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Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. MIDDLE TENNESSEE STATE UNIVERSITY INDIANS AND ACADEMIA: HOW THE POST-WORLD WAR TWO REVIVAL OF INTEREST IN NATIVE AMERICANS INFLUENCED THE TEACHING OF INDIAN HISTORY IN NORTH CAROLINA HIGHER EDUCATION A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY OF MIDDLE TENNESSEE STATE UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DOCTOR OF ARTS DEGREE DEPARTMENT OF HISTORY BY MANUEL A. CONLEY MURFREESBORO, TENNESSEE AUGUST 1997 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 9804694 Copyright 1998 by Conley, Manuel Arthur All rights reserved. UMI Microform 9804694 Copyright 1997, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INDIANS AND ACADEMIA: HOW THE POST-WORLD WAR TWO REVIVAL OF INTEREST IN NATIVE AMERICANS INFLUENCED THE TEACHING OF INDIAN HISTORY IN NORTH CAROLINA HIGHER EDUCATION APPROVED: Graduate fnmmin-fla. Major Professor Head the Department of History Dean of the Graduate ol Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT INDIANS AND ACADEMIA: HOW THE POST-WORLD WAR TWO REVIVAL OF INTEREST IN NATIVE AMERICANS INFLUENCED THE TEACHING OF INDIAN HISTORY IN NORTH CAROLINA HIGHER EDUCATION Manuel A. Conley After four hundred and fifty years in the shadows, shortly after the middle of the twentieth century, various events converged to shed new light on Native Americans. During the cultural upheavals of the 1960s and 1970s, a dramatic surge of public interest in Native Americans produced what some historians call the Indian Renaissance. This revival of interest prompted far reaching changes in the field of Native American history. These changes were particularly profound in North Carolina, a state with an Indian population of over 80,000. Utilizing both literary and statistical sources, this dissertation examines the historiography of Indian-white relations with particular emphasis on the second half of the twentieth century in order to evaluate how the Indian Renaissance influenced the teaching of American Indian history in North Carolina's four-year colleges and universities. The analysis of American Indian historiographical patterns before 1776 reveals that although shifting Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Manuel A. Conley paradigms variously characterized Indians as innocent victims or natural slaves, ignoble or noble savages, and obstacles to progress or models to emulate, Native Americans were persistently depicted as passive props or reactive bit players in the New World's historical pageant. American independence brought little change. Patriotic romanticists, scientific historians, and the followers of Frederick Jackson Turner continued to relegate Indians to inconsequential footnotes as impeders of progress. Although the emergence of ethnohistory in the 1950s fueled some heightened curiosity, it was not until the revival of interest in Native Americans during the Indian Renaissance that anyone in North Carolina higher education gave serious thought to teaching Indian history. The examination of the development of higher education in North Carolina explains how the nation-wide Indian Renaissance together with local Indian unrest contributed to the establishment of American Indian history courses, first at the University of North Carolina at Pembroke, then later at other institutions in the state. Finally, data gathered from surveys of history department chairs, instructors teaching Indian history, and students at UNC-Pembroke support this dissertation's conclusion that compared to the years prior to the Indian Renaissance, the teaching of Native American history is alive and well in North Carolina higher education. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS As a work of synthesis and analysis, this dissertation is indebted to every scholar who has contributed to the body of research upon which it is based. To all of them I wish to express my sincere appreciation. I am also grateful to the many individuals who provided me direct assistance in one form or another. These include my professors at Middle Tennessee State University and my colleagues at the University of North Carolina at Pembroke. I owe a special debt of gratitude to my dissertation committee, most especially its director, Dr. Fred Rolater. His expert guidance, patient diligence, and steady encouragement were crucial in the completion of this project. Dr. Rolater deserves much of the credit for whatever degree of quality this dissertation possesses. All my colleagues at Pembroke's History and American Indian Studies departments offered me liberal doses of encouragement, sympathy, and support, but one, Dr. Bruce J. Dehart, gave me considerably more. His unselfish labor proofreading this work was invaluable. Finally, I must mention my friend and mentor, Dr. David K. Eliades, whose inspiration and example prompted me to undertake and complete this endeavor. Manuel A. Conley ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGMENTS ...................................... INTRODUCTION .......................................... Background and Significance Limitations of the Study Definition of Terms Procedures for Collecting Data Chapter 1. HISTORY: OURS AND THEIRS ..................... Our History: It's About Time Their History: It's About Timelessness 2. FROM INNOCENT VICTIM TO NOBLE SAVAGE: SHIFTING PATTERNS OF AMERICAN INDIAN HISTORIOGRAPHY, 1492-1776 ...................................... Spain's Black Legend England's Promoter Historians France's Noble American Savage 3. IN THE WHITE MAN'S SHADOW: AMERICAN INDIAN HISTORIOGRAPHY, 1776-1900 ..................... Creating the Past: Nineteenth-Century Romantic History The Indian During the Golden Age of American History History Becomes Scientific Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 4. FROM DARKNESS TO LIGHT: THE TRANSFORMATION OF AMERICAN INDIAN HISTORY IN THE TWENTIETH CENTURY ............................................. 70 The Turner Legacy- Out of Sight, Out of Mind Academic Amnesia Out of the Shadows The Genesis of Ethnohistory 5. AMERICAN INDIAN HISTORY AT THE END OF THE TWENTIETH CENTURY ............................................. 92 The New Indian History The Objectivity Question Who Should Tell Their Story? Concluding Thoughts 6. PRIDE AND POLITICS: NATIVE AMERICANS OF NORTH CAROLINA............................................ 118 Indians of North Carolina Case Study: Exceptions That Prove the Rule: The Eastern Band of Cherokees and the Lumbee Tribe of Cheraw. Indians 7. TEACHING INDIAN HISTORY IN NORTH CAROLINA HIGHER EDUCATION .......................................... 159 North Carolina Higher Education The University of North Carolina at Pembroke American Indian History Comes to UNC-Pembroke Department Chairs' Perspectives on Teaching American Indian History Faculty Perspectives on Teaching American Indian History Student Perspectives on Teaching American Indian History IV Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CONCLUSION ........................................................................... 1 8 8 Appendix A. CHRONOLOGY OF SIGNIFICANT EVENTS IN NORTH CAROLINA INDIAN H I S T O R Y ...................... 195 B. NORTH CAROLINA INDIAN POPULATION BY COUNTY . .206 C. NORTH CAROLINA INDIAN TRIBES AND URBAN INDIAN
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