Native American/Indigenous Studies: After Removal

The concept and idea of survivance has revolutionized our understanding of the lives, creative impulses, literary practices, and histories of the Native peoples of North America. Engendered and articulated by the Anishinaabe critic and writer Gerald Vizenor, survivance throws into relief the dynamic, inventive, and enduring heart of Native cultures well beyond the colonialist trappings of absence, tragedy, and powerlessness. In this anthology, eighteen scholars discuss the themes and practices of survivance in literature, examining the legacy of Vizenor's original insights and exploring the manifestations of survivance in a variety of contexts. Contributors interpret and compare the original writings of William Apess, Eric Gansworth, Louis Owens, Carter Revard, Gerald Vizenor, and Velma Wallis, among others.

Rights Remembered is a remarkable historical narrative and autobiography written by esteemed Lummi elder and culture bearer Pauline R. Hillaire, Scälla-Of the Killer Whale. A direct descendant of the immediate postcontact generation of Coast Salish in Washington State, Hillaire combines in her narrative life experiences, Lummi oral traditions preserved and passed on to her, and the written record of relationships between the United States and the indigenous peoples of the Northwest Coast to tell the story of settlers, government officials, treaties, reservations, and the colonial relationship between Coast Salish and the white newcomers.

A moving, thoughtful, beautifully illustrated look at the lives of men and women who helped shape the history of the Lakota people and the American West Lakota Portraits weaves together vignettes of Lakotas, including both prominent and ordinary individuals, to tell the story of the Lakota people. It covers the sweep of Lakota history from earliest years, focusing on the nineteenth and twentieth centuries. Examining the question of who the Lakota people are, Joseph Agonito explores the days of nomadic freedom on the Great Plains, Lakota culture and religion, internal struggles, the coming of European settlers, conflicts generated by waves of miners and immigrants, clashes with white authorities, war with American soldiers, the loss of freedom, the countless challenges encountered in transitioning to the reservation, and life on and off the reservations.

From the late eighteenth century through the end of the Civil War, Choctaw and Chickasaw Indians bought, sold, and owned Africans and African Americans as slaves, a fact that persisted after the tribes' removal from the Deep South to Indian Territory. The tribes formulated racial and gender ideologies that justified this practice and marginalized free black people in the Indian nations well after the Civil War and slavery had ended. In this groundbreaking study, Barbara Krauthamer rewrites the history of southern slavery, emancipation, race, and citizenship to reveal the centrality of Native American slaveholders and the black people they enslaved.

In the early morning of November 29, 1864, with the fate of the Union still uncertain, part of the First Colorado and nearly all of the Third Colorado volunteer regiments, commanded by Colonel John Chivington, surprised hundreds of Cheyenne and Arapaho people camped on the banks of Sand Creek in southeastern Colorado Territory. More than 150 Native Americans were slaughtered, the vast majority of them women, children, and the elderly, making it one of the most infamous cases of state-sponsored violence in U.S. history. "A Misplaced Massacre" examines the ways in which generations of Americans have struggled to come to terms with the meaning of both the attack and its aftermath, most publicly at the 2007 opening of the Sand Creek Massacre National Historic Site. Combining painstaking research with storytelling worthy of a novel, A Misplaced Massacre probes the intersection of history and memory, laying bare the ways differing groups of Americans come to know a shared past

At the end of the nineteenth century, Indigenous boarding schools were touted as the means for solving the "Indian problem" in both the United States and Canada. With the goal of permanently transforming Indigenous young people into Europeanized colonial subjects, the schools were ultimately a means for eliminating Indigenous communities as obstacles to land acquisition, resource extraction, and nation-building. Andrew Woolford analyzes the formulation of the "Indian problem" as a policy concern in the United States and Canada and examines how the "solution" of Indigenous boarding schools was implemented in Manitoba and New Mexico through complex chains that included multiple government offices with a variety of staffs, Indigenous peoples, and even nonhuman actors such as poverty, disease, and space.