Böcker i Indigenous Confluences-serien

With the largest number of Native Americans as well as the most non-federally recognized tribes in the United States, the state of California is a key site for sovereignty struggles, including federal recognition. In Unrecognized in California, Olivia M. Chilcote, member of the San Luis Rey Band of Mission Indians of San Diego County, demonstrates how the state's colonial history is foundational to the ongoing crisis over tribal legal status. In the context of the history and experience of her tribal community, Chilcote traces the tensions and contradictions-but also the limits and opportunities-surrounding federal recognition for California Indians. Based on the author's experiences, interviews with tribal leaders, and hard-to-access archives, the book tells the story of the San Luis Rey Band's efforts to gain recognition through the Federal Acknowledgment Process.The tribe's recognition movement originated in historic struggles against colonization and represents the most recent iteration of ongoing work to secure the tribe's rightful claims to land, resources, and respect. As Chilcote shows, the San Luis Rey Band successfully uses its inherent legal powers to maintain its community identity and self-determination while the tribe's Luiseño members endeavor to ensure that the tribe endures.Perceptive and comprehensive, Unrecognized in California explores one tribe's confrontations with the federal government, the politics of Native American identity, and California's distinct crisis of tribal federal recognition.

The US government justified its World War II occupation of Alaska as a defense against Japan¿s invasion of the Aleutian Islands, but it equally served to advance colonial expansion in relation to the geographically and culturally diverse Indigenous communities affected. Offering important Alaska Native experiences of this history, Holly Miowak Guise draws on a wealth of oral histories and interviews with Indigenous elders to explore the multidimensional relationship between Alaska Natives and the US military during the Pacific War.The forced relocation and internment of Unangax¿ in 1942 proved a harbinger of Indigenous loss and suffering in World War II Alaska. Violence against Native women, assimilation and Jim Crow segregation, and discrimination against Native servicemen followed the colonial blueprint. Yet Alaska Native peoples took steps to enact their sovereignty and restore equilibrium to their lives by resisting violence and disrupting attempts at US control. Their subversive actions altered the colonial structures imposed upon them by maintaining Indigenous spaces and asserting sovereignty over their homelands.A multifaceted challenge to conventional histories, Alaska Native Resilience shares the experiences of Indigenous peoples from across Alaska to reveal long-overlooked demonstrations of Native opposition to colonialism.

Cutcha Risling Baldy's deeply personal account of the revitalization of the women's coming-of-age ceremony for the Hoopa Valley Tribe--Provided by publisher.

Finalist for the 2017 Lambda Literary "e;Lammy"e; Award in LGBTQ StudiesThe first book to examine the correlation between mixed-race identity and HIV/AIDS among Native American gay men and transgendered people, Indian Blood provides an analysis of the emerging and often contested LGBTQ "e;two-spirit"e; identification as it relates to public health and mixed-race identity.Prior to contact with European settlers, most Native American tribes held their two-spirit members in high esteem, even considering them spiritually advanced. However, after contact - and religious conversion - attitudes changed and social and cultural support networks were ruptured. This discrimination led to a breakdown in traditional values, beliefs, and practices, which in turn pushed many two-spirit members to participate in high-risk behaviors. The result is a disproportionate number of two-spirit members who currently test positive for HIV.Using surveys, focus groups, and community discussions to examine the experiences of HIV-positive members of San Francisco's two-spirit community, Indian Blood provides an innovative approach to understanding how colonization continues to affect American Indian communities and opens a series of crucial dialogues in the fields of Native American studies, public health, queer studies, and critical mixed-race studies.

Native Students at Work tells the stories of Native people from around the American Southwest who participated in labor programs at Sherman Institute, a federal Indian boarding school in Riverside, California. The school placed young Native men and women in and around Los Angeles as domestic workers, farmhands, and factory laborers. For the first time, historian Kevin Whalen reveals the challenges these students faced as they left their homes for boarding schools and then endured an outing program that aimed to strip them of their identities and cultures by sending them to live and work among non-Native people. Tracing their journeys, Whalen shows how male students faced low pay and grueling conditions on industrial farms near the edge of the city, yet still made more money than they could near their reservations. Similarly, many young women serving as domestic workers in Los Angeles made the best of their situations by tapping into the citys indigenous social networks and even enrolling in its public schools. As Whalen reveals, despite cruel working conditions, Native people used the outing program to their advantage whenever they could, forming urban indigenous communities and sharing money and knowledge gained in the city with those back home.A mostly overlooked chapter in Native American and labor histories, Native Students at Work deepens our understanding of the boarding school experience and sheds further light on Native American participation in the workforce.

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 experienceeven 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 governments 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.

Kevin Whalen is assistant professor of history at the University of Minnesota, Morris.