The Great Father: The United States Government and the American Indians

Sheehan, Bernard W.; Prucha, Francis Paul

doi:10.2307/1867366

Cited by 2 publications

(4 citation statements)

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“…Through most of the 19th century, Native Americans were politically engaged as foreign nations, particularly when considering the history of treaties between the U.S and Native nations. Yet, the paternalistic and coercive nature of federal relations with Native Americans suggests otherwise (Prucha, 1986;Snyder, 2017, pp. 12-13, 37).…”

Section: Domination Vs Exclusion As a Frame Of Race And Powermentioning

confidence: 99%

“…According to Prucha (1986), government officials looked to schools with new urgency after the Civil War because of the surge of Indigenous peoples within the scope of U.S. policy for Native Americans (p. 232). Schools became an integral part of policy initiated by President Ulysses S. Grant's 1867 Peace Commission.…”

Section: Boarding Schools and Native Land Dispossessionmentioning

confidence: 99%

“…The government, then, via schools, would take control of parenting Indigenous children. As Prucha (1986) argued, "The great drive to make American citizens out of the Indians in the late 1880s and the 1890s through a system of national Indian schools was not a matter of legal citizenship but of cultural amalgamation of the Indians into the mass of white citizens, a much more comprehensive matter" (p. 232).…”

Section: A Battle For the Hearts And Minds Of Native American Childrenmentioning

confidence: 99%

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Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century

Givens

Ison

2022

Review of Educational Research

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Histories of 19th-century U.S. education center White experiences, while formal education policy and practice pertaining to Black and Native Americans are treated as marginal phenomena that had little impact on schooling at a national level. Furthermore, current historical framings overwhelmingly analyze Native, White, and Black American education as separate entities, which conceals the political economic character of race as a relational phenomenon. To explore connections between race, school, and nation building, this review presents a relational analysis of scholarship on Native, White, and Black American education through the 19th century. In doing so, it outlines how formal U.S. education expressed, created, and adjusted racial hierarchies through the 19th century; and more importantly, it highlights how America’s education system developed in a context where Native, White, and Black American experiences were deeply interrelated. The review ends by identifying paths for new research on the racial dimensions of U.S. education during its foundational years and beyond.

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Section: Domination Vs Exclusion As a Frame Of Race And Powermentioning

confidence: 99%

Section: Boarding Schools and Native Land Dispossessionmentioning

confidence: 99%

Section: A Battle For the Hearts And Minds Of Native American Childrenmentioning

confidence: 99%

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Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century

Givens

Ison

2022

Review of Educational Research

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“…The allotment era of American Indian history is a well-covered topic, as numerous articles and books have been published on the subject, ranging in scale from the national [4,[7][8][9][10], to state and regional areas [11][12][13], to individual tribes [14,15]. Allotment has been explored from political, historical, social, and legal perspectives, but relatively few studies have explored allotment from a spatial perspective.…”

Section: Research Contextmentioning

confidence: 99%

Automated Mapping of Historical Native American Land Allotments at the Standing Rock Sioux Reservation Using Geographic Information Systems

Meisel

Egbert

Brewer

et al. 2021

IJGI

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The General Allotment Act of 1887, also known as the Dawes Act, established the legal basis for the United States government to break up remaining tribally-owned reservation lands in the U.S. by allotting individual parcels to tribal members and selling the remaining “surplus.” This research explores the processes involved in mapping these historical allotments and describes a method to automatically generate spatial data of allotments. A custom geographic information systems (GIS) tool was created that takes tabular based allotment land descriptions and digital Public Land Survey (PLSS) databases to automatically generate spatial and attribute data of those land parcels. The Standing Rock Sioux Tribe of North and South Dakota was used as the initial study area to test the mapping technique, which resulted in successfully auto-mapping over 99.1% of allotted lands on the reservation, including the smallest aliquot parcels. This GIS technique can be used to map any tribal lands or reservation with allotment data available, and currently it can be used to map over 120 individual reservations using publicly available data from the Bureau of Land Management (BLM).

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The Great Father: The United States Government and the American Indians

Cited by 2 publications

References 0 publications

Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century

Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century

Automated Mapping of Historical Native American Land Allotments at the Standing Rock Sioux Reservation Using Geographic Information Systems

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