After the United States invaded Puerto Rico in 1898, the new unincorporated territory sought to define its future. Seeking to shape the next generation and generate popular support for colonial rule, U.S. officials looked to education as a key venue for promoting the benefits of Americanization. At the same time, public schools became a site where Puerto Rican teachers, parents, and students could formulate and advance their own projects for building citizenship. In Negotiating Empire, Solsiree del Moral demonstrates how these colonial intermediaries aimed for regeneration and progress through education. Rather than seeing U.S. empire in Puerto Rico during this period as a contest between two sharply polarized groups, del Moral views their interaction as a process of negotiation. Although educators and families rejected some tenets of Americanization, such as English-language instruction, they also redefined and appropriated others to their benefit to increase literacy and skills required for better occupations and social mobility. Pushing their citizenship-building vision through the schools, Puerto Ricans negotiated a different school project—one that was reformist yet radical, modern yet traditional, colonial yet nationalist.

Examines how negotiations between the Ottomans and Arab nomads played a part in the making of the modern Middle East.

Accounts of U.S. empire building in Latin America typically portray politically and economically powerful North Americans descending on their southerly neighbors to engage in lopsided negotiations. Dennis Merrill's comparative history of U.S. tourism in L

With its rapid industrialization, modernization, and gradual democratization, Imperial Germany has typically been understood in secular terms. However, religion and religious actors actually played crucial roles in the history of the Kaiserreich, a fact that becomes particularly evident when viewed through a transnational lens. In this volume, leading scholars of sociology, religious studies, and history study the interplay of secular and religious worldviews beyond the simple interrelation of practices and ideas. By exploring secular perspectives, belief systems, and rituals in a transnational context, they provide new ways of understanding how the borders between Imperial Germany’s secular and religious spheres were continually made and remade.

In this innovative, micro-historical approach to law, empire and society in India from the Mughal to the colonial period, Nandini Chatterjee explores the dramatic, multi-generational story of a family of Indian landlords negotiating the laws of three empires: Mughal, Maratha and British. This title is also available as Open Access.

In this innovative volume, leading historians of the early modern Americas examine the subjects of early modern, continuing colonization, and the relations between established colonies and frontiers of settlement. Their original essays about centers and peripheries in Spanish, Portuguese, French, Dutch, and British America invite comparison.

Cultural Diplomacy and the Heritage of Empire analyzes the history of the negotiations that led to the atypical return of colonial-era cultural property from the Netherlands to Indonesia in the 1970s. By doing so, the book shows that competing visions of post-colonial redress were contested throughout the era of post-World War II decolonization. Considering the danger this precedent posed to other countries, the book looks beyond the Dutch-Indonesian case to the “Elgin (Parthenon) Marbles” and “Benin Bronzes” controversies, as well as recent developments relating to returns in France and the Netherlands. Setting aside the “universalism versus nationalism” debate, Scott asserts that the deeper meaning of post-colonial cultural property disputes in European history has more to do with how officials of former colonial powers negotiated decolonization, while also creating contemporary understandings of their nations’ pasts. As a whole, the book expands the field of cultural restitution studies and offers a more nuanced understanding of the connections drawn between postcolonial national identity making and the extension of cultural diplomacy. Cultural Diplomacy and the Heritage of Empire offers a new perspective on the international influence of the UNGA and UNESCO on the return debate. As such, the book will be of interest to scholars, students and practitioners engaged in the study of cultural property diplomacy and law, museum and heritage studies, modern European history, post-colonial studies and historical anthropology.

Postwar Hong Kong cinema played an active role in building the colony’s community in the 1950s and 1960s. To Jing Jing Chang, the screening of movies in postwar Hong Kong was a process of showing the filmmakers’ visions for Hong Kong society and simultaneously an attempt to conceal their anxieties and mask their political agenda. It was a time when the city was a site of intense ideological struggles among the colonial government, Chinese Nationalists, and Communist sympathizers. The medium of film was recognized as a powerful tool for public persuasion and various camps competed to win over the hearts and minds of the audience. Screening Communities thus situates the history of postwar Hong Kong cinema at the intersection of Cold War politics, Chinese culture, and local society. Focusing on the genres of official documentary film, leftist family melodrama (lunlipian), and youth film, this study examines the triangulated relationship of colonial interventions in Hong Kong film culture, the rise of left-leaning Cantonese directors as new cultural elites, and the positioning of audiences as contributors to the colony’s journey toward industrial modernity. Filmmakers are shown having to constantly negotiate changing sociopolitical conditions: the Hong Kong government presenting itself as a collaborative ruling body, moral and didactic messages being adapted for commercial releases, and women becoming recognized as a driving force behind Hong Kong’s postwar industrial success. In putting forward a historical narrative that privileges the poetics and politics of shaping a local community through a continuous screening process, Screening Communities offers a new interpretation of the development of Hong Kong cinema—one that breaks away from the usual accounts of the “rise and fall” of the industry. “Despite the voluminous literature on Hong Kong cinema, Screening Communities doesn’t just fill in gaps; it positively seals up a number of fissures. Chang shows us a cinema on the ground, refuting the standard image of an apolitical, fantasized world of martial arts and musicals. When Hong Kong’s identity seems ever more precarious, this is a bracing reminder of how film was deeply implicated in Hong Kong identity-formation in the Cold War era.” —David Desser, University of Illinois “Screening Communities offers an exciting analysis of the role of cinemas in shaping Hong Kong and diasporic identities during the Cold War. Chang brings left-wing Cantonese filmmakers and the colonial state back into the story, and in the process broadens our understanding of the place of Hong Kong in the cultural and social history of the Cold War. This is an important contribution to the scholarship.” —Jeremy E. Taylor, University of Nottingham

Missionary Discourse examines missionary writings from India and southern Africa to explore colonial discourses about race, religion, gender and culture. The book is organised around three themes: family, sickness and violence, which were key areas of missionary concern, and important axes around which colonial difference was forged.

For the vast majority of Native American students in federal Indian boarding schools at the turn of the twentieth century, the experience was nothing short of tragic. Dislocated from family and community, they were forced into an educational system that sought to erase their Indian identity as a means of acculturating them to white society. However, as historian John Gram reveals, some Indian communities on the edge of the American frontier had a much different experience—even influencing the type of education their children received. Shining a spotlight on Pueblo Indians’ interactions with school officials at the Albuquerque and Santa Fe Indian Schools, Gram examines two rare cases of off-reservation schools that were situated near the communities whose children they sought to assimilate. Far from the federal government’s reach and in competition with nearby Catholic schools for students, these Indian boarding school officials were in no position to make demands and instead were forced to pick their cultural battles with nearby Pueblo parents, who visited the schools regularly. As a result, Pueblo Indians were able to exercise their agency, influencing everything from classroom curriculum to school functions. As Gram reveals, they often mitigated the schools’ assimilation efforts and assured the various pueblos’ cultural, social, and economic survival. Greatly expanding our understanding of the Indian boarding school experience, Education at the Edge of Empire is grounded in previously overlooked archival material and student oral histories. The result is a groundbreaking examination that contributes to Native American, Western, and education histories, as well as to borderland and Southwest studies. It will appeal to anyone interested in knowing how some Native Americans were able to use the typically oppressive boarding school experience to their advantage.