Examines Indian boarding school narratives and their impact on the Native literary tradition from 1879 to the present Indian boarding schools were the lynchpins of a federally sponsored system of forced assimilation. These schools, located off-reservation, took Native children from their families and tribes for years at a time in an effort to “kill” their tribal cultures, languages, and religions. In Learning to Write “Indian,” Amelia V. Katanski investigates the impact of the Indian boarding school experience on the American Indian literary tradition through an examination of turn-of-the-century student essays and autobiographies as well as contemporary plays, novels, and poetry. Many recent books have focused on the Indian boarding school experience. Among these Learning to Write “Indian” is unique in that it looks at writings about the schools as literature, rather than as mere historical evidence.
This new collection reveals the vitality of the intellectual and creative work of Native women today. The authors examine the avenues that Native American women have chosen for creative, cultural, and political expressions, and discuss the points of convergence between Native American feminisms and other feminisms. Individual contributors articulate their positions around issues such as identity, community, sovereignty, culture, and representation. This engaging volume crystallizes the myriad realities that inform the authors' intellectual work, and clarifies the sources of inspiration for their roles as individuals and indigenous intellectuals, reaffirming their paramount commitment to their communities and Nations. It will be of great value to Native writers as well as instructors and students in Native American studies, women's studies, anthropology, cultural studies, literature, and writing and composition.
During the westward expansion of America, white middle-class ideals of home and domestic work were used to measure differences between white and Native American women. Yet the vision of America as "home" was more than a metaphor for women's stake in the process of conquest--it took deliberate work to create and uphold. Treating white and indigenous women's struggles as part of the same history, Jane E. Simonsen argues that as both cultural workers and domestic laborers insisted upon the value of their work to "civilization," they exposed the inequalities integral to both the nation and the household. Simonsen illuminates discussions about the value of women's work through analysis of texts and images created by writers, women's rights activists, reformers, anthropologists, photographers, field matrons, and Native American women. She argues that women such as Caroline Soule, Alice Fletcher, E. Jane Gay, Anna Dawson Wilde, and Angel DeCora called upon the rhetoric of sentimental domesticity, ethnographic science, public display, and indigenous knowledge as they sought to make the gendered and racial order of the nation visible through homes and the work performed in them. Focusing on the range of materials through which domesticity was produced in the West, Simonsen integrates new voices into the study of domesticity's imperial manifestations.
Stiya - A Carlisle Indian Girl at Home is an unchanged, high-quality reprint of the original edition of 1891. Hansebooks is editor of the literature on different topic areas such as research and science, travel and expeditions, cooking and nutrition, medicine, and other genres. As a publisher we focus on the preservation of historical literature. Many works of historical writers and scientists are available today as antiques only. Hansebooks newly publishes these books and contributes to the preservation of literature which has become rare and historical knowledge for the future.
DIVExplores the drive of whites to "individualize" Indians -- showing them how they should pursue happiness, find the meaning of life and how they should labor./div
The Fast Red Road--A Plainsong is a novel which plunders, in a gleeful, two-fisted fashion, the myth and pop-culture surrounding the American Indian. It is a story fueled on pot fumes and blues, borrowing and distorting the rigid conventions of the traditional western. Indians, cowboys, and outlaws are as interchangeable as their outfits; men strike poses from Gunsmoke, and horses are traded for Trans-Ams. Pidgin, the half-blood protagonist, inhabits a world of illusion--of aliens, ghosts, telekinesis, and water-pistol violence--where television offers redemption, and "the Indian always gets it up the ass." Having escaped the porn factories of Utah, Pidgin heads for Clovis, NM to bury his father, Cline. But the body is stolen at the funeral, and Pidgin must recover it. With the aid of car thief Charlie Ward, he criscrosses a wasted New Mexico, straying through bars, junkyards, and rodeos, evading the cops, and tearing through barriers "Dukestyle." "Charlie Ward slid his thin leather belt from his jeans and held it out the window, whipping the cutlass faster, faster, his dyed black hair unbraiding in the fifty mile per hour wind, and they never stopped for gas." Along the way, Pidgin escapes a giant coyote, survives a showdown with Custer, and encounters the remnants of the Goliard Tribe--a group of radicals to which Cline belonged. Pidgin's search allows him to reconcile the death of his father with five hundred years of colonial myth-making, and will eventually place him in a position to rewrite history. Jones tells his tale in lean, poetic prose. He paints a bleak, fever-burnt west--a land of strip-joints, strip-malls, and all you can eat beef-fed-beef stalls, where the inhabitants speak a raw, disposable lingo. His vision is dark yet frighteningly recognizable. In the tradition of Gerald Vizenor's Griever, The Fast Red Road--A Plainsong blazes a trail through the puppets and mirrors of myth, meeting the unexpected at every turn, and proving that the past--the texture of the road--can and must be changed.
An exploration of the fascinating and controversial history of girls' education in America from the colonial era to the computer age. Girls and Literacy in America offers a tour of opportunities, obstacles, and achievements in girls' education from the limited possibilities of colonial days to the wide-open potential of the Internet generation. Six essays, written by historians and focused on particular historical periods, examine the extensive range of girls' literacies in both educational and extracurricular settings. Girls from various ethnic and racial backgrounds, social classes, religions, and geographic areas of the nation are included. A host of primary documents, including such items as an 18th century hornbook to excerpts from girls' "conversations" in Internet chat rooms allow readers an opportunity to evaluate for themselves some of the materials mentioned in the volume's opening essays. And finally, an extensive bibliography will be invaluable to students expected to conduct more extensive primary research.
