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A multifaceted reinterpretation of the Pueblo losses of settlements and population from 1540 until after reconquest at the end of the 1600s.
The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man." This fully revised edition of Education for Extinction offers the only comprehensive account of this dispiriting effort, and incorporates the last twenty-five years of scholarship. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a "total institution" designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.
Originally published: Dallas: Southern Methodist University Press, 2005.
In Where Cultures Meet, editors Weber and Rausch have collected twenty essays that explore how the frontier experience has helped create Latin American national identities and institutions. Using 'frontier' to mean more than 'border,' Weber and Rausch regard frontiers as the geographic zones of interaction between distinct cultures. Each essay in the volume illuminates the recipro-cal influences of the 'pioneer' culture and the 'frontier' culture, as they contend with each other and their physical environment. The transformative power of frontiers gives them special interest for historians and anthropologists. Delving into the frontier experience below the Rio Grande, Where Cultures Meet is an important collection for anyone seeking to understand fully Latin American history and culture.
To many observers in the late 1980s and early 1990s, Mexico appeared to be a modern nation-state at last assuming an international role through its participation in NAFTA and the OECD (Organization of Economic Cooperation and Development). Then came the Zapatista revolt on New Year's Day 1994. Wearing ski masks and demanding not power but a new understanding of the indigenous peoples of Mexico, Subcomandante Marcos and his followers launched what may be the first "post" or "counter" modern revolution, one that challenges the very concept of the modern nation-state and its vision of a fully assimilated citizenry. This book offers a new way of understanding the Zapatista conflict as a counteraction to the forces of modernity and globalization that have rendered indigenous peoples virtually invisible throughout the world. Placing the conflict within a broad sociopolitical and historical context, Nicholas Higgins traces the relations between Maya Indians and the Mexican state from the conquest to the present—which reveals a centuries-long contest over the Maya people's identity and place within Mexico. His incisive analysis of this contest clearly explains how the notions of "modernity" and even of "the state" require the assimilation of indigenous peoples. With this understanding, Higgins argues, the Zapatista uprising becomes neither surprising nor unpredictable, but rather the inevitable outcome of a modernizing program that suppressed the identity and aspirations of the Maya peoples.
From the War of 1812 to the end of the nineteenth century, U.S. Army officers were instrumental in shaping the American West. They helped explore uncharted places and survey and engineer its far-flung transportation arteries. Many also served in the ferocious campaigns that drove American Indians onto reservations. Soldiers West views the turbulent history of the West from the perspective of fifteen senior army officers—including Philip H. Sheridan, George Armstrong Custer, and Nelson A. Miles—who were assigned to bring order to the region. This revised edition of Paul Andrew Hutton’s popular work adds five new biographies, and essays from the first edition have been updated to incorporate recent scholarship. New portraits of Stephen W. Kearny, Philip St. George Cooke, and James H. Carleton expand the volume’s coverage of the army on the antebellum frontier. Other new pieces focus on the controversial John M. Chivington, who commanded the Colorado volunteers at the Sand Creek Massacre in 1863, and Oliver O. Howard, who participated in federal and private initiatives to reform Indian policy in the West. An introduction by Durwood Ball discusses the vigorous growth of frontier military history since the original publication of Soldiers West.