DOCSLIB.ORG

Indigenous Women: the State of Our Nations"

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Indigenous Women: the State of Our Nations 1 Introduction to "Indigenous Women: The State of Our Nations" Bonita Lawrence and Kim Anderson "Indigenous Women: The State of Our underpin whose perspectives are prioritized are Nations" originated with our desire, as co-editors, to obvious; what is less clear are the ways in which the continue a working relationship that began with the gender divisions forced on us by the colonizer may anthology Strong Women Stories: Native Vision and have resulted in different definitions, among men Community Survival (2003). In Strong Women and women, of "sovereignty" and "nationhood." Stories, the contributors addressed the range of issues that Aboriginal women take on as they work WHERE ARE YOUR WOMEN? to ensure the survival of our communities. A number of them examined the complex legal The absence of Aboriginal women in categories through which Canada classifies politics is rooted in our history, as coined in the Nativeness, and explored how being labelled as a "Where are your women?" question posed by "C-31 Indian," or as "non-status" or "Metis," Cherokee Chief Attakullakulla upon meeting a affected their ability to feel a sense of belonging colonial United States (US) delegation. As Marilou within their own and other Native communities. Awiakta reports, Chief Attakullakulla's party Other women addressed issues of child-rearing, included women "as famous in war, as powerful in schooling, sexuality, community leadership, women the council," while the US party included only men and "traditionalism," aging, violence against women (1993, 9). In terms of governance, where were (are) and children and healing. Notably absent in these their women - and what has happened to our accounts, however, were articles that explicitly Indigenous female political authority, vision, voice explored the politics of sovereignty. This absence and direction? both intrigued and troubled us, and prompted us to We know that colonial governments ask the contributors to this journal to write about historically refused to negotiate with Indigenous Aboriginal women and nationhood. women, accepting only male representatives when As a starting point, we knew that discussing terms of relationship. They then actively "community issues" and "sovereignty issues" have disempowered women by attacking the clan often been separated within our communities. systems and other forms of female representation, "Sovereignty issues," as articulated by the formal and by making it illegal for Indian women in leadership (largely male) have addressed land Canada to take part in the band councils that claims and constitutional battles, in the courts and replaced traditional Indigenous governments. The within government circles. "Community issues," as legacy of the Indian Act, in the form of all-male articulated by the informal leadership (largely representation, has shaped the nation to nation female), have encompassed a range of struggles, discourse since then. This has set the stage for a including addressing violence against women and political representation that is not shaped by children, alcoholism and other addictions, the health women's ways of knowing the world. needs of children and elders, and education that is Native women have been far from silent culture-based and community controlled. Too often, about community needs and priorities, but our the agendas of the formal leadership are prioritized, voices are only beginning to be heard politically at while the informal leadership's concerns receive the national and international levels. More secondary attention. The gender divisions that Aboriginal women are entering formal leadership Atlantis, Volume 29.2, Spring/Summer 2005 2 Lawrence & Anderson positions nationally and are increasingly addressing broke down, their struggle gradually evolved into international forums on Indigenous issues, yet the the larger issue of loss of Indian status. This reality of ongoing colonization ties our hands. Our ultimately led Sandra Lovelace to the United families and communities require constant attention Nations (UN), where she argued that Section because we continue to move from crisis to crisis. 12(1)(b) of the Indian Act, through which Indian As primary caregivers, these responsibilities weigh women lost their status, was in violation of Article heavily on us. 27 of the International Covenant on Civil and There have been other reasons for us not Political Rights, which protects the rights of taking active roles in formal political structures. minority groups to enjoy their culture, practise their Some Aboriginal women have sought a broader traditions, and use their language in community vision than the band council system forced on our with others from their group. In 1981, the UN ruled communities and so tightly controlled by Canada. against Canada, and found that Lovelace had been These women may have maintained traditional denied her cultural rights under Article 27, thereby leadership as clan mothers, or have worked in other forcing Canada to change the Indian Act in 1985 ways to re-awaken or strengthen the traditional (Lawrence 2004). systems of government in their nations. However, What has been less well documented than other Aboriginal women, particularly those who the above interventions, however, are the ways in have struggled against being formally expelled from which gendered struggles against colonialism have their nations because of gender discrimination in the all too frequently been reduced to "women's issues" Indian Act, have borne the brunt of actually having by the formal male leadership, and then presented formal political structures work against them. as a wholesale threat to sovereignty. The now It is becoming increasingly well-known notorious incident when the National Indian that a critical act of political resistance on the part Brotherhood (predecessor of the Assembly of First of Native women has been against the Indian Act Nations), when faced with the Lavell and Bedard clause that expelled Indian women who had married case, actually lined up, with Canada, to be non-Indians from their communities, while allowing intervenors against Lavell and Bedard (Jamieson Indian men to bestow Indian status on their white 1978), is only one example. There are others. When wives. Indian women struggled long and hard the Lavell and Bedard decision clearly foreclosed against this legislation which disenfranchised them any possibility of legal redress within Canada, Mary from the life of their nations while in many places Two-Axe Early and sixty other women from enabling white women to replace them. The Kahnewake attempted to take Canada's gender organization "Indian Rights for Indian Women," discrimination into the international arena by initiated by the late Mary Two-Axe Early, was attending the International Women's Year probably one of the earliest examples of Native conference in Mexico City in 1975. They returned women's resistance to this gendered form of to find that their band council had served them colonialism. However, in the early 1970s, when eviction notices (Jamieson 1979). Meanwhile, the aspects of overt racial inequality within the Indian struggle of the Tobique women for housing and Act were overturned in the Drybones case, two against loss of status, which they waged at one Native women, Jeannette Corbiere Lavell and Irene point by occupying their band office, resulted not Bedard, attempted to have the overt gender only in threats of arrest by the leadership but also inquality within the Act overturned by challenging continuous physical violence against them and their the loss of their Indian status in the courts. families. This happened to such an extent that the Ultimately, however, the Supreme Court judgment American Indian Movement actually offered to in Lavell and Bedard maintained the gender come into the community to protect them (Silman discrimination which had been so central to Native 1987). women's colonial disempowerment. Subsequently, Against this background, it is perhaps not when the women of Tobique First Nation in New surprising that the Native Women's Association of Brunswick began to challenge the manner in which Canada did not feel sufficiently "represented" by housing on reserve was assigned only to men, the Assembly of First Nations, and therefore leaving their families homeless when marriages struggled, fruitlessly, to get a seat for status Indian Atlantis, Volume 29.2 3 women at the table during the 1982 talks around through many Native communities in Canada, repatriating the constitution. It is also not surprising fragmenting decolonization efforts in a number of that the Métis National Council of Women has been ways and marginalizing women's voices within forced into the courts in their attempts to bring communities. Because gender discrimination has about national representation of Métis women's been a central means through which the voices. These struggles all highlight the extent to colonization of Native communities has taken place, which the formal male political leadership has, in particularly in Canada, addressing the general, refused to address colonialism when marginalization and devaluation of women's voices women, rather than men, are targeted, and why a becomes central to decolonization. section of Native women activists have lost faith in Viewed this way, the political choices these organizations to represent them. facing our communities are not, as they are Indeed, it is only since 1985, when frequently articulated, between "sovereignty" changes in the Indian Act
Load more

Recommended publications
  • English, French, and Spanish Colonies: a Comparison
    COLONIZATION AND SETTLEMENT (1585–1763) English, French, and Spanish Colonies: A Comparison THE HISTORY OF COLONIAL NORTH AMERICA centers other hand, enjoyed far more freedom and were able primarily around the struggle of England, France, and to govern themselves as long as they followed English Spain to gain control of the continent. Settlers law and were loyal to the king. In addition, unlike crossed the Atlantic for different reasons, and their France and Spain, England encouraged immigration governments took different approaches to their colo- from other nations, thus boosting its colonial popula- nizing efforts. These differences created both advan- tion. By 1763 the English had established dominance tages and disadvantages that profoundly affected the in North America, having defeated France and Spain New World’s fate. France and Spain, for instance, in the French and Indian War. However, those were governed by autocratic sovereigns whose rule regions that had been colonized by the French or was absolute; their colonists went to America as ser- Spanish would retain national characteristics that vants of the Crown. The English colonists, on the linger to this day. English Colonies French Colonies Spanish Colonies Settlements/Geography Most colonies established by royal char- First colonies were trading posts in Crown-sponsored conquests gained rich- ter. Earliest settlements were in Virginia Newfoundland; others followed in wake es for Spain and expanded its empire. and Massachusetts but soon spread all of exploration of the St. Lawrence valley, Most of the southern and southwestern along the Atlantic coast, from Maine to parts of Canada, and the Mississippi regions claimed, as well as sections of Georgia, and into the continent’s interior River.
    [Show full text]
  • The Impact of the Second World War on the Decolonization of Africa
    Bowling Green State University ScholarWorks@BGSU 17th Annual Africana Studies Student Research Africana Studies Student Research Conference Conference and Luncheon Feb 13th, 1:30 PM - 3:00 PM The Impact of the Second World War on the Decolonization of Africa Erin Myrice Follow this and additional works at: https://scholarworks.bgsu.edu/africana_studies_conf Part of the African Languages and Societies Commons Myrice, Erin, "The Impact of the Second World War on the Decolonization of Africa" (2015). Africana Studies Student Research Conference. 2. https://scholarworks.bgsu.edu/africana_studies_conf/2015/004/2 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Africana Studies Student Research Conference by an authorized administrator of ScholarWorks@BGSU. The Impact of the Second World War on the Decolonization of Africa Erin Myrice 2 “An African poet, Taban Lo Liyong, once said that Africans have three white men to thank for their political freedom and independence: Nietzsche, Hitler, and Marx.” 1 Marx raised awareness of oppressed peoples around the world, while also creating the idea of economic exploitation of living human beings. Nietzsche created the idea of a superman and a master race. Hitler attempted to implement Nietzsche’s ideas into Germany with an ultimate goal of reaching the whole world. Hitler’s attempted implementation of his version of a ‘master race’ led to one of the most bloody, horrific, and destructive wars the world has ever encountered. While this statement by Liyong was bold, it held truth. The Second World War was a catalyst for African political freedom and independence.
    [Show full text]
  • World Geography: Unit 6
    World Geography: Unit 6 How did the colonization of Africa shape its political and cultural geography? This instructional task engages students in content related to the following grade-level expectations: • WG.1.4 Use geographic representations to locate the world’s continents, major landforms, major bodies of water and major countries and to solve geographic problems • WG.3.1 Analyze how cooperation, conflict, and self-interest impact the cultural, political, and economic regions of the world and relations between nations Content • WG.4.3 Identify and analyze distinguishing human characteristics of a given place to determine their influence on historical events • WG.4.4 Evaluate the impact of historical events on culture and relationships among groups • WG.6.3 Analyze the distribution of resources and describe their impact on human systems (past, present, and future) In this instructional task, students develop and express claims through discussions and writing which Claims examine the effect of colonization on African development. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How does the history of colonization continue to affect the economic and social aspects of African countries today? (WG.1.4, WG.3.1, WG.4.3, WG.4.4, WG.6.3) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How and why did the How did European What perspectives exist How did colonization Supporting Questions colonization of Africa countries politically on the colonization of impact Africa? begin? divide Africa? Africa? Students will analyze Students will explore Students will analyze Students will examine the origins of the European countries political cartoons on the lingering effects of Tasks colonization in Africa.
    [Show full text]
  • Colonialism and Economic Development in Africa
    NBER WORKING PAPER SERIES COLONIALISM AND ECONOMIC DEVELOPMENT IN AFRICA Leander Heldring James A. Robinson Working Paper 18566 http://www.nber.org/papers/w18566 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 November 2012 We are grateful to Jan Vansina for his suggestions and advice. We have also benefitted greatly from many discussions with Daron Acemoglu, Robert Bates, Philip Osafo-Kwaako, Jon Weigel and Neil Parsons on the topic of this research. Finally, we thank Johannes Fedderke, Ewout Frankema and Pim de Zwart for generously providing us with their data. The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2012 by Leander Heldring and James A. Robinson. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Colonialism and Economic Development in Africa Leander Heldring and James A. Robinson NBER Working Paper No. 18566 November 2012 JEL No. N37,N47,O55 ABSTRACT In this paper we evaluate the impact of colonialism on development in Sub-Saharan Africa. In the world context, colonialism had very heterogeneous effects, operating through many mechanisms, sometimes encouraging development sometimes retarding it. In the African case, however, this heterogeneity is muted, making an assessment of the average effect more interesting.
    [Show full text]
  • From Colonization to Integration in Britain and France
    The Legacies of History? From Colonization to Integration in Britain and France Erik Bleich Department of Political Science Munroe Hall Middlebury College Middlebury, VT 05753 [email protected] The Legacies of History? From Colonization to Integration in Britain and France “The tradition of all the dead generations weighs like a nightmare on the brain of the living.” --Karl Marx, The Eighteenth Brumaire of Louis Bonaparte How do we understand the effects of colonialism and decolonization on integration in Europe and the Americas?1 One important way is to gauge the institutional legacies of history. During the colonial era, countries such as Britain and France established a host of political and administrative institutions to rule beyond their borders. These had significant effects on how people worked, where they lived, what they learned, how they interacted with one another, and even how they understood themselves. It is natural to assume that some of these institutions have had enduring effects on metropolitan societies, particularly given the increasing diversity—in no small measure due to former colonial subjects migrating to the heart of the empire—in Western European societies after World War Two. Yet the relationship between managing ethnically diverse societies in the colonies and managing them at home has rarely been carefully scrutinized. It is sometimes asserted that Britain and France had different colonial policies and that they now have different integration policies that seem in important respects similar to their colonial policies. Ergo, the logic goes, there must be a connection between colonial and integration policies in both Britain and France. Favell (1998: 3-4) sketches out the implicit argument as follows: The responses of France and Britain [to the problematic of immigration], as befits their respective colonial reputations, appear to be almost reversed mirror images of one [an]other: France emphasizing 1 I am grateful for the excellent research assistance of Jill Parsons in the preparation of this paper.
    [Show full text]
  • Present Day Effects of French Colonization on Former French Colonies
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work Spring 5-1998 Present Day Effects of French Colonization on Former French Colonies Lori Liane Long University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Recommended Citation Long, Lori Liane, "Present Day Effects of French Colonization on Former French Colonies" (1998). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/266 This is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. UNIVERSITY HONORS PROGRAM SENIOR PROJECT - APPROVAL Name: lO I t-DI/\q ----------------- ~ ----------------------------------- I \ - . fj College: jJrJ~~ _~.f_1Ck"_ ~~~___ Departmen t: .' ~L_=b~- i- ~ __~(~ _ . J~~ __ _ Faculty Mentor: _ hi. -"- :~ _Q._~t.:.~~~~::_______________________________ _ PROJECT TITLE: I have reviewed this completed senior honors thesis with this student and certify that it is a project commensurate with honors level undergraduate research in this :i~~:e ~~___ :::~ ________________________ , Facu Jty Men tor Da te: !-~Llft - ~<j- ] -l-------- Comments (Optional): The Present-Day Effects of French Colonization on Former French Colonies Lori Liane Long Senior Project May 13, 1998 In the world today. it is indisputable fact that some states have much higher standards of Jjving than others. For humanitarians, concerned with the general state of mankind, this is a troublesome problem.
    [Show full text]
  • Neocolonialism in Disney's Renaissance
    Neocolonialism in Disney’s Renaissance: Analyzing Portrayals of Race and Gender in Pocahontas, The Hunchback of Notre Dame, and Atlantis: The Lost Empire by Breanne Johnson A THESIS submitted to Oregon State University Honors College in partial fulfillment of the requirements for the degree of Honors Baccalaureate of Science in Public Health: Health Promotion/Health Behavior (Honors Scholar) Honors Baccalaureate of Science in Sustainability (Honors Scholar) Presented June 7, 2019 Commencement June 2019 AN ABSTRACT OF THE THESIS OF Breanne Johnson for the degree of Honors Baccalaureate of Science in Public Health: Health Promotion/Health Behavior and Honors Baccalaureate of Science in Sustainability presented on June 7, 2019. Title: Neocolonialism in Disney’s Renaissance: Analyzing Portrayals of Race and Gender in Pocahontas, The Hunchback of Notre Dame, and Atlantis: The Lost Empire. Abstract approved:_____________________________________________________ Elizabeth Sheehan The Walt Disney Company is one of the most recognizable and pervasive sources of children’s entertainment worldwide and has carefully crafted an image of childhood innocence. This wholesome image is contradicted by Disney’s consistent use of racist and sexist tropes, as well as its record of covertly using political themes in its media. Disney has a history of using its animated films to further a neocolonial ideology – an ideology that describes how current global superpowers continue to control the natural and capital resources of underdeveloped countries and to profit off of the unequal trading of these resources. The period of Disney’s history known as its animated Renaissance marked a clear return to the brand’s championing of American interventionism abroad.
    [Show full text]
  • Cultural Consequences of Colonization
    Cultural Consequences of Colonization CDI Course proposal submitted by: Salikoko S. Mufwene, Department of Linguistics, Chicago & Dain Borges, Department of History, Chicago Rationale: Colonization has interested many scholars in various research areas, including: • economic and political history (investigating economic causes of colonization and the legacy of colonial rules in today’s societies); • cultural and social anthropology (dealing generally with the destructive impact of colonization on indigenous cultures and with the cultural identity of descendants of the colonists and former slaves in former settlement colonies of especially the New World and Indian Ocean); • literature and culture studies (with particular interest today in postcolonial productions and also with phenomena such as the “créolité” movement in French overseas departments); and • linguistics (focusing on the emergence of new language varieties, particularly creoles, pidgins, and indigenized varieties of colonial European languages in Africa and Asia, as well as on language loss in former colonies, chiefly the Americas and Australia). Generally, the relevant scholars have focused on the colonization of the world by Europe since the 15th century, with colonization too often dealt with as a uniform enterprise from one colony to another. Except in history, rare are studies that have discussed the causes of colonization and why there are so many differences in the resultant socio-economic structures and cultures of former European colonies. For instance, why is it
    [Show full text]
  • Colonial Lifein Conrad's the Heart of Darkness And
    i COLONIAL LIFEIN CONRAD’S THE HEART OF DARKNESS AND FORSTER’S A PASSAGE TO INDIA (A COMPARATIVE STUDY BASED ON GENETIC STRUCTURALISM PERSPECTIVE) KEHIDUPAN KOLONIAL PADA KARYA CONRAD HEART OF DARKNESS DAN FORSTER A PASSAGE TO INDIA (KAJIAN PERBANDINGAN BERDASARKAN PERSPEKTIF STRUKTURALISME GENETIK) MUH FAUZI RAZAK P0600215014 ENGLISH LANGUAGE STUDIES POSTGRADUATE PROGRAM HASANUDDIN UNIVERSITY MAKASSAR 2017 i COLONIAL LIFEIN CONRAD’S THE HEART OF DARKNESS AND FORSTER’S A PASSAGE TO INDIA (A COMPARATIVE STUDY BASED ON GENETIC STRUCTURALISM PERSPECTIVE) Thesis As a partial fulfilment to achive Master Degree Program English Language Studies Arranged and submitted by MUH FAUZI RAZAK to ENGLISH LANGUAGE STUDIES POSTGRADUATE PROGRAM HASANUDDIN UNIVERSITY MAKASSAR 2017 ii iii PERNYATAAN KEASLIAN TESIS Yang Bertanda tangan di bawah ini Nama : MUH FAUZI RAZAK Nomor Mahasiswa : P0600215014 Program Studi : ELS Menyatakan dengan sebenarnya bahwa tesis yang saya tulis ini benar-benar merupakan hasi karya saya sendiri, bukan merupakan pengambilalihan tulisan atau pemikiran orang lain. Apabila di kemudian hari terbukti atau dapat dibuktikan bahwa sebagian atau keseluruhan tesis ini hasil karya orang lain, saya bersedia menerima sanksi atas perbuatan tersebut. Makassar, 22 November 2017 Yang menyatakan, Muh Fauzi Razak iv ACKNOWLEDGEMENTS First of all, the researcher would like to express greatest praise to the Almighty Allah SWT for the chances, the spirits, the health and the love that has been given in the whole path of the writer’s life and also for the guidance in finishing this thesis. The researcher sent greatest invocation to Prophet Muhammad SAW for becoming the most perfect person in this universe. The researcher would like to extend his grateful thanks to Prof.
    [Show full text]
  • Imperialism in Southeast Asia
    5 Imperialism in Southeast Asia MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES ECONOMICS Demand for Asian Southeast Asian independence •Pacific Rim • annexation products drove Western struggles in the 20th century • King • Queen imperialists to seek possession have their roots in this period of Mongkut Liliuokalani of Southeast Asian lands. imperialism. • Emilio Aguinaldo SETTING THE STAGE Just as the European powers rushed to divide Africa, they also competed to carve up the lands of Southeast Asia. These lands form part of the Pacific Rim, the countries that border the Pacific Ocean. Western nations desired the Pacific Rim lands for their strategic location along the sea route to China. Westerners also recognized the value of the Pacific colonies as sources of tropical agriculture, minerals, and oil. As the European powers began to appreciate the value of the area, they challenged each other for their own parts of the prize. TAKING NOTES European Powers Invade the Pacific Rim Clarifying Use a spider map to identify a Western Early in the 18th century, the Dutch East India Company established control over power and the areas it most of the 3,000-mile-long chain of Indonesian islands. The British established controlled. a major trading port at Singapore. The French took over Indochina on the Southeast Asian mainland. The Germans claimed the Marshall Islands and parts of New Guinea and the Solomon islands. The lands of Southeast Asia were perfect for plantation agriculture. The major Western powers focus was on sugar cane, coffee, cocoa, rubber, coconuts, bananas, and pineap- in Southeast Asia ple. As these products became more important in the world trade markets, European powers raced each other to claim lands.
    [Show full text]
  • Tuck and Yang
    Decolonization: Indigeneity, Education & Society Vol. 1, No. 1, 2012, pp. 1-40 Decolonization is not a metaphor Eve Tuck State University of New York at New Paltz K. Wayne Yang University of California, San Diego Abstract Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or, “decolonize student thinking”, turns decolonization into a metaphor. As important as their goals may be, social justice, critical methodologies, or approaches that decenter settler perspectives have objectives that may be incommensurable with decolonization. Because settler colonialism is built upon an entangled triad structure of settler-native-slave, the decolonial desires of white, non- white, immigrant, postcolonial, and oppressed people, can similarly be entangled in resettlement, reoccupation, and reinhabitation that actually further settler colonialism. The metaphorization of decolonization makes possible a set of evasions, or “settler moves to innocence”, that problematically attempt to reconcile settler guilt and complicity, and rescue settler futurity. In this article, we analyze multiple settler moves towards innocence in order to forward “an ethic of incommensurability” that recognizes what is distinct and what is sovereign for project(s) of decolonization in relation to human and civil rights based social justice projects. We also point to unsettling themes within transnational/Third World decolonizations, abolition, and critical space- place pedagogies, which challenge the coalescence of social justice endeavors, making room for more meaningful potential alliances.
    [Show full text]
  • SETTLING ACCOUNTS: DRIVE to the EAST Harry Turtledove
    SETTLING ACCOUNTS: DRIVE TO THE EAST Harry Turtledove About the Author HARRY TURTLEDOVE is a Hugo Award–winning and critically acclaimed writer of science fiction, fantasy, and alternate history. His novels include The Guns of the South; How Few Remain (winner of the Sidewise Award for Best Novel); the Great War epics American Front, Walk in Hell, and Breakthroughs; the World War series: In the Balance, Tilting the Balance, Upsetting the Balance, and Striking the Balance; the Colonization books: Second Contact, Down to Earth, and Aftershocks; the American Empire novels Blood & Iron, The Center Cannot Hold, and Victorious Opposition; Settling Accounts: Return Engagement; Homeward Bound; Ruled Britannia (also a Sidewise winner), and many others. He is married to fellow novelist Laura Frankos. They have three daughters: Alison, Rachel, and Rebecca. BOOKS BY HARRY TURTLEDOVE The Guns of the South THE WORLDWAR SAGA Worldwar: In the Balance Worldwar: Tilting the Balance Worldwar: Upsetting the Balance Worldwar: Striking the Balance COLONIZATION Colonization: Second Contact Colonization: Down to Earth Colonization: Aftershocks Homeward Bound THE VIDESSOS CYCLE The Misplaced Legion An Emperor for the Legion The Legion of Videssos Swords of the Legion THE TALE OF KRISPOS Krispos Rising Krispos of Videssos Krispos the Emperor THE TIME OF TROUBLES SERIES The Stolen Throne Hammer and Anvil The Thousand Cities Videssos Besieged Noninterference Kaleidoscope A World of Difference Earthgrip Departures How Few Remain THE GREAT WAR The Great War: American Front The Great War: Walk in Hell The Great War: Breakthroughs American Empire: Blood and Iron American Empire: The Center Cannot Hold American Empire: The Victorious Opposition Settling Accounts: Return Engagement Settling Accounts: Drive to the East A DF Books NERDs Release Settling Accounts: Drive to the East is a work of historical fiction.
    [Show full text]