Little tree`s reactions against colonial education as seen in Forrest Carter`s The Education of Little Tree - USD Repository

  LITTLE TREE’S REACTIONS AGAINST COLONIAL EDUCATION AS SEEN IN FORREST CARTER’S THE EDUCATION OF LITTLE TREE A THESIS

  Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Patricia Henny Pratiwi

  Student Number: 061214047

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011

  LITTLE TREE’S REACTIONS AGAINST COLONIAL EDUCATION AS SEEN IN FORREST CARTER’S THE EDUCATION OF LITTLE TREE A THESIS

  Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Patricia Henny Pratiwi

  Student Number: 061214047

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ORANG TERPELAJAR HARUS ADIL SEJAK DI DALAM PIKIRAN.

  (Pramoedya Ananta Toer)

  "If ye don't know the past, then ye will not have a future. If ye don't know where your people have been, then ye won't know where your people are going."

  (Forrest Carter in The Education of Little Tree)

  Grandma said I had done right, for when you come on something that is good, first thing to do is share it with whoever you can find; that way, the good spreads out to where no telling it will go.

  Which is right.

  (Forrest Carter in The Education of Little Tree)

  

It is the responsibility of intellectuals to tell the truth

and expose lies.

  (Noam Choamsky)

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  This thesis is dedicated to:

  my life, Cherokee, especially all subalterns around the world.

  “Keep speaking up and struggling!”

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ACKNOWLEDGEMENTS

Siyo ..., ( Cherokee-hello )

  My best gratitude goes to my parents and my grandparents (especially to Kakung and Timbah-ku) who always support and finance my study and my daily needs. I thank them for sacrificing everything to complete my study. I thank

  

my brother for his dagelan and our “quarrels” in every single time at home. I

  thank Pinokio, Blacky, Bambang, and Pulung for their love, faithfulness, and amusement.

  It is a pride for me having a great person in this department, Dr. Antonius

  

Herujiyanto, M.A., as my lecturer and advisor. I thank him for all the time,

  thoughts, advices, attention, patience, and support given to me. I thank him also for sharing about life, katresnanism theory, and ideas coming in our minds which are actually difficult to be practiced in the real world.

  My appreciations go to all my critical lecturers in PBI: Pak Markus, Bu

  

Mitta, and Pak Sasmoyo. I also thank all of PBI lecturers who have “taught”

  and “guided” me in this study program, and the administration staffs. Then, I thank Pak Banyudewa for supporting me and sharing more about philosophy.

  I give thanks my friends in communities and organizations I grew up my knowledge and soft skill. I get more than what I need there. Joining those make me alive and see the world from other sides. I thank Canista Community for teaching me how beautiful to dedicate my life in education. I thank Orong-Orong

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PMI Unit VI Universitas Sanata Dharma for building my humanity sense and

  flying me into the higher level. I also deeply thank PMI Kota Yogyakarta for the opportunity given to me to sharpen my knowledge and skills. It is also introducing me to Indonesian and international volunteers under International Redcross.

  I thank all my friends who learn together, help, and accompany me during studying in Sanata Dharma University and finishing this thesis. I thank Fafa and

  

Wahmuji for supporting me in passing my fragile situation. I thank Ahmed for

  all moments happened and his nice smile. He is the most anarchic person I have ever met. I thank also my classmates, especially Tika and Neisya, and all my friends in PBI. I thank Mas Wisnu “Mata Rantai” for lending me additional facility in finishing my thesis. I thank Tempo Magazine Agency and Costumers for giving me additional pocket money and more experiences about people and business.

  Honestly, I thank my Onichan for everything he gave to me: a life, knowledge, insights, happiness, sadness, love, quarrels, and the biggest suffering.

  I thank him because he has brought me into the wild and the “secret garden”, the real life. Then, I just want to say, “All is well, Onichan.” Last but not least, I thank all friends and people who also help and support me but have not been mentioned yet here.

  Cherokee-thank you so much Wado utsati ... ( )

  Patricia Henny Pratiwi

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TABLE OF CONTENTS

TITLE PAGE ................................................................................................. i APPROVAL PAGES .................................................................................... ii MOTTO .......................................................................................................... iv DEDICATION PAGE.................................................................................... v STATEMENT OF WORK’S ORIGINALITY ........................................... vi LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI .......................... vii ACKNOWLEDGEMENTS........................................................................... viii TABLE OF CONTENTS............................................................................... x ABSTRACT .................................................................................................... xiii ABSTRAK........................................................................................................ xv

  

CHAPTER I: INTRODUCTION ................................................................. 1

  1.1. Background of the Study........................................................................... 1

  1.2. Objectives of the Study ............................................................................. 3

  1.3. Problem Formulation ................................................................................ 3

  1.4. Benefit of the Study ......................... ......................................................... 4

  1.5. Definition of Terms.................................................................................. . 4

  CHAPTER II: REVIEW OF RELATED LITERATURE ........................ 6

  2.1. Review of Related Theories ..................................................................... 6

  2.1.1. Character and Characterization ................................................. 6

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  2.1.2. Postcolonial ............................................................................... 8

  2.1.3. Form of Colonialism ................................................................. 10

  2.1.4. Colonialist Representation and Stereotyping of Colonized ...... 14

  2.1.5. Abrogation ................................................................................ 15

  2.2. Review of Related Studies .................................................................. 16

  2.3. Theoretical Framework ...................................................................... 16

  2.4. Contexts of the Novel ......................................................................... 17

  

CHAPTER III: METHODOLOGY ............................................................. 19

  3.1. Object of the Study ................................................................................... 19

  3.2. Approach of the Study .............................................................................. 20

  3.3. Method of the Study.................................................................................. 20

  

CHAPTER IV: ANALYSIS ......................................................................... 22

  4.1. The Portrayal of Little Tree Seen in the Novel......................................... 22

  4.1.1. Physical Appearances of Little Tree .............................................. 22

  4.1.2. Personalities of Little Tree.............................................................. 23

  4.2. The Characteristics of Cherokee Education and Colonial Education as Seen in the Novel.................................................................................. 29

  4.2.1. The Characteristics of Cherokee Education.................................... 29

  4.2.2. The Characteristics of Colonial Education ..................................... 36

  4.3. Little Tree’s Reactions against Colonial Education ................................. 37

  4.4. The Meaning of Little Tree’s Reactions against Colonial Education ...... 42

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  CHAPTER V: CONCLUSION, SUGGESTIONS, AND RECOMMENDATIONS .......................................... 47

  5.1. Conclusions ............................................................................................ 47

  5.2. Suggestions for Future Researchers .......................................................... 49

  5.3. Recommendations for Using the Novel as Teaching Material and Resource ......................... ................................................................. 50

  

REFERENCES .............................................................................................. 51

APPENDICES

  Appendix 1 : Summary of the Novel ............................................................... 53 Appendix 2 : Short Biography of Forrest Carter.............................................. 55 Appendix 3 : Lesson Plan for Teaching Prose I............................................... 56 Appendix 4 : Sample Material for Teaching Prose I........................................ 59

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ABSTRACT

  Pratiwi, Patricia Henny. 2011. Little Tree’s Reactions against Colonial The Education of Little Tree.

  Education as seen in Forrest Carter’s

  Yogyakarta: English Language Education Study Program Sanata Dharma University.

  This study discusses Forrest Carter’s The Education of Little Tree. The novel tells about Little Tree and his education process. He is an orphan boy. After his parents died, Little Tree lives with his grandparents. He is educated in Indian way. His grandparents teach him about Indian life. He enjoys the process of his learning. The conflict appears when the law states that he has to being put into orphanage, where white people keep young Indian who does not have parents. He is educated as white in the orphanage. This situation creates some reactions of Little Tree against colonial education.

  The objective of this study is to examine one’s reactions against colonial education seen in Little Tree, the main character in Forrest Carter’s The Education of Little Tree. There are three problems to answer in this study. First, “How is Little Tree, the main character in Forest Carter’s Education of Little Tree, depicted in the novel?” Second, “What are the characteristics of Cherokee education and colonial education seen in the novel?” Third, ”How does Little Tree react to the colonial education?”

  This study is library research. The primary data is the object of this study that is Forrest Carter’s The Education of Little Tree. The secondary data in this study are textbooks, journals, essays, and articles related to the study. This study uses postcolonial approach. The theories implement in this study are character and characterization, and postcolonial theory.

  Based on the analysis, it can be concluded that: First, Little Tree, the main character in Forrest Carter’s The Education of Little Tree is an orphan. He is mixed-blood between Cherokee and white. He is a kind, brave, smart, and sensitive person. He is also diligent, responsible, and reliable. He is determined in learning, strong, and resolute.

  Second, the characteristics of Cherokee education depicted in the novel are united with nature, learning by doing, never scolding, learning from history, sharing goodness, and the way in giving a gift. Colonial education is different from the Cherokee education. The students have to be very discipline and polite. They have to obey all of the rules. The students will get cruel physical punishment when they break the rules. They also are not allowed speak up if they are not being asked by the teachers and the Reverend. What happened in the orphanage is a personality killing toward Indian children.

  Third, there are some reactions of Little Tree against colonial education he experienced seen in the novel. From the beginning, Little Tree rejects the law which takes him over from his grandparents. He always says that he will back to the mountain as soon as possible. He says that he is going to be an Indian. In the

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  of view. Finally, Little Tree escapes from the orphanage and come home with Granpa to the mountain. He lives there as Cherokee.

  Little Tree represents his generation and also the colonized people. He is the battle between White and Cherokee hegemony of ideology. He experiences both Cherokee education and colonial education. This situation creates awareness of the representation of their identity from White and also from their point of view. The reactions of Little Tree against colonial education seen in the novel, then, describe the resistance of the colonized people in finding a voice and identity by reclaim their own past. Little Tree is the representative of the colonized people who are fighting against and rejecting the colonizer. In postcolonial terms, this reaction is called abrogation.

  It is suggested that future researchers conduct analysis in other postcolonial issues in the novel, such as the politics of White people, genocide, and racism. It is also recommended that the novel is used as English teaching materials and learning resource in Prose I class in university. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

  Pratiwi, Patricia Henny. 2011. Little Tree’s Reactions against Colonial

  The Education of Little Tree. Yogyakarta: Education in Forrest Carter’s Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma.

  Studi ini membahas novel Forrest Carter yang berjudul The Education of

  

Little Tree . Novel ini menceritakan tentang Little Tree, seorang anak yatim piatu,

  laki-laki, yang tinggal bersama kakek dan neneknya setelah kematian orang tuanya. Dia dididik secara Indian. Kakeknya mengajarkan bagaimana cara hidup Indian. Dia menikmati proses pelajarannya itu. Tetapi permasalahan muncul ketika hukum menyatakan bahwa dia harus tinggal di panti asuhan, tempat dimana kulit putih memelihara anak-anak Indian yang tidak punya orang tua. Di sana Little Tree dididik secara kulit putih. Keadaan ini menimbulkan reaksi-reaksi Little Tree terhadap pendidikan kolonial tersebut.

  Tujuan dari studi ini adalah untuk menemukan makna dari reaksi-reaksi yang dilakukan oleh Little Tree Terdapat tiga pertanyaan yang ingin dijawab dalam studi ini. Pertama, “Bagaimana tokoh utama digambarkan dalam novel Forrest Carter yang berjudul The Education of Little Tree?” Kedua, “Apa ciri-ciri pendidikan Cherokee dan pendidikan kolonial digambarkan dalam novel?” Ketiga, “Bagaimana reaksi Little Tree terhadap pendidikan kolonial?”

  Studi ini adalah studi pustaka. Data primer yang digunakan adalah novel Forrest Carter yang berjudul The Education of Little Tree. Data sekunder yang digunakan dalam studi ini adalah buku-buku, jurnal, essai, dan artikel-artikel yang berhubungan dengan studi ini. Studi ini menggunakan pendekatan paska-kolonial. Teori- teori yang dipakai dalam studi ini adalah teori tokoh, penokohan, dan paska-kolonial.

  Berdasarkan hasil analisa, dapat disimpulkan bahwa: Pertama, Little Tree, tokoh utama dalam novel, adalah seorang anak yatim piatu keturunan Indian dan dan kulit putih. Dia baik hati, berani, pintar, dan sensitif. dia juga bertanggung jawab, dapat dipercaya, tekun dalam belajar, kuat, dan tegar.

  Kedua, ciri- ciri pendidikan Cherokee yang digambarkan dalam novel adalah kemenyatuan dengan alam, pembelajaran yang mandiri, tidak pernah memarahi, belajar dari sejarah, berbagi kebaikan, dan cara memberikan hadiah. Pendidikan kolonial berbeda dengan itu semua. Para siswa harus disiplin, mematuhi semua peraturan, dan sopan. mereka akan mendapat hukuman fisik yang kejam bila melanggarnya. mereka juga tidak boleh bicara guru dan pendeta tidak bertanya. Apa yang terjadi di sana seperti pembunuhan karakter bagi anak- anak Indian.

  Ketiga, ada beberapa reaksi Little Tree terhadap pendidikan kolonial. dari awal, dia menolak hukum yang mengambilnya dari kakek dan neneknya. dia selalu mengatakan bahwa dia ingin pulang dan kembai ke gunng secepat mungkin. Dia berkata bahwa dia ingin menjadi seorang Indian. Dia membantah apa yang digambarkan orang kulit putih dengan sudut pandang Cherokee.

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  Little Tree adalah diri yang mewakili generasinya dan juga orang-orang terjajah. Dia adalah medan pertempuran antara hegemoni ideologi Cherokee dan kulit putih. Dia mengalami pendidikan kedua-duanya. Situasi ini menciptakan kesadaran akan pencitraan identitas baik dari sudut pandang Cherokee ataupun kulit putih. Reaksi-reaksi yang dilakukan oleh Little Tree dalam novel ini menggambarkan pertahanan diri orang-orang terjajah dalam menemukan kembali suara dan identitas mereka dengan cara menguak sejarah mereka sendiri. Little Tree adalah perwakilan dari orang-orang terjajah yang melawan penjajah. dalam istilah paska kolonial, reaksi ini disebut abrogasi.

  Disarankan bagi peneliti-peneliti novel ini berikutnya untuk menganalisa isu-isu paska kolonial lain dalam novel, seperti politik kulit putih, pemusnahan ras, dan rasisme. Ini juga disarankan bahwa novel ini digunakan sebagai sumber pembelajaran dan materi pembelajaran bahasa Inggris di kelas Prose I.

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CHAPTER I INTRODUCTION This chapter consists of background of the study, objective of the study,

  problem formulation, benefit of the study, and definition of terms. This organization will help the readers follow the researcher’s idea easier.

1.1. Background of the Study

  Post-colonialism is a discourse to see current issues in colonized nation to show their national identity and rebel against the colonizer’s representation on colonial subject. In this era, post-colonialism discourse is wide needed to inspect the reality constructed by colonizer in which the power is still left the culture domination to the native’s culture.

  In this sense, colonialism is not limited in taking over lands, but also reforming community and culture there. Colonizer changes and empowers the communities already there. Colonizer does not only colonize the physic but also the mental of indigenous. One of the ways to colonize the indigenous’ mental is through education.

  Education, which is important for human, determines a nation in the future. An appropriate education will help a nation shows their national identity.

  However, the colonizer always creates hegemony. They claim that their concept of formal education system is better than the colonized educational system.

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  For Gramsci, hegemony is the dominance of one group or class in society, achieved not through force but rather the consent of the other groups. Consent is achieved through the dominant group associating itself with moral and intellectual leadership in a society. In classical Gramscian terms, the state dominates through force (having the monopoly on legitimatized violence) while hegemony is achieved through institutions that we would associate with “civil society”.

  (http://www.postcolonialweb.org/poldiscourse/chatterjee/holden14.html). One of the effective institutions to achieve hegemony is education.

  There are some reasons for the researcher to conduct this study. First, the researcher is deeply interested in literature because through literature the researcher can get pleasure, knowledge, wide insight, and critical insight. The researcher can also express ideas through literary works. Second, the researcher is interested in postcolonial discourse. It increases awareness of colonial representation and our identity from our point of view.

  The literary work used in this study is Forest Carter’s Education of Little

  

Tree . This novel was written in 1976. The setting of the novel is Tennessee,

  Appalachian in 1930s. The researcher chose this novel because this novel is very interesting to be read and to be analyzed. The researcher is impressed by the story in the novel, including Cherokee education and Little Tree’s reactions against colonial education. This novel has a spirit and inspiration toward the readers, which is postcolonial, the spirit fights against colonialism.

  Since the researcher wants to be a teacher, education also becomes one of

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  education. Teachers can adopt the system of Cherokee education including the characteristics, the teaching method, the contents, and the learning process seen in the novel.

  This study aims to find out the reactions of the main character in the novel, as the indigenous, against white educational system as colonizer. This aim is achieved by analyzing the novel.

  In order to do so, there are theories and approach used in this study. The first is theory of the intrinsic elements of fiction; character and characterization.

  The second theory is postcolonial theory. This theory includes the understanding of post-colonialism, colonialism, and the reactions of the colonized against colonizer that is called abrogation. The approach used in this study is postcolonial approach.

  1.2. Objective of the Study

  The objective of this study is to examine one’s reactions against colonial education seen in Little Tree, the main character in Forrest Carter’s The Education

  of Little Tree.

  1.3. Problem Formulation

  There are three problems formulated in order to achieve the objective of this study.

  1.3.1. How is Little Tree, the main character in Forest Carter’s The Education of

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  1.3.2. What are the characteristics of Cherokee education and colonial education seen in the novel?

  1.3.3. How does Little Tree react against the colonial education? 1.4.

   Benefit of the Study

  There are some benefits of this study. First, this study will give a reference or a point of view for readers in reading Forrest Carter’s The Education of Little

  

Tree . Second, the researcher hopes that this study is able to create the readers’

  awareness of colonial representation and colonized resistance against the representation. This study will be useful also in teaching English in school and university. Teachers and lecturers can use this novel as teaching English material and resources in their classes.

1.5. Definition of Terms 1.5.1. Colonial Education

  Colonial education is the education practiced by colonizer in their colonial lands to indoctrinate the colonized, to colonize the colonized nation mentally.

1.5.2. Little Tree

  Little Tree is the main character in Forrest Carter’s The Education of Little Tree . He is a mixed-blood between Cherokee and White.

  Cherokee is American indigenous lived in the southern

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  forced the Cherokee Nation to surrender its homeland and relocate west of the Mississippi. Today they live in eastern Oklahoma with only a small remnant remaining in the mountains of western North Carolina (Perdue, 2008: xiii).

1.5.3. Reaction

  It means a response to something, an act, an influence. (Oxford

  Advanced Learner’s Dictionary , 1995:966)

  According to Concise Oxford English Dictionary, reactions mean “a person’s ability to respond physically and mentally to external stimuli.”

  In this study, reaction also refers to Little Tree’s words, attitudes, belief, thought, and point of view dealing with his reactions and rejection against colonial education he experienced.

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CHAPTER II REVIEW OF RELATED LITERATURE This chapter consists of four parts. They are review of related theories,

  review of related study, theoretical framework, and contexts of the novel. Those parts help the readers see the theories used in this study and how the theories are used to achieve the aim of this study.

2.1. Review of Related Theories

  This part provides the theories used in this study. There are two theories used to answer the problems formulated in this study. The first theory is character and characterization. The second theory is theories related to postcolonial discourse.

2.1.1. Character and Characterization

  Abram’s Glossary of Literary Term defines characters as ”the persons represented in a dramatic or narrative work, who are interpreted by the reader as being endowed with particular moral, intellectual, and emotional qualities by inferences from what the persons say and their distinctive ways of saying it —the dialogue— and from what they do—the action” (Abrams, 1981: 20).

  A character can be known through characterization, the way author defines the characters. There are four different ways to convey the character and a characterization according to Robert and Jacobs in An Introduction to Reading

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  the author expresses their thoughts), (2) what characters do, (3) what other characters say about them, and (4) what the author says about them, speaking as story teller or observer (Baldick, 1991).

  According to Murphy (1972:161-172), there are nine ways in which an author attempts to make his characters understandable to, and come alive for, his readers.

  a. Personal description The author can describe a person’s appearance and clothes.

  b. Character as seen by another Instead of describing a character directly the author can describe him through the eyes and opinions of another. The reader gets, as it were, a reflected image.

  c. Speech The author can give us an insight into the character of one of the persons in the book through what that person says. Whenever a person speaks, whenever he is in conversation with another, whenever he puts forward an opinion, he is giving us some clue to his character.

  d. Past life By letting the reader learn something about a person’s past life the author can give us a clue to events that have helped to shape a person’s character. This can be done by direct comment by the author, through the person’s thoughts, through his conversation or through the medium of another person.

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  e. Conversation of others The author can also give us clues to a person’s character through the conversations of other people and the things they say about him. People talk about other people and the things they say often give us a clue to the character of the person spoken about.

  f. Reactions The author can also give us a clue to a person’s character by letting us know how that person reacts to various situations and events.

  g. Direct comment The author can describe or comment on a person’s character directly.

  h. Thoughts The author can give us direct knowledge of what a person is thinking about. In this respect he is able to do what we cannot do in real life. He can tell us what different people are thinking. In the novel we can accept this. The reader then is in a privileged position; he has, as it were, a secret listening device plugged in to the inmost thoughts of a person in a novel. i. Mannerisms

  The author can describe a person’s mannerisms, habits or idiosyncrasies which may also tell us something about his character.

2.1.2. Postcolonial

  There is no fixed definition of postcolonial discourse. The term “post”

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  However, the effects of colonialism are still apparent in the construction of the present-day societies. Although a nation has been independent, the effect of colonialism still appears in their nation, such as culture domination, apparatuses, and educational system.

  Postcolonial addresses all aspects of the colonial process from the beginning of colonial until after-independence, all the process that testify the fact that post-colonialism is a continuing process of resistance and reconstructions. The studies in it are based in “historical fact” of European colonialism and its diverse effects (Ashcroft, 2002: 2). Additional, Bill Ashcroft, Gareth Griffiths, and Helen Tiffin (1989: 2) use the term ‘post-colonial’ to cover all the culture affected by the imperial process from the moment of colonization to the present day.

  Since colonialism is not only limited in taking land, but also culture domination, there are many issues happened under colonialism that uncovered by postcolonial discourse. In other words, postcolonial becomes a discourse used by the colonized to see the issues in their reacting against colonialism.

  It is clear that postcolonial is not simply defined as a condition after independence of a nation. It deals with many issues as seen in the quotation bellow:

  Postcolonial deals with some important issues: migration, slavery, suppression, representation, difference, race, gender, place, and response to the influential master discourses of imperial Europe such as history, philosophy, linguistics, and the fundamental experiences causing the appearance of these writings. These vast issues, they continued, are not ‘essentially’ post-colonial, but together they create complex fabric of the field (Ashcroft, 2002: 2).

  Ania Loomba (2000:17-20) refers postcolonial to specific group of

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  activist who fought against colonial rule, and their successors who now engage with its continuing legacy, challenged and revised domination definition of race, culture, language, and class in the process of making their voice heard.

  Postcolonial is the struggle of colonized nation to liberate their nation. Awareness of the colonized about colonizer’s representation is coming in their mind during this continuing process. Then, they reclaim their past and identity from their point of view. They will react against colonialism.

  According to Peter Barry (2002: 194), characteristically, postcolonial writers evoke or create a pre-colonial version of their own nation, rejecting the modern and the contemporary, which is tainted with the colonial status of their countries. In his book Beginning Theory, he formulated some characteristics of postcolonial criticism. First, it is an awareness of representations of the non- European as exotic or immoral ‘Other’. The second area of concern in postcolonial criticism is language. Some postcolonial writers have concluded that the colonizers’ language is permanently tainted, and that to write in it involves a crucial acquiescence in colonial structures. The third characteristic is the emphasis on identity as doubled, or hybrid, or unstable. Then, the last is the stress on ‘cross- cultural’ interactions (Barry, 2002: 194-196).

2.1.3. Forms of Colonialism

  Ania Loomba (2000: 2) defined colonialism is the process of ‘forming a community’ in the new land necessarily meant unforming or re-forming the

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  including trade, plunder, negotiation, warfare, genocide, enslavement and rebellions. Colonizer does not only take the land but also empowers and builds a new culture community domination in their colonial land.

  Boehmer gives similar definition about colonialism. According to Boehmer (1995: 2), colonialism involves of imperial power, and is manifested in settlement, of territory, the exploitation or development of resources, and the attempt to govern the indigenous inhabitant of occupied lands.

  Stephen Slemon, in his essay The Scramble for Post-colonialism published in Postcolonial studies Readers, defines the concept of colonialism as an ideological and discursive formation with the way in which colonialism is viewed as an apparatus for constituting subject positions through the field of representation. The description of colonialism’s multiple strategies for regulating Europe’s others can be expressed by the following diagram:

  Institutional Regulators (Colonialist educational apparatuses)

  C B A F Colonizer Colonized

  D E

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  The general understanding that is colonialism works on a left-to-right order of domination, with line ‘A’ is representing various theories of how colonialism oppresses through direct political and economic control. Line ‘BC’ and ‘DE’ are representing differing concept of the ideological regulation of colonial subjects, of subordination through the manufacture of consent. Line ‘F’ representing colonialist power is seen to operate through a complex relationship between the apparatus (Ashcroft, 2002: 46).

  From the diagram above, colonialism runs in some ways. The first one is called ‘brute force’ or ‘direct political’ of colonialist oppression. The physical colonialism is usually done when the colonizer doing expands of their territory. The other form of colonialism is by indoctrinating their ideology to the colonized. It is done softly through the constitutive power of state apparatuses like education and academic field. The other colonialist ways are reproducing ideology through the strategic deployment of semiotic field of representations, such as literary works, advertising, sculpture, travelogues, exploration document, maps. Those ways are unified by colonizer to colonize the others. Those constitutive powers are called hegemony.

  Colonizer uses hegemony to create unconsciousness of the colonized about the colonialism. in this case, the colonized will have willingness to be empowered by the colonizer.

  Gramsci formulated the concept of hegemony. Hegemony is power achieved through a combination of coercion and consent. He argued that the

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  creating subjects who ‘willingly’ submit to being ruled. In other words, hegemony is achieved not only by direct manipulation or indoctrination, but by playing upon the common sense of people, or lived system of meanings and values (Loomba, 2000: 29). In Postcolonial Studies Reader, Ashcroft, Griffiths, and Tiffin wrote that:

  Education is perhaps the most insidious and in some ways the most cryptic of colonialist survivals, older systems now passing, sometimes imperceptibly, into neo-colonialist configuration. Education, whether state or missionary, primary or secondary (and later tertiary) was a massive cannon in the artillery of empire. The domination by consent is achieved through what is taught to the colonized, how it is taught, and the subsequent emplacement of the educated subject as a part of the continuing imperial apparatus- a knowledge of English Literature, for instance, was required for entry into the civil service and the legal professions. Education is thus a conquest of another kind of territory-it is the foundation of colonialist power and consolidates this power through legal and administrative apparatuses. Education can be a technology of colonialist subjectification. It strongly reinforced such textual representation (Aschroft, 2002: 425).

  In colonialism, education becomes an effective media for colonizer to achieve hegemony. It is a soft way to indoctrinate the mental and ideology of colonized nation. Moreover, in White point of view, educate the colonized is civilizing the colonized. They create a concept in natives’ mental that White’s concept of education is good. Through education, colonizer constructs the colonized mind to think and act as White. Indirectly, Whites creates culture domination in their colonial subject because colonized nation will be inferior and ashamed to act in their culture through this hegemony.

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   Colonialist Representation and Stereotyping of the Colonized

  The colonized is represented in such way by colonizer through its manipulated knowledge which can not be taken for granted as the truth. It is mainly caused by the unbalance power relationship between colonizers and colonized, especially in the moment of ‘old’ colonialism expanded by the colonizer, which is dominated and determined by the colonizer (Said, 1979: 40). In Colonialism/Post-colonialism, Ania Loomba pointed out that:

  The colonial stereotyping description of the indigenous people is constructed by the projector that the ‘New World Natives’ are birthed by the European encounter with them, accordingly a discourse of primitivism surrounds them. They are constructed as savage, barbaric or degenerate, and regarded as barbarous infidels (Loomba, 2000: 108). Loomba (2000: 47) also asserts Edward Said’s thesis in Orientalism about the European self conception as: colonized people are irrational. Europeans are rational: if the former are barbaric, sensual, and lazy, Europe is civilization itself, with its sexual appetites under control and its dominant ethic that of hard work.

  Elleke Boehmer in Colonial&Postcolonial Literature tells the colonial projection of the indigenous peoples as innately degenerated, degraded, barbarian, and natural (Boehmer, 1995: 21). Boehmer formulates that this stereotype reproduction has always come with the superiority of an expanding Europe, and to distinguish its hegemony, whereas colonized peoples were represented as lesser: less human, less civilized, and child or savage, Wildman, animal, or headless mass. It is caused by unbalance power relationship between Eroupean as colonizer and the colonized (Boehmer, 1995: 79). European evaluative stereotyping of this

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  From the representation above, there are dichotomist representation between White and Other created by White. We can see that White as colonizer represent other as savage, infidel, bad, and uncivilized. Meanwhile, White represents themselves as civilized and the best one. Then, the aim of their colonialism is to civilize Other that they considered as uncivilized.

2.1.5. Abrogation

  One of reactions of colonized nation against colonialism is called abrogation. It is defined in Postcolonial Studies: The Key Concepts that: Abrogation refers to the rejection by post-colonial writers of a normative concept of ‘correct’ or ‘standard’ English used by certain classes or groups, and of the corresponding concepts of inferior ‘dialects’ or ‘marginal variants’ (Ashcroft, 2000: 3). Abrogation is used to describe the rejection of a standard language in the writing of post-colonial literatures. It can be used to describe a great range of cultural and political activities in form of film, theatre, the writing of history, political organization, modes of thought and argument in rejecting colonialism.

  In The Empire Writes Back, abrogation is a refusal of categories of the imperial culture, its aesthetic, its illusory standard of normative or “correct” usage, and its assumption of a traditional and fixed meaning “inscribed” in the words (Ashcroft, 1989: 38). In other words, abrogation simply can be defined as refusal to use imperial or colonial culture, including its language and systems.

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   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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  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.