Haskell Institute of Lawrence, Kansas, first opened its doors in 1884 to twenty-two Ponca and Ottawa children, sent there to be taught Anglo-Protestant cultural values. For a century and a quarter since that time, this famous boarding school institution has challenged and touched the lives of tens of thousands of Indian students and their families representing a diverse array of tribal heritages. Voices from Haskell chronicles the formative years of this unique institution through the vivid memories and words of the students who attended. Drawing on children's own accounts in letters, diaries, and other first-hand sources, Myriam Vuckovic reveals what Haskell's students really thought about the boarding school experience. By examining the cultural encounters and contests that occurred there, she portrays indigenous youth struggling to retain a sense of dignity and Indian identity-and refusing to become passive victims of assimilation. Vuckovic focuses on issues that directly affected the students, such as curriculum, health, gender differences, and extracurricular activities. She doesn't flinch from the harsh realities of daily life: poor diet, overcrowding, inadequate medical care, and students forced to work to maintain school facilities and often subjected to harsh punishments. In response to this hostile environment, students developed a subculture of accommodation and resistance-sometimes using sign language as a way around the "English only" rule-that also helped break down barriers between tribes. Many found a positive experience in the education they received and discovered new sources of pride, such as the Native American Church, Haskell's renowned football team, and its equally accomplished school band. Haskell is the only former government boarding school to evolve into a four-year university and still boasts a unique intertribal character, providing a culturally diverse learning environment for more than 1,000 students from 150 tribes every year. The first in-depth study of the school from its founding through the first quarter of the twentieth century, Voices from Haskell is a frank look at its history, a tribute to its accomplishments, and a major contribution to studies of the Indian boarding school experience.

Milk presents American Indian/Alaskan Native student stories from early days of Haskell, a federal boarding school founded in 1884. Their stories reveal the ordeals and successes of Native students as they struggle within a military, assimilationist educational environment.

Maps play an indispensable role in indigenous peoples? efforts to secure land rights in the Americas and beyond. Yet indigenous peoples did not invent participatory mapping techniques on their own; they appropriated them from techniques developed for colonial rule and counterinsurgency campaigns, and refined by anthropologists and geographers. Through a series of historical and contemporary examples from Nicaragua, Canada, and Mexico, this book explores the tension between military applications of participatory mapping and its use for political mobilization and advocacy. The authors analyze the emergence of indigenous territories as spaces defined by a collective way of life--and as a particular kind of battleground.

"With clarity, insight, and understanding, Kim Cary Warren vividly brings to life the heroic educational struggles of African Americans and Native peoples as they embraced alternative conceptions of citizenship during a transformative period of American history."-William J. Reese, Author of America's Public Schools: From the Common School to "No Child Left Behind" --

Between 1902 and 1934, the United States confined hundreds of adults and children from dozens of Native nations at the Canton Asylum for Insane Indians, a federal psychiatric hospital in South Dakota. But detention at the Indian Asylum, as families experienced it, was not the beginning or end of the story. For them, Canton Asylum was one of many places of imposed removal and confinement, including reservations, boarding schools, orphanages, and prison-hospitals. Despite the long reach of institutionalization for those forcibly held at the Asylum, the tenacity of relationships extended within and beyond institutional walls. In this accessible and innovative work, Susan Burch tells the story of the Indigenous people—families, communities, and nations, across generations to the present day—who have experienced the impact of this history.

Sherman Coolidge's (1860-1932) panoramic life as survivor of the Indian Wars, witness to the maladministration of the reservation system, mediator between Native and white worlds, and ultimate defender of Native rights and heritage made him the embodiment of his era in American Indian history. Born to a band of Northern Arapaho in present-day Wyoming, Des-che-wa-wah (Runs On Top) endured a series of harrowing tragedies against the brutal backdrop of the nineteenth-century Indian Wars. As a boy he experienced the merciless killings of his family in vicious raids and attacks, surviving only to be given up by his starving mother to U.S. officers stationed at a western military base. Des-che-wa-wah was eventually adopted by a sympathetic infantry lieutenant who changed his name and set his life on a radically different course. Over the next sixty years Coolidge inhabited western plains and eastern cities, rode in military campaigns against the Lakota, entered the Episcopal priesthood, labored as missionary to his tribe on the Wind River Reservation, fomented dangerous conspiracies, married a wealthy New York heiress, met with presidents and congressmen, and became one of the nation's most prominent Indigenous persons as leader of the Native-run reform group the Society of American Indians. Coolidge's fascinating biography is essential for understanding the myriad ways Native Americans faced modernity at the turn of the century.

Born in Wisconsin, Philip Bergin Gordon—whose Ojibwe name Tibishkogijik is said to mean Looking into the Sky—became one of the first Native Americans to be ordained as a Catholic priest in the United States. Gordon's devotion to Catholicism was matched only by his dedication to the protection of his people. A notable Native rights activist, his bold efforts to expose poverty and corruption on reservations and his reputation for agitation earned him the nickname "Wisconsin's Fighting Priest." Drawing on previously unexplored materials, Tadeusz Lewandowski paints a portrait of a contentious life. Ojibwe, Activist, Priest examines Gordon's efforts to abolish the Bureau of Indian Affairs, his membership in the Society of American Indians, and his dismissal from his Ojibwe parish and exile to a tiny community where he'd be less likely to stir up controversy. Lewandowski illuminates a significant chapter in the struggle for Native American rights through the views and experiences of a key Native progressive.

In Praising Girls, Henrietta Rix Wood explores how ordinary schoolgirls engaged in extraordinary rhetorical activities during the late nineteenth and early twentieth centuries in the United States. Focusing on high school girls’ public writing, Wood analyzes newspaper editorials and articles, creative writing projects, yearbook entries, and literary magazines, revealing how young women employed epideictic rhetoric—traditionally used to praise and blame in ceremonial situations—to define their individual and collective identities. Many girls, Wood argues, intervened rhetorically in national and international discourses on class, race, education, immigration, racism, and imperialism, confronting the gender politics that denigrated young women and often deprived them of positions of authority. The site of the study—Kansas City, Missouri—reflects the diverse rhetorical experiences of girls in cities across the United States at the beginning of the last century. Four case studies examine the writing of privileged white girls at a college preparatory school, Native American girls at an off-reservation boarding school, African American girls at a segregated high school, and working- and middle-class girls at a large whites-only public high school. Wood’s analysis reveals a contemporary concept of epideictic rhetoric that accounts for issues of gender, race, class, and age.

Non-Indians have amassed extensive records of Shawnee leaders dating back to the era between the French and Indian War and the War of 1812. But academia has largely ignored the stories of these leaders’ descendants—including accounts from the Shawnees’ own perspectives. The Eastern Shawnee Tribe of Oklahoma focuses on the nineteenth- and twentieth-century experiences of the Eastern Shawnee Tribe, presenting a new brand of tribal history made possible by the emergence of tribal communities’ own research centers and the resources afforded by the digital age. Offering various perspectives on the history of the Eastern Shawnees, this volume combines essays by leading and emerging scholars of Shawnee history with contributions by Eastern Shawnee citizens and interviews with tribal elders. Editor Stephen Warren introduces the collection, acknowledging that the questions and concerns of colonizers have dominated the themes of American Indian history for far too long. The essays that follow introduce readers to the story of the Eastern Shawnees and consider treaties with the U.S. government, laws impacting the tribe, and tribal leadership. They analyze the Eastern Shawnees’ ways of telling the tribe’s stories, detail Shawnee experiences of federal boarding schools, and recount stories of their chiefs. The book concludes with five tribal members’ life histories, told in their own words. The Eastern Shawnee Tribe of Oklahoma is the culmination of years of collaboration between tribal citizens and Native as well as non-Native scholars. Providing a fuller, more nuanced, and more complete portrayal of Native American historical experiences, this book serves as a resource for both future scholars and tribal members to reconstruct the Eastern Shawnee past and thereby better understand the present. This book was made possible through generous funding from the Administration for Native Americans.