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For five consecutive generations, from roughly 1880 to 1980, Native American children in the United States and Canada were forcibly taken from their families and relocated to residential schools.
Quakers and Native Americans examines the history of interactions between Quakers and Native Americans (American Indians). Fourteen scholarly essays cover the period from the 1650s to the twentieth century. American Indians often guided the Quakers by word and example, demanding that they give content to their celebrated commitment to peace. As a consequence, the Quakers’ relations with American Indians has helped define their sense of mission and propelled their rise to influence in the U.S. Quakers have influenced Native American history as colonists, government advisors, and educators, eventually promoting boarding schools, assimilation and the suppression of indigenous cultures. The final two essays in this collection provide Quaker and American Indian perspectives on this history, bringing the story up to the present day. Contributors include: Ray Batchelor, Lori Daggar, John Echohawk, Stephanie Gamble, Lawrence M. Hauptman, Allison Hrabar, Thomas J. Lappas, Carol Nackenoff, Paula Palmer, Ellen M. Ross, Jean R. Soderlund, Mary Beth Start, Tara Strauch, Marie Balsley Taylor, Elizabeth Thompson, and Scott M. Wert.
“Twenty-nine oral histories and additional excerpts, selected from 2000 interviews with former slaves conducted in the 1930s for a WPA Federal Writers Project, document the conditions of slavery that . . . lie at the root of today’s racism.” —Publishers Weekly In the 1930s, the Works Progress Administration commissioned an oral history of the remaining former slaves. Bullwhip Days is a remarkable compendium of selections from these extraordinary interviews, providing an unflinching portrait of the world of government-sanctioned slavery of Africans in America. Here are twenty-nine full narrations, as well as nine sections of excerpts related to particular aspects of slave life, from religion to plantation life to the Reconstruction era. Skillfully edited, these chronicles bear eloquent witness to the trials of slaves in America, reveal the wide range of conditions of human bondage, and provide sobering insight into the roots of racism in today’s society. “Remarkably articulate . . . vivid, moving, and beautifully cadenced.” —The New Yorker
Now in paperback, an important account of ten Supreme Court cases that changed the fate of Native Americans, providing the contemporary historical/political context of each case, and explaining how the decisions have adversely affected the cultural survival of Native people to this day.
"This is Francis Paul Prucha's magnum opus. It is a great work. . . . This study will . . . [be] a standard by which other studies of American Indian affairs will be judged. American Indian history needed this book, has long awaited it, and rejoices at its publication."-American Indian Culture and Research Journal. "The author's detailed analysis of two centuries of federal policy makes The Great Father indispensable reading for anyone interested in understanding the complexities of American Indian policy."-Journal of American History. "Written in an engaging fashion, encompassing an extraordinary range of material, devoting attention to themes as well as to chronological narration, and presenting a wealth of bibliographical information, it is an essential text for all students and scholars of American Indian history and anthropology."-Oregon Historical Quarterly."A monumental endeavor, rigorously researched and carefully written. . . . It will remain for decades as an indispensable reference tool and a compendium of knowledge pertaining to United States-Indian relations."-Western Historical Quarterly. "Perhaps the crowning achievement of Prucha's scholarly career."-Vine Deloria Jr., America."For many years to come, The Great Father will be the point of departure for all those embarking on research projects in the history of government Indian policy."-William T. Hagan, New Mexico Historical Review. "The appearance of this massive history of federal Indian policy is a triumph of historical research and scholarly publication."-Lawrence C. Kelly, Montana. "This is the most important history ever published about the formulation of federal Indian policies in the United States."-Herbert T. Hoover, Minnesota History. "This truly is the definitive work on the subject."-Ronald Rayman, Library Journal.The Great Father was widely praised when it appeared in two volumes in 1984 and was awarded the Ray Allen Billington Prize by the Organization of American Historians. This abridged one-volume edition follows the structure of the two-volume edition, eliminating only the footnotes and some of the detail. It is a comprehensive history of the relations between the U.S. government and the Indians. Covering the two centuries from the Revolutionary War to 1980, the book traces the development of American Indian policy and the growth of the bureaucracy created to implement that policy.Francis Paul Prucha, S.J., a leading authority on American Indian policy and the author of more than a dozen other books, is an emeritus professor of history at Marquette University.
In this comprehensive history of American Indian education in the United States from colonial times to the present, historians and educators Jon Reyhner and Jeanne Eder explore the broad spectrum of Native experiences in missionary, government, and tribal boarding and day schools. This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and “civilize” American Indian children. Drawing on firsthand accounts from teachers and students, American Indian Education considers and analyzes shifting educational policies and philosophies, paying special attention to the passage of the Native American Languages Act and current efforts to revitalize Native American cultures.
Established in 1884 and operative for nearly a century, the Chilocco Indian School in Oklahoma was one of a series of off-reservation boarding schools intended to assimilate American Indian children into mainstream American life. Critics have characterized the schools as destroyers of Indian communities and cultures, but the reality that K. Tsianina Lomawaima discloses was much more complex. Lomawaima allows the Chilocco students to speak for themselves. In recollections juxtaposed against the official records of racist ideology and repressive practice, students from the 1920s and 1930s recall their loneliness and demoralization but also remember with pride the love and mutual support binding them together—the forging of new pan-Indian identities and reinforcement of old tribal ones.
Looks at the experiences of children at three off-reservation Indian boarding schools in the early years of the twentieth century.