institution in particular, the school, in producing the historical conditions of their seeming
unresovability McGurl, 2006. This study tells the readers how the colonial politician ruled the Cherokee’s educational system. He argues that education
might be traded for three terms, with activism, culture, and politics of colonialist representations.
The difference between this study and McGurl’s study is the focus of the study. McGurl focuses on the how the education of colonial function as political
culture. Meanwhile, the researcher focuses on the main character’s reactions against the colonial education.
2.3. Theoretical Framework
This part explains the contribution of related theories in solving the problems formulated in chapter I. It is the guideline for the researcher to find out
the answers of the problems in this study.
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17 The theory of character and characterization are significant to analyze how
the main character in Forrest Carter’s The Education of Little Tree depicted. It is used to answer the first problem formulation.
The understanding of postcolonial theory is required to find out the answers of the second and the third problem formulation. It is used to understand
one’s reactions against colonial seen in Little Tree, the main character of Forrest Carter’s The Education of Little Tree.
2.4. Contexts of the Novel
Forrest Carter’s The Education of Little Tree was published in 1976. The setting of this novel is Tennessee, Appalachian in 1930s.
Gelbrich 1999: 1 writes that European immigrants to Colonial America brought with them their culture, traditions and philosophy about education. Much
of the formal educational system in the United States is rooted in the European or Western belief system. The English were the predominant settlers in the New
World and as a result education in colonial America was patterned on the English model. they changed and dominated the culture of native American.
Religion played an important rule in developing an educational system in the United States. The Puritans, a strict fundamentalist Protestant sect who
immigrated to the New World for religious freedom beginning in 1609, believed that education was necessary in order to read the Bible to receive salvation. This
was in line with the beliefs of the Protestant Reformers. Their schools made no distinction between religious and secular life and were also used to inspire
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18 children to endure the hardships of a life in the New World through religious
devotion Gelbrich, 1999: 1. Randy Chafy, in Exploring the Intellectual Foundation of Technology
Education, as McCloud quote in his article, wrote that since the colonial era, Western institutionalized education during the colonial era was used increasingly
for civilization building, private enterprise and personal wealth. During the early middle ages education was used for advancing spiritual well being; church or state
sponsored occupations and morally proper forms of knowledge. In other words Western comes to American to civilize the native of American. They bring also
Christiam missionary in order to do so McCloud, 2009: 1. In the novel, Forrest Carter describes the orphanage as White education
system. The aim of this education is to civilize Indian young generation. White indoctrinated their mind through the educational system they practiced in their
colonial subject. We will find that religion had also big power in their civilization. White considers Indian as savage, so they educate Indian children in White to be
civilized and to be saved by God as their belief.
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CHAPTER III METHODOLOGY
This chapter consists of three parts. Those parts are object of the study, approach of the study, and method of the study.
3.1. Object of the Study
Kategori