As the subjugation of the American Indian population began, the driving need to collect information emerged as did the quandaries that people who study this field struggle with today. To understand why problems transpire in this field of study, it is imperative that scholars know why should this field be studied. This reason is as simple or as complex as anyone wishes to make it. The program is to “present information and interpretations that otherwise would be overlooked.” The challenge that emerges from this rather simplistic meaning spans time and the globe in its debates and encompasses scholars of Native American and non- Indian ancestry. The purpose of this paper is not to tell about the history of why Native American Studies ought to be taught but to describe problems and solutions that it faces in its execution in the discipline both in the academic and in fieldwork. In the initiation of American Indian Studies, the problem of bias on the subject and the people became apparent. Although this is not a new trend in the art of studying history but history is written by the victories, thus creating a chasm for information to fall into obscurity. There is an abundant amount evidence of the way bias can be observed in Indian Studies from minuscule to massive. In writing and researching Native Americans, the Indian and non-Indian should be careful with the use of language. The saying is true that one word can change the meaning and impact of an entire text. When the American West was opened up to the white settler and the American Indians were placed on reservations, historians, archeologists, and others entered the area and put together the history that they constructed. The oral reports of what had occurred were taken from ... ... middle of paper ... ... University of Arizona Press, 1997. Duane Champagne, "American Indian Studies Is for Everyone," in Studying Native America: Problems and Prospects, 181-189. Madison: The University of Wisconsin Press, 1998. Donald Fixico, "Ethics and Responsibilities in Writing American Indian History," in Native sand Academics: Researching and Writing in American Indians, ed. Devon Mihesuah, 84-99. Lincoln: The University of Nebraska Press, 1998. Willard Walker, "The Twentieth- Century Conservators of Cherokee Sacred Formulas," in Southern Indians and Anthropologists: Culture, Politics & Identity, ed. Lisa J. Lefler and Frederic W. Gleach, 107-114. Athens: University of Georgia Press, 2002. Young, James E. “Toward a Received History of the Holocaust,” History and Theory 36, no. 4 (1997): 21-43.
In his essay, “The Indians’ Old World,” Neal Salisbury examined a recent shift in the telling of Native American history in North America. Until recently, much of American history, as it pertains to Native Americans; either focused on the decimation of their societies or excluded them completely from the discussion (Salisbury 25). Salisbury also contends that American history did not simply begin with the arrival of Europeans. This event was an episode of a long path towards America’s development (Salisbury 25). In pre-colonial America, Native Americans were not primitive savages, rather a developing people that possessed extraordinary skill in agriculture, hunting, and building and exhibited elaborate cultural and religious structures.
Local histories written in the nineteenth century are often neglected today. Yet from these accounts, one can see a pattern develop: the myth of Indian extinction, the superiority of White colonists and also to understand how American attitudes and values evolved. The myths were put forth for a reason according to Jean O’Brien. O’Brien explains how the process came to fruition in Firsting and Lasting: Writing Indians Out of Existence in New England. In the majority of local town histories, Indians are mentioned in passing, as a past that will never return. Indians were ancient, whereas English colonists brought modernity to New England. Jean O’Brien argues that local histories were the primary means by which white European Americans asserted
Pages one to sixty- nine in Indian From The Inside: Native American Philosophy and Cultural Renewal by Dennis McPherson and J. Douglas Rabb, provides the beginning of an in-depth analysis of Native American cultural philosophy. It also states the ways in which western perspective has played a role in our understanding of Native American culture and similarities between Western culture and Native American culture. The section of reading can be divided into three lenses. The first section focus is on the theoretical understanding of self in respect to the space around us. The second section provides a historical background into the relationship between Native Americans and British colonial power. The last section focus is on the affiliation of otherworldliness that exist between
Native American’s place in United States history is not as simple as the story of innocent peace loving people forced off their lands by racist white Americans in a never-ending quest to quench their thirst for more land. Accordingly, attempts to simplify the indigenous experience to nothing more than victims of white aggression during the colonial period, and beyond, does an injustice to Native American history. As a result, historians hoping to shed light on the true history of native people during this period have brought new perceptive to the role Indians played in their own history. Consequently, the theme of power and whom controlled it over the course of Native American/European contact is being presented in new ways. Examining the evolving
The depiction of Native Americans to the current day youth in the United States is a colorful fantasy used to cover up an unwarranted past. Native people are dressed from head to toe in feathers and paint while dancing around fires. They attempt to make good relations with European settlers but were then taken advantage of their “hippie” ways. However, this dramatized view is particularly portrayed through media and mainstream culture. It is also the one perspective every person remembers because they grew up being taught these views. Yet, Colin Calloway the author of First Peoples: A Documentary Survey of American Indian History, wishes to bring forth contradicting ideas. He doesn’t wish to disprove history; he only wishes to rewrite it.
Nevertheless, in the author’s note, Dunbar-Ortiz promises to provide a unique perspective that she did not gain from secondary texts, sources, or even her own formal education but rather from outside the academy. Furthermore, in her introduction, she claims her work to “be a history of the United States from an Indigenous peoples’ perspective but there is no such thing as a collective Indigenous peoples’ perspective (13).” She states in the next paragraph that her focus is to discuss the colonist settler state, but the previous statement raises flags for how and why she attempts to write it through an Indigenous perspective. Dunbar-Ortiz appears to anchor herself in this Indian identity but at the same time raises question about Indigenous perspective. Dunbar-Ortiz must be careful not to assume that just because her mother was “most likely Cherokee,” her voice automatically resonates and serves as an Indigenous perspective. These confusing and contradictory statements do raise interesting questions about Indigenous identity that Dunbar-Ortiz should have further examined. Are
In a lively account filled that is with personal accounts and the voices of people that were in the past left out of the historical armament, Ronald Takaki proffers us a new perspective of America’s envisioned past. Mr. Takaki confronts and disputes the Anglo-centric historical point of view. This dispute and confrontation is started in the within the seventeenth-century arrival of the colonists from England as witnessed by the Powhatan Indians of Virginia and the Wamapanoag Indians from the Massachusetts area. From there, Mr. Takaki turns our attention to several different cultures and how they had been affected by North America. The English colonists had brought the African people with force to the Atlantic coasts of America. The Irish women that sought to facilitate their need to work in factory settings and maids for our towns. The Chinese who migrated with ideas of a golden mountain and the Japanese who came and labored in the cane fields of Hawaii and on the farms of California. The Jewish people that fled from shtetls of Russia and created new urban communities here. The Latinos who crossed the border had come in search of the mythic and fabulous life El Norte.
As a scholar invested in the progression of the field of Native American material cultural studies, I consistently recondition my understanding of both epistemology and the appropriate ways to approach cultural circumstances of the so-called “Other” through personal encounters and the shared experiences of my contemporaries. My own ethical position is forever fluid, negotiated by both Native and non-Native sources as I attempt to find ground in what exactly I intend to do (outside of an occupation) with the knowledge I accumulate. Perhaps the most vulnerable facet of existence in the world of academia is the ease that comes in the failure to compromise one’s own advancement for the well-being of those being studied. Barre Toelken is an encouraging exception to this conundrum, considering his explicit analysis of both Navajo and Western ethics in the case of the Hugh Yellowman tapes. His essay argues for an approach that surrenders the fieldworker’s hypothetical gain to the socio-emotional needs of subjects’ epistemological structure and, most intriguingly, he treats ethnographic materials as praxis rather than data. After years of apprehension with the objectifying habits of cultural anthropology, a discipline internally dithered by the bickering of Science vs. Humanities, I am finally moved to disengage from such authoritatively based methods altogether as a result of Toelken’s example.
Talking Back to Civilization , edited by Frederick E. Hoxie, is a compilation of excerpts from speeches, articles, and texts written by various American Indian authors and scholars from the 1890s to the 1920s. As a whole, the pieces provide a rough testimony of the American Indian during a period when conflict over land and resources, cultural stereotypes, and national policies caused tensions between Native American Indians and Euro-American reformers. This paper will attempt to sum up the plight of the American Indian during this period in American history.
The collection of articles in American Indian Thought are demonstrating the philosophy that Western and Native American philosophy must been seen as equals and therefore be respected in the field of academia philosophy. This is required as Western Philosophy can only get us so far especially with the manner they dismiss non-propositional knowledge. The articles list a number of manners in order to achieve this such as recognizing the similarities as well as differences of philosophy and westerners to acknowledge the validity of Native American thought.
Students will partake in a seven week and seven lesson series on marginalized groups in America, these groups include- Mexican Americans, Asian Americans, African Americans, Native Americans, Women, Arab Americans, and Children. Lessons will take place the last two months of school, once we reach the 1960’s in American history. This is in an effort to have students realize that there is not merely one group that has seen racism, discrimination, and a near destruction of their culture. The following lesson will be on Native American portion of the unit. The goal of this lesson is for students to understand that each period from colonization to self- determination had causes of historical context and can still be felt today by many Native Americans.
All in all, the treatment of the American Indian during the expansion westward was cruel and harsh. Thus, A Century of Dishonor conveys the truth about the frontier more so than the frontier thesis. Additionally, the common beliefs about the old west are founded in lies and deception. The despair that comes with knowing that people will continue to believe in these false ideas is epitomized by Terrell’s statement, “Perhaps nothing will ever penetrate the haze of puerile romance with which writers unfaithful to their profession and to themselves have surrounded the westerner who made a living in the saddle” (Terrell 182).
The article, “Native Reactions to the invasion of America”, is written by a well-known historian, James Axtell to inform the readers about the tragedy that took place in the Native American history. All through the article, Axtell summarizes the life of the Native Americans after Columbus acquainted America to the world. Axtell launches his essay by pointing out how Christopher Columbus’s image changed in the eyes of the public over the past century. In 1892, Columbus’s work and admirations overshadowed the tears and sorrows of the Native Americans. However, in 1992, Columbus’s undeserved limelight shifted to the Native Americans when the society rediscovered the history’s unheard voices and became much more evident about the horrific tragedy of the Natives Indians.
Native Americans have felt distress from societal and governmental interactions for hundreds of years. American Indian protests against these pressures date back to the colonial period. Broken treaties, removal policies, acculturation, and assimilation have scarred the indigenous societies of the United States. These policies and the continued oppression of the native communities produced an atmosphere of heightened tension. Governmental pressure for assimilation and their apparent aim to destroy cultures, communities, and identities through policies gave the native people a reason to fight. The unanticipated consequence was the subsequent creation of a pan-American Indian identity of the 1960s. These factors combined with poverty, racism, and prolonged discrimination fueled a resentment that had been present in Indian communities for many years. In 1968, the formation of the American Indian Movement took place to tackle the situation and position of Native Americans in society. This movement gave way to a series of radical protests, which were designed to draw awareness to the concerns of American Indians and to compel the federal government to act on their behalf. The movement’s major events were the occupation of Alcatraz, Mount Rushmore, The Trail of Broken Treaties, and Wounded Knee II. These AIM efforts in the 1960s and 1970s era of protest contained many sociological theories that helped and hindered the Native Americans success. The Governments continued repression of the Native Americans assisted in the more radicalized approach of the American Indian Movement. Radical tactics combined with media attention stained the AIM and their effectiveness. Native militancy became a repertoire of action along with adopted strategies from the Civil Rights Movement. In this essay, I will explain the formation of AIM and their major events, while revealing that this identity based social movement’s radical approach led to a harsher governmentally repressive counter movement that ultimately influenced the movements decline.
In Thomas King’s novel, The Inconvenient Indian, the story of North America’s history is discussed from his original viewpoint and perspective. In his first chapter, “Forgetting Columbus,” he voices his opinion about how he feel towards the way white people have told America’s history and portraying it as an adventurous tale of triumph, strength and freedom. King hunts down the evidence needed to reveal more facts on the controversial relationship between the whites and natives and how it has affected the culture of Americans. Mainly untangling the confusion between the idea of Native Americans being savages and whites constantly reigning in glory. He exposes the truth about how Native Americans were treated and how their actual stories were