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Thesis-1998D-C289h.Pdf (10.80Mb)
AN HISTORICAL ANALYSIS OF NATIVE AMERICAN HIGHER EDUCATION INSTITUTIONS IN THE UNITED ST ATES by CARY MICHAEL CARNEY Bachelor of Arts University of Tulsa Tulsa, Oklahoma 1969 Master of Business Administration Oklahoma State University Stillwater, Oklahoma 1992 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF EDUCATION May, 1998 COPYRIGHT By Cary Michael Carney May, 1998 AN HISTORICAL ANALYSIS OF NATIVE AMERICAN HIGHER EDUCATION INSTITUTIONS IN THE UNITED STATES Thesis Approved Thesis Advisor oer;(H~ ii PREFACE Many phases of Native American education have been given extensive and adequate historical treatment. Works are plentiful on the boarding school program, the mission school efforts, and other select aspects of Native American education. Higher education for Indians, however, has received little attention. Select articles, passages, and occasional chapters touch on it, but usually only regarding selected topics or as an adjunct to education in general. There is no thorough and comprehensive history of Native American higher education in the United States. It is hoped this study will satisfy such a need, and prompt others to strive to advance knowledge and analysis in this area and to improve on what is presented here. The scope of this study is higher education for the Indian community, specifically within the continental United States, from the age of discovery to the present. Although, strictly speaking, the colonial period predates the United States, the society and culture of the nation as well as several of its more prominent universities stem from that period. -
Indigenous Reactions to Religious Colonialism in Seventeenth-Century New England, New France, and New Mexico
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses Dissertations and Theses July 2020 Our Souls are Already Cared For: Indigenous Reactions to Religious Colonialism in Seventeenth-Century New England, New France, and New Mexico Gail Coughlin University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/masters_theses_2 Part of the Canadian History Commons, European History Commons, History of Religion Commons, Indigenous Studies Commons, Latin American History Commons, Missions and World Christianity Commons, Other History Commons, and the Other Religion Commons Recommended Citation Coughlin, Gail, "Our Souls are Already Cared For: Indigenous Reactions to Religious Colonialism in Seventeenth-Century New England, New France, and New Mexico" (2020). Masters Theses. 898. https://doi.org/10.7275/17285938 https://scholarworks.umass.edu/masters_theses_2/898 This Open Access Thesis is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Our Souls Are Already Cared For: Indigenous Reactions to Religious Colonialism in Seventeenth-Century New England, New France, and New Mexico A Thesis Presented by GAIL M. COUGHLIN Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree -
Bibliography for Swindler Sachem.Pdf
Bibliography Compiled by Jenny Hale Pulsipher for Swindler Sachem: The American Indian Who Sold His Birthright, Dropped Out of Harvard, and Conned the King of England (New Haven, Conn.: Yale University Press, 2018). Abbreviations AAS American Antiquarian Society, Worcester, Massachusetts. AWP Ann Wompas Inventory and Administration Records, 1676, #830, vol. 12:10, 95, Suffolk County Probate Records, MA. CCR J. Hammond Trumbull, ed., Public Records of the Colony of Connecticut, 3 vols. (Hartford: F.A. Brown, 1852). CLM William H. Whitmore, ed., The Colonial Laws of Massachusetts, reprinted from the edition of 1672, with the supplements through 1680 (Boston: 1887). CSL Connecticut State Library and Archives, Hartford, Connecticut. CSPC Sainsbury, W. Noel and J. W. Fortescue, eds., Calendar of State Papers, Colonial Series, America and West Indies, 16 vols. (Vaduz: Kraus Reprint, 1964). ECR Records and Files of the Quarterly Courts of Essex County, Massachusetts (Salem, Massachusetts: The Essex Institute, 1913). EHR Records of the Town of East-Hampton, 2 vols. (Sag Harbor, N.Y.: John H. Hunt, printer, 1887). ET Clark, Michael P., ed. The Eliot Tracts: With Letters from John Eliot to Thomas Thorowgood and Richard Baxter (Westport, Conn.: Praeger, 2003). FLR Fairfield Land Records, CSL, Hartford, Connecticut. HColl Daniel Gookin, Historical Collections of the Indians in New England. MHSC, 1st ser., 1:141–227. HAcc Daniel Gookin, An Historical Account of the Doings and Sufferings of the Christian Indians in New England, in the Years 1675, 1676, 1677, in Archaeologia Americana, Transactions and Collections of the American Antiquarian Society 2 (1836): 430–532. HIW William Hubbard, The History of the Indian Wars in New England from the First Settlement to the Termination of the War with King Philip, in 1677, ed. -
The Mashpee Woodlot Revolt of 1833
The Mashpee Woodlot Revolt of 1833 By David C. Churbuck Introduction In the annals of native/colonist relations, little can be objectively known about the true nature of the interactions between the English settlers of Eastern Massachusetts and the tribe that “welcomed” them, the Wampanoag. The record is one-sided and dominated by the English version of events and their system of deeds, genealogies, written records and literature. This has led to the perpetuation of the pleasant myth of the Wampanoag welcoming and cooperating with the Pilgrims; a myth created in the 19th century in a burst of American patriotism and nostalgia which lives on in the quaint concept of Pilgrims and Indians sharing a Thanksgiving feast. Today the Wampanoag regard Thanksgiving as a day of mourning, and, thanks to recent scrutiny of the actual historical record, it’s apparent the tribe are the forgotten first victims of the American “dream.” If, as Churchill said, “history is written by the victors,” the Wampanoags left little in the way of a written record of their relations and feelings towards the colonists. They had no written language, only their Algonquin dialect, and no historical tradition beyond the spoken word and creation myths. The discovery and re-publication in the 1990s of a unique account written by a member of the Connecticut Pequot tribe, William Apes (Apess), has revealed the earliest autobiography in American literature by a native, as well as cast some light on a little known incident that took place 180 years ago on the Wampanoag “reservation” or “praying town” of Mashpee, near its border with the village of Cotuit, in a wood lot near the Santuit River between a group of angry Wampanoag natives, two brothers from Cotuit, and an alcoholic activist Pequot preacher, William Apess. -
Delta Podcast Transcript Introduction Paul Musgrave: Welcome To
Delta Podcast Transcript Introduction Paul Musgrave: Welcome to Final Examination, a podcast that looks at the end of the world. I’m Paul Musgrave, and I’m a professor of political science at the University of Massachusetts Amherst. Over the past semester in the Fall of 2018, four teams of students have researched, reported, and produced stories about how people have dealt with the end of the world right here in Massachusetts. In this episode, Nate Reynolds and Abby McDonough take us to Ponkapoag to answer the question: Why did a civilization of Christian American Indians that coexisted with English Puritans disappear in the eighteenth century? ACT I: CANTON GHOST STORY / EXPOSITION Nate: Most children enjoy hearing ghost stories… But rarely do they enter one themselves. <<music>>1 1 Original composition by Mike Orlando, Greg Fournier, Kathrine Esten, and Deepika Singh. Stephen Turley and Mark Nannery were only twelve years old when they uncovered the secret of a two hundred year-old Indian burial ground beneath their quiet Massachusetts town. These children accidentally shed the first light in centuries on a society once engulfed in war, indoctrinated by its leaders, murdered by its sworn protectors… and forgotten in history… until now. <<bird sounds>>2 The date - September 13, 1969…The place - Canton, Massachusetts.3 A mystery had been brewing in the town for some time. A year earlier, a resident’s dog had sauntered home carrying a human skull in its mouth that the Canton Police attempted to trace to no avail...4Until two young boys stumbled upon the answer on that fateful September day. -
Our Beloved Kin
Our Beloved Kin Y7275-Brooks.indb i 10/3/17 8:26:06 AM THE HENRY ROE CLOUD SERIES ON AMERICAN INDIANS AND MODERNITY Series Editors: Ned Blackhawk, Professor of History and American Studies, Yale University, and Kate W. Shanley, Native American Studies, University of Montana Series Mission Statement Named in honor of the pioneering Winnebago educational reformer and fi rst known American Indian graduate of Yale College, Henry Roe Cloud (Class of 1910), this series showcases emergent and leading scholarship in the fi eld of American Indian Studies. The series draws upon multiple disciplinary per- spectives and organizes them around the place of Native Americans within the development of American and European modernity, emphasizing the shared, relational ties between indigenous and Euro-American societies. It seeks to broaden current historic, literary, and cultural approaches to American Stud- ies by foregrounding the fraught but generative sites of inquiry provided by the study of indigenous communities. Y7275-Brooks.indb ii 10/3/17 8:26:06 AM Our Beloved Kin A New History of King Philip’s War Lisa Brooks New Haven & London Y7275-Brooks.indb iii 10/3/17 8:26:06 AM The publication of this book was supported (in part) by Amherst College. Published with assistance from the foundation established in memory of Philip Hamilton McMillan of the Class of 1894, Yale College. Copyright © 2018 by Lisa Brooks. All rights reserved. This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. -
The Tribally Controlled Indian Colleges: the Beginnings of Self Determination in American Indian Education
DOCUMENT RESUME ED 356 108 RC 019 019 AUTHOR Oppelt, Norman T. TITLE The Tribally Controlled Indian Colleges: The Beginnings of Self Determination in American Indian Education. REPORT NO ISBN-0-912586-67-2 PUB DATE 90 NOTE 159p. AVAILABLE FROM Navajo Community College Press, Navajo Community College, Tsaile, AZ 86556 ($20), PUB TYPE Books (010) Information Analyses (070) Reports Descriptive (141) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *American Indian Education; American Indian History; *Community Colleges; *Educational History; *Educational Opportunities; Federal Indian Relationship; Higher Education; *Institutional Characteristics; Profiles; Self Determination; *Tribally Controlled Education ABSTRACT This book examines tribally controlled Indian colleges established since the early 1960s and provides perspectives on their educational philosophy, history, and present status. Chapter 1 is an overview of four centuries of abortive efforts by churches and the federal government to provide higher education for American Indians, including profiles of specific missionary schools, factors in the failure of missionary education, the unusual success of Choctaw Academy, features of Carlisle Indian School and other federally funded off-reservation boarding schools, and the effeAs on Indian higher education of the General Allotment Act of 1887 and termination policies of the 1950s. Chapter 2 discusses the birth of tribally controlled community colleges amidst the social activism of the 1960s, and presents profiles of 19 such institutions. -
Although the Seal of the Massachusetts Bay Colony Is a Familiar Sight to Scholars of Early American History and Literatur
INDIANNESS AND WOMANHOOD: TEXTUALIZING THE FEMALE AMERICAN SELF Except where reference is made to the work of others, the work described in this dissertation is my own or was done in collaboration with my advisory committee. This dissertation does not include proprietary or classified information. ______________________________ Cathy Rex Certificate of Approval: ___________________________ ___________________________ Penelope Ingram Hilary E. Wyss, Chair Associate Professor Associate Professor English English ___________________________ ___________________________ Cedrick May Kathryn H. Braund Associate Professor Professor English History ______________________________ George T. Flowers Interim Dean Graduate School INDIANNESS AND WOMANHOOD: TEXTUALIZING THE FEMALE AMERICAN SELF Cathy Rex A Dissertation Submitted to the Graduate Faculty of Auburn University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Auburn, Alabama August 9, 2008 INDIANNESS AND WOMANHOOD: TEXTUALIZING THE FEMALE AMERICAN SELF Cathy Rex Permission is granted to Auburn University to make copies of this dissertation at its discretion, upon the request of individuals or institutions and at their expense. The author reserves all publication rights. ___________________________________ Signature of Author August 9, 2008_______________________ iii DISSERTATION ABSTRACT INDIANNESS AND WOMANHOOD: TEXTUALIZING THE FEMALE AMERICAN SELF Cathy Rex Doctor of Philosophy, August 9, 2008 (M.A., University of Hawaii at Manoa, 1996) (B.S., Auburn University, 1992) 327 total typed pages Directed by Hilary E. Wyss This dissertation focuses on the intricate relationship between Indianness and the formation of a uniquely new identity in the seventeenth, eighteenth and early nineteenth centuries—that of the American woman writer. Colonial and early national writers experienced an uneasy relationship with the ―Indianness‖ they encountered in the New World. -
Re-Articulating the Coercive Consultation Event, 1492-1693
THE ARTS OF EMPIRE: RE-ARTICULATING THE COERCIVE CONSULTATION EVENT, 1492-1693 by Matthew David Bennett B.A., Honours, University of Washington, 2003 M.A., University of South Carolina, 2007 THESIS SUBMITTED IN PARTIAL FULLFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF Doctor of Philosophy in The Faculty of Graduate and Postdoctoral Studies (English) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2015 © Matthew David Bennett, 2015 ii Abstract The following is a transatlantic study of the initial English and Spanish reactions to the problem of language difference in the Americas, focusing on the language related literature of England, Spain, New England, and New Spain, from 1492 to 1693. As part of the arts of empire, which is the use of language technologies for domination, both English and Spanish explorers, historians, and colonists created bilingual word-lists in the primary phase of the language encounter, yet the burgeoning empires’ responses diverged significantly with the deployment of missionary linguistics, resulting in the extremely uneven production of Amerindian grammars. This disparity in descriptive linguistics signals an understudied historical problem that I explain through comparative analysis of the English and Spanish traditions of language policy and language sciences, with particular regard for the effects of the Reformation on monastic communities and the funding of missionary expeditions. Another problem resides in the manner in which linguistic imperialism de- articulates the linguistic data from the language consultant and the historical context. Moving from texts founded on the interview of language slaves to texts requiring more willing collaboration, my response is the creation of an interpretive model, called narrative re- articulation, that combines linguistic data into a virtual syntax in such a way that the moment of language exchange, called the coercive consultation event, is reinserted into the historical narrative. -
Red Ink: Native Americans Picking up the Pen in the Colonial Period Drew Lopenzina University of New Hampshire, Durham
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2006 Red ink: Native Americans picking up the pen in the colonial period Drew Lopenzina University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Lopenzina, Drew, "Red ink: Native Americans picking up the pen in the colonial period" (2006). Doctoral Dissertations. 323. https://scholars.unh.edu/dissertation/323 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. Red Ink: Native Americans Picking Up The Pen In The Colonial Period BY DREW LOPENZINA Bachelor’s Degree, University o f Massachusetts, Amherst, 1999 Master’s Degree, University of New Hampshire, Durham, 2001 DISSERTATION Submitted to the University of New Hampshire In Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy In English Literature May, 2006 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3217431 Copyright 2006 by Lopenzina, Drew All rights reserved. INFORMATION TO USERS 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 bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. -
Red Ink: Native Americans Picking up the Pen in the Colonial Period
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2006 Red ink: Native Americans picking up the pen in the colonial period Drew Lopenzina University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Lopenzina, Drew, "Red ink: Native Americans picking up the pen in the colonial period" (2006). Doctoral Dissertations. 323. https://scholars.unh.edu/dissertation/323 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. Red Ink: Native Americans Picking Up The Pen In The Colonial Period BY DREW LOPENZINA Bachelor’s Degree, University o f Massachusetts, Amherst, 1999 Master’s Degree, University of New Hampshire, Durham, 2001 DISSERTATION Submitted to the University of New Hampshire In Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy In English Literature May, 2006 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3217431 Copyright 2006 by Lopenzina, Drew All rights reserved. INFORMATION TO USERS 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 bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. -
Harvard Foundation Portraiture Unveiling Ceremony
The HARVARD FOUNDATION Newsletter SPRING 2005HARVARD UNIVERSITY VOL. XXIV, NO. 2 Sharon Stone Receives Harvard Foundation Dr. Lily Jan Named Humanitarian Award Scientist of the Year Dr. Lily Jan, a Howard Hughes Medical Institute Investigator, received the 2005 Scientist of the Year Award and delivered a lecture on her research. Harvard Foundation Unveils Six Portraits Acclaimed actor and advocate for AIDS relief and peace, Sharon Stone, delivers the annual Peter J. Gomes Humanitarian Lecture in Harvardʼs Memorial Church. Stone was the recipient of the 2005 Harvard Foundation Humanitarian Award. Actor-Singer Jada Pinkett Smith Named Harvardʼs Artist of the Year Professor Emerita Rulan Pian is joined at her portrait by her husband Ted, and Harvard Foundation interns Xi Wang (right) and Ellen Yiadom (far right). 350th Anniversary of Indian College Members of the Harvard Native Famed actor, singer and producer, Jada Pinkett Smith is presented the Artist of the American community celebrate the Year award by Dr. S. Allen Counter, Director of the Harvard Foundation (L), and 350th anniversary of the former Dr. William R. Fitzsimmons ʻ67, Dean of Harvard College Admissions. Harvard Indian College. 112089.indd2089.indd 1 11/10/06/10/06 77:10:15:10:15 PPMM 2 HARVARD FOUNDATION NEWSLETTER, SPRING 2005 3 | COVER STORY Sharon Stone Receives Harvard Foundation Humanitarian Award COVER STORY | 8 Actor-Singer-Producer Jada Pinkett Smith Named Harvardʼs Artist of the Year 10 | COVER STORY 20th Annual Cultural Rhythms Celebration Everyone Loves Jada FEATURE