Federal Fathers And Mothers

Established in 1824, the United States Indian Service (USIS), now known as the Bureau of Indian Affairs, was the agency responsible for carrying out U.S. treaty and trust obligations to American Indians, but it also sought to "civilize" and assimilate them. In Federal Fathers and Mothers, Cathleen Cahill offers the first in-depth social history of the agency during the height of its assimilation efforts in the late nineteenth and early twentieth centuries. Cahill shows how the USIS pursued a strategy of intimate colonialism, using employees as surrogate parents and model families in order to shift Native Americans' allegiances from tribal kinship networks to Euro-American familial structures and, ultimately, the U.S. government.

"Published in association with the William P. Clements Center for Southwest Studies, Southern Methodist University."

We think we know the story of women's suffrage in the United States: women met at Seneca Falls, marched in Washington, D.C., and demanded the vote until they won it with the ratification of the Nineteenth Amendment. But the fight for women's voting rights extended far beyond these familiar scenes. From social clubs in New York's Chinatown to conferences for Native American rights, and in African American newspapers and pamphlets demanding equality for Spanish-speaking New Mexicans, a diverse cadre of extraordinary women struggled to build a movement that would truly include all women, regardless of race or national origin. In Recasting the Vote, Cathleen D. Cahill tells the powerful stories of a multiracial group of activists who propelled the national suffrage movement toward a more inclusive vision of equal rights. Cahill reveals a new cast of heroines largely ignored in earlier suffrage histories: Marie Louise Bottineau Baldwin, Gertrude Simmons Bonnin (Zitkala-Ša), Laura Cornelius Kellogg, Carrie Williams Clifford, Mabel Ping-Hua Lee, and Adelina "Nina" Luna Otero-Warren. With these feminists of color in the foreground, Cahill recasts the suffrage movement as an unfinished struggle that extended beyond the ratification of the Nineteenth Amendment. As we celebrate the centennial of a great triumph for the women's movement, Cahill's powerful history reminds us of the work that remains.

This pathbreaking book documents the transformation of reproductive practices and politics on Indian reservations from the late nineteenth century to the present, integrating a localized history of childbearing, motherhood, and activism on the Crow Reservation in Montana with an analysis of trends affecting Indigenous women more broadly. As Brianna Theobald illustrates, the federal government and local authorities have long sought to control Indigenous families and women's reproduction, using tactics such as coercive sterilization and removal of Indigenous children into the white foster care system. But Theobald examines women's resistance, showing how they have worked within families, tribal networks, and activist groups to confront these issues. Blending local and intimate family histories with the histories of broader movements such as WARN (Women of All Red Nations), Theobald links the federal government's intrusion into Indigenous women's reproductive and familial decisions to the wider history of eugenics and the reproductive rights movement. She argues convincingly that colonial politics have always been--and remain--reproductive politics. By looking deeply at one tribal nation over more than a century, Theobald offers an especially rich analysis of how Indigenous women experienced pregnancy and motherhood under evolving federal Indian policy. At the heart of this history are the Crow women who displayed creativity and fortitude in struggling for reproductive self-determination.

At the turn of the twentieth century, the US government viewed education as one sure way of civilizing “others” under its sway—among them American Indians and, after 1898, Filipinos. Teaching Empire considers how teachers took up this task, first at the Carlisle Indian Boarding School in Pennsylvania, opened in 1879, and then in a school system set up amid an ongoing rebellion launched by Filipinos. Drawing upon the records of fifty-five teachers at Carlisle and thirty-three sent to the Philippines—including five who worked in both locations—the book reveals the challenges of translating imperial policy into practice, even for those most dedicated to the imperial mission. These educators, who worked on behalf of the US government, sought to meet the expectations of bureaucrats and supervisors while contending with leadership crises on the ground. In their stories, Elisabeth Eittreim finds the problems common to all classrooms—how to manage students and convey knowledge—complicated by their unique circumstances, particularly the military conflict in the Philippines. Eittreim’s research shows the dilemma presented by these schools’ imperial goal: “pouring in” knowledge that purposefully dismissed and undermined the values, desires, and protests of those being taught. To varying degrees these stories demonstrate both the complexity and fragility of implementing US imperial education and the importance of teachers’ own perspectives. Entangled in US ambitions, racist norms, and gendered assumptions, teachers nonetheless exhibited significant agency, wielding their authority with students and the institutions they worked for and negotiating their roles as powerful purveyors of cultural knowledge, often reinforcing but rarely challenging the then-dominant understanding of “civilization.” Examining these teachers’ attitudes and performances, close-up and in-depth over the years of Carlisle’s operation, Eittreim’s comparative study offers rare insight into the personal, institutional, and cultural implications of education deployed in the service of US expansion—with consequences that reach well beyond the imperial classrooms of the time.