2017 James F. Sulzby Book Award from the Alabama Historical Association
At its height the Creek Nation comprised a collection of multiethnic towns and villages with a domain stretching across large parts of Alabama, Georgia, and Florida. By the 1830s, however, the Creeks had lost almost all this territory through treaties and by the unchecked intrusion of white settlers who illegally expropriated Native soil. With the Jackson administration unwilling to aid the Creeks, while at the same time demanding their emigration to Indian territory, the Creek people suffered from dispossession, starvation, and indebtedness.
Between the 1825 Treaty of Indian Springs and the arrival of detachment six in the West in late 1837, nearly twenty-three thousand Creek Indians were moved—voluntarily or involuntarily—to Indian territory. Rivers of Sand fills a substantial gap in scholarship by capturing the full breadth and depth of the Creeks’ collective tragedy during the marches westward, on the Creek home front, and during the first years of resettlement.
Unlike the Cherokee Trail of Tears, which was conducted largely at the end of a bayonet, most Creeks were relocated through a combination of coercion and negotiation. Hopelessly outnumbered military personnel were forced to make concessions in order to gain the compliance of the headmen and their people. Christopher D. Haveman’s meticulous study uses previously unexamined documents to weave narratives of resistance and survival, making Rivers of Sand an essential addition to the ethnohistory of American Indian removal.
Описание: The Carlisle Indian School (1879-1918) was an audacious educational experiment. Capt. Richard Henry Pratt, the school's founder and first superintendent, persuaded the federal government that training Native children to accept the white man's ways and values would be more efficient than fighting deadly battles. The result was that the last Indian war would be waged against Native children in the classroom. More than 10,500 children from virtually every Native nation in the United States were taken from their homes and transported to Pennsylvania. Carlisle provided a blueprint for the federal Indian school system that was established across the United States and served as a model for many residential schools in Canada. The Carlisle experiment initiated patterns of dislocation and rupture far deeper and more profound and enduring than its initiators ever grasped. Carlisle Indian Industrial School offers varied perspectives on the school by interweaving the voices of students' descendants, poets, and activists with cutting-edge research by Native and non-Native scholars. These contributions reveal the continuing impact and vitality of historical and collective memory, as well as the complex and enduring legacies of a school that still touches the lives of many Native Americans. Jacqueline Fear-Segal is a professor of American history and culture at the University of East Anglia, UK. She is the author of White Man's Club: Schools, Race, and the Struggle of Indian Acculturation (Nebraska, 2007) and editor of Indigenous Bodies: Reviewing, Relocating, Reclaiming. Susan D. Rose is the Charles A. Dana Professor of Sociology at Dickinson College. She is the author of Keeping Them Out of the Hands of Satan: Evangelical Schooling in America and Challenging Global Gender Violence.
Автор: Jacobs, Michelle R. Название: Indigenous memory, urban reality ISBN: 147984912X ISBN-13(EAN): 9781479849123 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 4013.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Contemporary accounts of urban Native identity in two pan-Indian communities In the last half century, changing racial and cultural dynamics in the United States have caused an explosion in the number of people claiming to be American Indian, from just over half a million in 1960 to over three million in 2013. Additionally, seven out of ten American Indians live in or near cities, rather than in tribal communities, and that number is growing. In Indigenous Memory, Urban Reality, Michelle Jacobs examines the new reality of the American Indian urban experience. Drawing on ethnographic research conducted over two and a half years, Jacobs focuses on how some individuals are invested in reclaiming Indigenous identities whereas others are more invested in relocating their sense of self to the urban environment. These groups not only apply different meanings to indigeneity, but they also develop different strategies for asserting and maintaining Native identities in an urban space inundated with false memories and fake icons of “Indian-ness.” Jacobs shows that “Indianness” is a highly contested phenomenon among these two groups: some are accused of being "wannabes" who merely "play Indian," while others are accused of being exclusionary and "policing the boundaries of Indianness." Taken together, the interconnected stories of relocators and reclaimers expose the struggles of Indigenous and Indigenous-identified participants in urban pan-Indian communities. Indigenous Memory, Urban Reality offers a complicated portrait of who can rightfully claim and enact American Indian identities and what that tells us about how race is “made” today.
Описание: The Assiniboia school is unique within Canada’s Indian Residential School system. It was the first residential high school in Manitoba and one of the only residential schools in Canada to be located in a large urban setting. Operating between 1958 and 1973 in a period when the residential school system was in decline, it produced several future leaders, artists, educators, knowledge keepers, and other notable figures. It was in many ways an experiment within the broader destructive framework of Canadian residential schools.
Stitching together memories of arrival at, day-to-day life within, and departure from the school with a socio-historical reconstruction of the school and its position in both Winnipeg and the larger residential school system, Did You See Us? offers a glimpse of Assiniboia that is not available in the archival records. It connects readers with a specific residential school and illustrates that residential schools were often complex spaces where forced assimilation and Indigenous resilience co-existed.
These recollections of Assiniboia at times diverge, but together exhibit Survivor resilience and the strength of the relationships that bond them to this day. The volume captures the troubled history of residential schools. At the same time, it invites the reader to join in a reunion of sorts, entered into through memories and images of students, staff, and neighbours. It is a gathering of diverse knowledges juxtaposed to communicate the complexity of the residential school experience.
The essays in this issue offer diagnosis, critique, and radical visions for the future from some of the leading thinkers and experts on the tactics of the settler capitalist state, and on the exercises of Indigenous jurisdiction that counter them. It provides readers with the developments on the ground that are continually moving the gauge towards Indigenous self-determination even in the face of ramped up nationalist rhetoric fueled by a divisive politics of extraction.
The issue also includes a section on the rise of precarious workers, especially relevant for our current moment.
Contributors. Yaseen Aslam, Kylie Benton-Connell, Callum Cant, Irina Ceric, D. T. Cochrane, Deborah Cowen, Deborah Curran, Eugene Kung, Winona LaDuke, Biju Mathew, Clara Mogno, Shiri Pasternak, Sherry Pictou, Dayna Nadine Scott, Gágvi Marilyn Slett, Todd Wolfson, Jamie Woodcock
2017 James F. Sulzby Book Award from the Alabama Historical Association
At its height the Creek Nation comprised a collection of multiethnic towns and villages with a domain stretching across large parts of Alabama, Georgia, and Florida. By the 1830s, however, the Creeks had lost almost all this territory through treaties and by the unchecked intrusion of white settlers who illegally expropriated Native soil. With the Jackson administration unwilling to aid the Creeks, while at the same time demanding their emigration to Indian territory, the Creek people suffered from dispossession, starvation, and indebtedness.
Between the 1825 Treaty of Indian Springs and the arrival of detachment six in the West in late 1837, nearly twenty-three thousand Creek Indians were moved—voluntarily or involuntarily—to Indian territory. Rivers of Sand fills a substantial gap in scholarship by capturing the full breadth and depth of the Creeks’ collective tragedy during the marches westward, on the Creek home front, and during the first years of resettlement.
Unlike the Cherokee Trail of Tears, which was conducted largely at the end of a bayonet, most Creeks were relocated through a combination of coercion and negotiation. Hopelessly outnumbered military personnel were forced to make concessions in order to gain the compliance of the headmen and their people. Christopher D. Haveman’s meticulous study uses previously unexamined documents to weave narratives of resistance and survival, making Rivers of Sand an essential addition to the ethnohistory of American Indian removal.
Автор: Bonus Rick, Tiongson Antonio Название: Filipinx American Studies: Reckoning, Reclamation, Transformation ISBN: 0823299589 ISBN-13(EAN): 9780823299584 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 15675.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
This volume spotlights the unique suitability and situatedness of Filipinx American studies both as a site for reckoning with the work of historicizing U.S. empire in all of its entanglements, as well as a location for reclaiming and theorizing the interlocking histories and contemporary trajectories of global capitalism, racism, sexism, and heteronormativity. It encompasses an interrogation of the foundational status of empire in the interdiscipline; modes of labor analysis and other forms of knowledge production; meaning-making in relation to language, identities, time, and space; the critical contours of Filipinx American schooling and political activism; the indispensability of relational thinking in Filipinx American studies; and the disruptive possibilities of Filipinx American formations. A catalogue of key resources and a selected list of scholarship are also provided. Filipinx American Studies constitutes a coming-to-terms with not only the potentials and possibilities but also the disavowals, silences, and omissions that mark Filipinx American studies. It provides a reflective and critical space for thinking through the ways Filipinx American studies is uniquely and especially suited to the interrogation of the ongoing legacies of U.S. imperialism and the urgencies of the current period. Contributors: Karin Aguilar-San Juan, Angelica J. Allen, Gina Apostol, Nerissa S. Balce, Joi Barrios-Leblanc, Victor Bascara, Jody Blanco, Alana Bock, Sony Coranez Bolton, Lucy Mae San Pablo Burns, Richard T. Chu, Gary A. Colemnar, Kim Compoc, Denise Cruz, Reuben B. Deleon, Josen Masangkay Diaz, Robert Diaz, Kale Bantigue Fajardo, Theodore S. Gonzalves, Vernadette Vicuna Gonzalez, Anna Romina Guevara, Allan Punzalan Isaac, Martin F. Manalansan IV, Dina C. Maramba, Cynthia Marasigan, Edward Nadurata, JoAnna Poblete, Anthony Bayani Rodriguez, Dylan Rodriguez, Evelyn Ibatan Rodriguez, Robyn Magalit Rodriguez, J. A. Ruanto-Ramirez, Jeffrey Santa Ana, Dean Itsuji Saranillio, Michael Schulze-Oechtering, Sarita Echavez See, Roy B. Taggueg Jr.
Автор: Bonus Rick, Tiongson Antonio Название: Filipinx American Studies: Reckoning, Reclamation, Transformation ISBN: 0823299570 ISBN-13(EAN): 9780823299577 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 4389.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
This volume spotlights the unique suitability and situatedness of Filipinx American studies both as a site for reckoning with the work of historicizing U.S. empire in all of its entanglements, as well as a location for reclaiming and theorizing the interlocking histories and contemporary trajectories of global capitalism, racism, sexism, and heteronormativity. It encompasses an interrogation of the foundational status of empire in the interdiscipline; modes of labor analysis and other forms of knowledge production; meaning-making in relation to language, identities, time, and space; the critical contours of Filipinx American schooling and political activism; the indispensability of relational thinking in Filipinx American studies; and the disruptive possibilities of Filipinx American formations. A catalogue of key resources and a selected list of scholarship are also provided. Filipinx American Studies constitutes a coming-to-terms with not only the potentials and possibilities but also the disavowals, silences, and omissions that mark Filipinx American studies. It provides a reflective and critical space for thinking through the ways Filipinx American studies is uniquely and especially suited to the interrogation of the ongoing legacies of U.S. imperialism and the urgencies of the current period. Contributors: Karin Aguilar-San Juan, Angelica J. Allen, Gina Apostol, Nerissa S. Balce, Joi Barrios-Leblanc, Victor Bascara, Jody Blanco, Alana Bock, Sony Coranez Bolton, Lucy Mae San Pablo Burns, Richard T. Chu, Gary A. Colemnar, Kim Compoc, Denise Cruz, Reuben B. Deleon, Josen Masangkay Diaz, Robert Diaz, Kale Bantigue Fajardo, Theodore S. Gonzalves, Vernadette Vicuna Gonzalez, Anna Romina Guevara, Allan Punzalan Isaac, Martin F. Manalansan IV, Dina C. Maramba, Cynthia Marasigan, Edward Nadurata, JoAnna Poblete, Anthony Bayani Rodriguez, Dylan Rodriguez, Evelyn Ibatan Rodriguez, Robyn Magalit Rodriguez, J. A. Ruanto-Ramirez, Jeffrey Santa Ana, Dean Itsuji Saranillio, Michael Schulze-Oechtering, Sarita Echavez See, Roy B. Taggueg Jr.
Автор: Ellsworth Larsen, Lynne Название: Dahomey`s Royal Architecture ISBN: 1032285540 ISBN-13(EAN): 9781032285542 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Нет в наличии.
The Carlisle Indian School (1879-1918) was an audacious educational experiment. Capt. Richard Henry Pratt, the school's founder and first superintendent, persuaded the federal government that training Native children to accept the white man's ways and values would be more efficient than fighting deadly battles. The result was that the last Indian war would be waged against Native children in the classroom.
More than 10,500 children from virtually every Native nation in the United States were taken from their homes and transported to Pennsylvania. Carlisle provided a blueprint for the federal Indian school system that was established across the United States and served as a model for many residential schools in Canada. The Carlisle experiment initiated patterns of dislocation and rupture far deeper and more profound and enduring than its initiators ever grasped.
Carlisle Indian Industrial School offers varied perspectives on the school by interweaving the voices of students' descendants, poets, and activists with cutting-edge research by Native and non-Native scholars. These contributions reveal the continuing impact and vitality of historical and collective memory, as well as the complex and enduring legacies of a school that still touches the lives of many Native Americans.
Jacqueline Fear-Segal is a professor of American history and culture at the University of East Anglia, UK. She is the author of White Man's Club: Schools, Race, and the Struggle of Indian Acculturation (Nebraska, 2007) and editor of Indigenous Bodies: Reviewing, Relocating, Reclaiming. Susan D. Rose is the Charles A. Dana Professor of Sociology at Dickinson College. She is the author of Keeping Them Out of the Hands of Satan: Evangelical Schooling in America and Challenging Global Gender Violence.
Автор: Lotchin, Roger W. (university Of North Carolina, Chapel Hill) Название: Japanese-american relocation in world war ii ISBN: 1108419291 ISBN-13(EAN): 9781108419291 Издательство: Cambridge Academ Рейтинг: Цена: 13939.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Japan`s attack on Pearl Harbor created a climate of fear in America, which eventually resulted in the relocation of the Japanese-Americans. Roger W. Lotchin challenges the prevailing notion that racism was the cause of this, and instead argues that it was a consequence of nationalism.
Reindeer-herding Ewenki hunters have lived in the forests of China’s Greater Khingan Range for over three hundred years. They have sustained their livelihoods by collecting plants and herbs, hunting animals and herding reindeer. This ethnography details changing Ewenki ways of life brought first by China’s modernization and development policies and more recently by ecological policies that aim to preserve and restore the badly damaged ecologies of western China. Xie reflects on modernization and urbanization in China through this study of ecological migration policies and their effects on relocated Aoluguya Ewenki hunters.
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