Vols. 2-9: Edited by W. Edwin Hemphill; v. 10: Edited by Clyde N. Wilson and W. Edwin Hemphill; v. 11-18, 20-22: Edited by Clyde N. Wilson; v. 23-27 edited by Clyde N. Wilson and Shirley Bright CookVols. 10-15, 22: Published by the University of South Carolina Press for the South Carolina Dept. of Archives and History and the South Caroliniana Society; v. 23-28 published by the University of South Carolina Press Includes bibliographical references and indexes.
This is the first historical monograph to demonstrate settler colonialism’s significance for Early America. Based on a nuanced reading of the archive and using a comparative approach, the book treats settler colonialism as a process rather than a coherent ideology. Spady shows that learning was a central site of colonial struggle in the South, in which Native Americans, Africans, and European settlers acquired and exploited each other’s knowledge and practices. Learned skills, attitudes, and ideas shaped the economy and culture of the region and produced challenges to colonial authority. Factions of enslaved people and of Native American communities devised new survival and resistance strategies. Their successful learning challenged settler projects and desires, and white settlers gradually responded. Three developments arose as a pattern of racialization: settlers tried to prohibit literacy for the enslaved, remove indigenous communities, and initiate some of North America's earliest schools for poorer whites. Fully instituted by the end of the 1820s, settler colonization’s racialization of learning in the South endured beyond the Civil War and Reconstruction.
