¹ Butterfield, Herbert, George III and the Historians (New York: Macmillan, 1959), 205; see also Bailyn, Bernard, The Barbarous Years: The Peopling of British North America: The Conflict of Civilizations, 1600–1675 (New York: Alfred A. Knopf, 2012), xiv–xv.Google Scholar

² Jacoby, Karl, Shadows at Dawn: A Borderlands Massacre and the Violence of History (New York: Penguin Press, 2008), 6.Google Scholar

³ Ibid., 7.Google Scholar

⁴ Ibid., 5.Google Scholar

⁵ Barnes, Julian, The Sense of an Ending (New York: Vintage Books, 2011), 108.Google Scholar

⁶ Ibid., 69.Google Scholar

⁷ Ibid.Google Scholar

⁸ Ibid., 65.Google Scholar

⁹ Ibid., 61.Google Scholar

¹⁰ Jacoby, , Shadows at Dawn, 274; quoted from Vonnegut, Kurt, Jr., Slaughterhouse-five: Or, The Children's Crusade: A Duty-dance with Death (New York: Delta Books, 1969), 17.Google Scholar

¹¹ Among studies exploring ethnocentric barriers to research on American Indians, see Angulo, A.J., Empire and Education: A History of Greed and Goodwill from the War of 1898 to the War on Terror (New York: Palgrave Macmillan, 2012); Calloway, Colin G., First Peoples: A Documentary Survey of American Indian History (Boston: Bedford/St. Martin's, 2008); Fixico, Donald L., The American Indian Mind in a Linear World: American Indian Studies and Traditional Knowledge (New York: Routledge, 2003); Lawrence, Adrea, Lessons from an Indian Day School: Negotiating Colonization in Northern New Mexico, 1902–1907 (Lawrence: University Press of Kansas, 2011); Mihesuah, Devon A., ed., Natives and Academics: Researching and Writing About American Indians (Lincoln: University of Nebraska Press, 1998); Jeffrey Ostler, The Plains Sioux and U.S. Colonialism from Lewis and Clark to Wounded Knee (New York: Cambridge University Press, 2004); Willinsky, John, Learning to Divide the World: Education at Empire's End (Minneapolis, MN: University of Minnesota Press, 1998).Google Scholar

¹² Deloria, Vine, Jr., and Daniel R Wildcat, Power and Place: Indian Education in America (Golden: Fulcrum, 2001) underscores the essential beginning points.Google Scholar

¹³ Calloway, , First Peoples, 67–70; Mann, Charles C., 1491: New Revelations of the Americas before Columbus (New York: Knopf, 2005), 93–96. (See p. 375, note 95 for an instructive comment on Bernard Bailyn.) Cronon, William, Changes in the Land: Indians, Colonists, and the Ecology of New England (New York: Hill and Wang, 2003) examines Euroamerican views of Native inhabitants. For early fiction on the clash of mindsets, see Edwin Corle, Fig Tree John (New York: Liveright, 1935). Misperception of Indians colored the observations of the first New England colonists. They described initially docile people more accurately understood as being in profound shock. In recent years, epidemic diseases had decimated their numbers.Google Scholar

¹⁴ Jefferson, Thomas, “Query XI: Aborigines,” in Notes on the State of Virginia, ed. David Waldstreicher (Boston: Bedford/St. Martins, 2002), 686–94; Wallace, Anthony F. C., Jefferson and the Indians: The Tragic Fate of the First Americans (Cambridge: Belknap Press of Harvard University Press, 1999) reviews the evidence on Jefferson's interests in Native Americans. On Winthrop and “The Americans,” see Bailyn, , The Barbarous Years, 3–31, 396–401; Allen, Paula Gunn, Pocahontas: Medicine Woman, Spy, Entrepreneur, Diplomat (San Francisco: HarperSanFrancisco, 2003); Anderson, Fred, “America: ‘Into the Heart of Darkness,” The New York Review of Books LX, no. 6 (April 2013): 55–57. Anderson studied under Bailyn's direction at Harvard. Calloway, First Peoples; and Mann, , 1491: New Revelations provide assessments of the continuing disagreements that have punctuated the scholarly literature on Native histories.Google Scholar

¹⁵ Calloway, , First Peoples, 2–13, 19; Mann, 1491: New Revelations, 31–36; for vivid accounts of savagery in Britain and continental Europe during these times, see Bailyn, , The Barbarous Years, 40–42.Google Scholar

¹⁶ On the history of slavery and its aftermath, see Anderson, James D., The Education of Blacks in the South, 1860–1935 (Chapel Hill: University of North Carolina Press, 1988); Berlin, Ira, Generations of Captivity: A History of African-American Slaves (Cambridge: Belknap Press of Harvard University Press, 2003); Blackmon, Douglas A., Slavery by Another Name: The Re-enslavement of Black People in America from the Civil War to World War II (New York: Doubleday, 2008); Gordon-Reed, Annette, The Hemingses of Monticello: An American Family (New York: W.W. Norton & Co, 2008); Hahn, Steven, A Nation under Our Feet: Black Political Struggles in the Rural South, from Slavery to the Great Migration (Cambridge: Belknap Press of Harvard University Press, 2003); Hahn, Steven, The Political Worlds of Slavery and Freedom (Cambridge: Harvard University Press, 2009); Menand, Louis, The Metaphysical Club: A History of Ideas in America (New York: Farrar, Straus and Giroux, 2001); Wyatt-Brown, Bertram, Southern Honor: Ethics and Behavior in the Old South (New York: Oxford University Press, 1982). Directly and indirectly, these authors depict slavery as an American educational institution, but not one usually found in survey textbooks or on the conference programs of education historians. On advances in American Indian histories, see Calloway, First Peoples; Kavanagh, Thomas W., Comanche Ethnography: Field Notes of E. Adamson Hoebel, Waldo R. Wedel, Gustav G. Carlson, and Robert H. Lowie (Lincoln: University of Nebraska Press in cooperation with the American Indian Studies Research Institute, Indiana University Bloomington, 2008); Mann, , 1491: New Revelations; Nugent, Walter, Habits of Empire: A History of American Expansion (New York: Vintage Books, 2009). Related sources are cited below. Among their authors are established and beginning scholars at work on a multifaceted research agenda that warrants attention by education historians.CrossRefGoogle Scholar

¹⁷ Go, Julian, American Empire and the Politics of Meaning: Elite Political Cultures in the Philippines and Puerto Rico during U.S. Colonialism (Durham: Duke University Press, 2008); Go, Julian, Patterns of Empire: The British and American Empires, 1688 to the Present (New York: Cambridge University Press, 2011). Among his emphases, Go identifies effects of Euroamerican imported schooling on Indigenous cultures. Angulo, A. J., Empire and Education, provides details on American occupations, establishing bases for a needed new critique of progressive education's complicity in U.S. expansionism.Google Scholar

¹⁸ Adams, Henry, The Education of Henry Adams (New York: Vintage Books/Library of America, 1990); Richard Storr, “The Education of History: Some Impressions,” Harvard Educational Review 31, no. 2 (Spring 1961): 686–94; Whisnant, David E., All That Is Native & Fine: The Politics of Culture in an American Region (Chapel Hill: University of North Carolina Press, 1983). Storr advocates inductive methods in education history; Whisnant offers ethnohistory as a model.Google Scholar

¹⁹ Calloway, , First Peoples, 267–75; Deloria, Jr. and Wildcat, Power and Place, 1–19.Google Scholar

²⁰ Ibid., 21–28; Axtell, James, Natives and Newcomers: The Cultural Origins of North America (New York: Oxford University Press, 2001); Deloria, Vine, Jr., God Is Red (Golden: Fulcrum, 2003); Fixico, , The American Indian Mind in a Linear World. Google Scholar

²¹ Whisnant, , All That Is Native & Fine, 254–58.Google Scholar

²² Adams, David Wallace, Education for Extinction: American Indians and the Boarding School Experience, 1875–1928 (Lawrence: University Press of Kansas, 1995), 28–36; Calloway, , First Peoples, 372–82.Google Scholar

²³ Ibid., 384.Google Scholar

²⁴ Adams, , Education for Extinction, 51–52; Calloway, First Peoples, 372–99.Google Scholar

²⁵ Adams, , Education for Extinction, 26.Google Scholar

²⁶ Ibid., 26–27; Lomawaima, K. Tsianina, “Tribal Sovereigns: Refraining Research in American Indian Education,” Harvard Educational Review 70, no. 1 (Spring 2000): 1–23.CrossRefGoogle Scholar

²⁷ Deloria, , Jr. and Wildcat, , Power and Place, 41–46; DeMallie, Raymond J., “‘These Have No Ears’: Narrative and the Ethnohistorical Method,” Ethnohistory 40, no. 4 (Autumn 1993): 686–94; Fixico, , The American Indian Mind in a Linear World; Myriam Vučkovic', Voices from Haskell: Indian Students between Two Worlds, 1884–1928 (Lawrence: University Press of Kansas, 2008); Whisnant, , All That Is Native & Fine. Google Scholar

²⁸ For types of sources, see Gregg, Matthew T. and Wishart, David M., “The Economic Significance of the ‘Trail of Tears” (presented at the Social Science History Association, Chicago, IL, 2007).Google Scholar

²⁹ Adams, , Education for Extinction; Archuleta, Margaret L., Child, Brenda J., and Lomawaima, K. Tsianina, ed., Away from Home: American Indian Boarding School Experiences, 1879–2000 (Phoenix: Heard Museum, 2004); Katanski, Amelia V., Learning to Write “Indian”: The Boarding-school Experience and American Indian Literature (Norman: University of Oklahoma Press, 2005); Lawrence, Adrea, Lessons from an Indian Day School; Vučkovic', Voices from Haskell. Google Scholar

³⁰ Calloway, , First Peoples, 383–403; Deloria, , Jr. and Wildcat, , Power and Place, v–vii, 29–40; Ostler, , The Plains Sioux and U.S. Colonialism from Lewis and Clark to Wounded Knee, 149–68; Wilson, James, The Earth Shall Weep: A History of Native America (New York: Grove Press, 1998), 289–329. An issue persists: How far should later investigators appreciate the early Indian school reformers as mirrors of attitudes prevalent among their contemporary whites?Google Scholar

³¹ Holder, Preston, The Hoe and the Horse on the Plains: A Study of Cultural Development among North American Indians (Lincoln: University of Nebraska Press, 1970); Meyer, Roy Willard, The Village Indians of the Upper Missouri: The Mandans, Hidatsas, and Arikaras (Lincoln: University of Nebraska Press, 1977).Google Scholar

³² Conn, Steven, History's Shadow: Native Americans and Historical Consciousness in the Nineteenth Century (Chicago: University of Chicago Press, 2004), 1–12.Google Scholar

³³ Galloway, Patricia, “Conjoncture and Longue Durée: History, Anthropology, and the Hernando De Soto Expedition,” in The Hernando De Soto Expedition: History, Historiography, and “Discovery” in the Southeast, ed. Galloway, Patricia (Lincoln: University of Nebraska Press, 1997), 686–94; Mann, , 1491: New Revelations, 295–96.Google Scholar

³⁴ Ibid., 124–26; Galloway, , “Conjoncture and Longue Durée: History, Anthropology, and the Hernando De Soto Expedition,” 288–94; Deloria, , Jr., God Is Red, 23–43; Lomawaima, , “Tribal Sovereigns.”Google Scholar

³⁵ Sheehan, Bernard W., Savagism and Civility: Indians and Englishmen in Colonial Virginia (New York: Cambridge University Press, 1980), x.Google Scholar

³⁶ Axtell, James, The Rise and Fall of the Powhatan Empire: Indians in Seventeenth-century Virginia (Williamsburg: Colonial Williamsburg Foundation, 1995).Google Scholar

³⁷ Bailyn, , The Barbarous Years, 39–40; Sheehan, , Savagism and Civility, 177.Google Scholar

³⁸ Ibid., 65.Google Scholar

³⁹ Ibid., 37–38.Google Scholar

⁴⁰ Ibid., 116. The education history field could turn profitably to a systematic critique of the roles played by organized religion in U.S. schooling policy and practice.Google Scholar

⁴² Ibid., 126.Google Scholar

⁴³ Axtell, , The Rise and Fall of the Powhatan Empire; DeMallie, , “These Have No Ears,” 515. For a Powhatan perspective, see Gunn Allen, Pocahontas. Google Scholar

⁴⁴ Deloria, Vine, Jr., We Talk, You Listen: New Tribes, New Turf (New York: Macmillan, 1970).Google Scholar

⁴⁵ DeMallie, , “These Have No Ears.”Google Scholar

⁴⁶ Adams, , Education for Extinction; Calloway, , First Peoples; Brenda J. Child, Boarding School Seasons: American Indian Families, 1900–1940 (Lincoln: University of Nebraska Press, 1998); Deloria, , Jr. and Wildcat, , Power and Place; Katanski, , Learning to Write “Indian”; Lawrence, Lessons from an Indian Day School; Lomawaima, K. Tsianina, They Called It Prairie Light: The Story of Chilocco Indian School (Lincoln: University of Nebraska Press, 1994); Mihesuah, , Natives and Academics; Vučkovic', Voices from Haskell. This list merely samples a literature that is becoming voluminous.Google Scholar

⁴⁷ Deloria, Philip J., Indians in Unexpected Places (Lawrence: University Press of Kansas, 2004); Hämäläinen, Pekka, The Comanche Empire (New Haven, CT: Yale University Press, 2008).Google Scholar

⁴⁸ Galloway, , “Conjoncture and Longue Durée: History, Anthropology, and the Hernando De Soto Expedition,” 183–212; Kavanagh, Thomas W., The Comanches: A History, 1706–1875 (Lincoln: University of Nebraska Press in cooperation with the American Indian Studies Research Institute, Indiana University Bloomington, 1996), 1–21.Google Scholar

⁴⁹ Deloria, , Indians in Unexpected Places; Deloria, , Jr., God Is Red; Fixico, The American Indian Mind in a Linear World; Mann, 1491: New Revelations; David Delgado Shorter, We Will Dance Our Truth: Yaqui History in Yoeme Performances (Lincoln: University of Nebraska Press, 2009); Vansina, Jan, Oral Tradition as History (Madison: University of Wisconsin Press, 1985).Google Scholar

⁵⁰ Gregg, and Wishart, , “The Economic Significance of the ‘Trail of Tears”’; Hämäläinen, The Comanche Empire. Google Scholar

⁵¹ Mann, , 1491: New Revelations, 183–89; Fixico, , The American Indian Mind in a Linear World, 1–19; Galloway, , “Conjoncture and Longue Durée: History, Anthropology, and the Hernando De Soto Expedition,” 283–94; Lomawaima, , “Tribal Sovereigns,” 1–21.Google Scholar

⁵² Calloway, , First Peoples, 14–16, 19–22; Mann, , 1491: New Revelations, 174–91.Google Scholar

⁵³ Calloway, , First Peoples, 14–36.Google Scholar

⁵⁴ Hämäläinen, The Comanche Empire; Ostler, , The Plains Sioux and U.S. Colonialism from Lewis and Clark to Wounded Knee.Google Scholar

⁵⁵ Lomawaima, K. Tsianina and McCarty, Teresa L., “To Remain an Indian“: Lessons in Democracy from a Century of Native American Education (New York: Teachers College Press, 2006).Google Scholar

⁵⁶ Calloway, , First Peoples; Child, , Boarding School Seasons; Katanski, Learning to Write “Indian”; Lomawaima and McCarty, “To Remain an Indian”: Lessons in Democracy. Google Scholar

⁵⁷ Mann, , 1491: New Revelations, 1–21, 124; Lomawaima, “Tribal Sovereigns.”Google Scholar

⁵⁸ Adams, , Education for Extinction; Child, Boarding School Seasons; Katanski, Learning to Write “Indian.“ For charitable reconstructions of the schools’ effects, see Margaret Szasz, Education and the American Indian: The Road to Self-Determination, 1928–1973 (Albuquerque: University of New Mexico Press, 1974); Szasz, Margaret, Indian Education in the American Colonies, 1607–1783 (Albuquerque: University of New Mexico Press, 1988).Google Scholar

⁵⁹ Deloria, , Jr., God Is Red, 97–112; Deloria, , Jr. and Wildcat, , Power and Place, 41–46, 47–55.Google Scholar

⁶⁰ Lear, Jonathan, Radical Hope: Ethics in the Face of Cultural Devastation (Cambridge: Harvard University Press, 2006).Google Scholar

⁶¹ Calloway, , First Peoples; KuuNUx TeeRIt Kroupa, “Through Arikara Eyes: History of Education as Spiritual Renewal and Cultural Evolution” (presented at the American Educational Research Association, Denver, CO, 2010); Lomawaima, and McCarty, , “To Remain an Indian”: Lessons in Democracy. Google Scholar

⁶² Reséndez, Andrés, A Land So Strange: The Epic Journey of Cabeza De Vaca, The Extraordinary Tale of a Shipwrecked Spaniard Who Walked across America in the Sixteenth Century (New York: Basic Books, 2007).Google Scholar

⁶³ León-Portilla, Miguel, Aztec Thought and Culture: A Study of the Ancient Nahuatl Mind, trans. Jack E. Davis (Norman: University of Oklahoma Press, 1963); Mann, , 1491: New Revelations. Google Scholar

⁶⁴ Ramenofsky, Ann F. and Galloway, Patricia, “Disease and the Soto Entrada,” in The Hernando De Soto Expedition: History, Historiography, and “Discovery” in the Southeast, ed. Patricia Galloway (Lincoln: University of Nebraska Press, 1997), 686–94.Google Scholar

⁶⁵ Whisnant, David E. and Whisnant, Anne Mitchell, Small Park, Large Issues: De Soto National Memorial and the Commemoration of a Difficult History (Atlanta: Organization of American Historians under cooperative agreement with Southeast Region, National Park Service, U.S. Department of the Interior, 2007), http://www.nps.gov.Google Scholar

⁶⁶ Ewen, Charles and Hann, John H., Hernando De Soto among the Apalachee: The Archaeology of the First Winter Encampment (Gainesville: University Press of Florida, 1998).Google Scholar

⁶⁷ For English translations of the chronicles and critiques of their historical, anthropological, and archaeological merit, see Clayton, Lawrence A., Knight, Vernon J., and Moore, Edward C., ed., The De Soto Chronicles: The Expedition of Hernando De Soto to North America in 1539–1543 (Tuscaloosa: University of Alabama Press, 1993); Galloway, Patricia, “Preface to the New Edition,” in The Hernando De Soto Expedition: History, Historiography, and “Discovery” in the Southeast, ed. Galloway, Patricia (Lincoln: University of Nebraska Press, 1997), v–xiv; Hann, John H., Apalachee: The Land between the Rivers (Gainesville: University Presses of Florida: University of Florida Press/Florida State Museum, 1988); Milanich, Jerald T. and Hudson, Charles M., Hernando De Soto and the Indians of Florida (Gainesville: University Press of Florida, 1993); and the chapters on sources in Ida Aetman, “An Official's Report: The Hernandez De Biedma Account,” in The Hernando De Soto Expedition: History, Historiography, and “Discovery” in the Southeast, ed. Patricia Galloway (Lincoln: University of Nebraska Press, 1997), 3–10; Juan Bautista de Avalle-Arce, “Gonzolo Fernandez De Oviedo y Valdés: Chronicler of the Indies,” in The Hernando De Soto Expedition: History, Historiography, and “Discovery” in the Southeast, ed. Patricia Galloway (Lincoln: University of Nebraska Press, 1997), 369–79; Lee Dowling, “La Florida Del Inca: Garcilaso's Literary Sources,” in The Hernando De Soto Expedition: History, Historiography, and “Discovery” in the Southeast, ed. Patricia Galloway (Lincoln: University of Nebraska Press, 1997), 98–154; Martin Malcolm Elbl and Ivana Elbl, “The Gentleman of Elvas and His Publisher,” in The Hernando De Soto Expedition: History, Historiography, and “Discovery” in the Southeast, ed. Patricia Galloway (Lincoln: University of Nebraska Press, 1997), 45–97; Patricia Galloway, “The Incestuous Soto Narratives,” in The Hernando De Soto Expedition: History, Historiography, and “Discovery” in the Southeast, ed. Patricia Galloway (Lincoln: University of Nebraska Press, 1997), 11–44; David Henige, “‘So Unbelievable It Has to Be True': Inca Garcilaso in Two Worlds,” in The Hernando De Soto Expedition: History, Historiography, and “Discovery” in the Southeast, ed. Galloway, Patricia (Lincoln: University of Nebraska Press, 1977), 155–77. For applications of the chronicles as sources, see Galloway, “Conjoncture and Longue Durée: History, Anthropology, and the Hernando De Soto Expedition”; David Ewing Duncan, Hernando De Soto: A Savage Quest in the Americas (New York: Crown Publishers, 1995); Ewen, and Hann, , Hernando De Soto among the Apalachee; Charles M. Hudson, Knights of Spain, Warriors of the Sun: Hernando DeSoto and the South's Ancient Chiefdoms (Athens: University of Georgia Press, 1997); Steigman, Jonathan D., “La Florida Del Inca” and the Struggle for Social Equality in Colonial Spanish America (Tuscaloosa: University of Alabama Press, 2005).Google Scholar

⁶⁸ Reséndez, , A Land So Strange, 91–110.Google Scholar

⁶⁹ Duncan, , Hernando De Soto; Hudson, Knights of Spain, Warriors of the Sun; Whisnant and Whisnant, Small Park, Large Issues. Google Scholar

⁷⁰ On the causes of the epidemics and debates over their tolls, see Mann, , 1491: New Revelations, 9, 92–100.Google Scholar

⁷¹ Whisnant, and Whisnant, , Small Park, Large Issues.Google Scholar

⁷² Galloway, , “Conjoncture and Longue Durée: History, Anthropology, and the Hernando De Soto Expedition,” 283–94.Google Scholar

⁷³ Whisnant, and Whisnant, , Small Park, Large Issues; Calloway, First Peoples, 86–87, 108–12.Google Scholar

⁷⁴ Kavanagh, , The Comanches; Kavanagh, Comanche Ethnography. Google Scholar

⁷⁵ Gwynne, S. C., Empire of the Summer Moon: Quanah Parker and the Rise and Fall of the Comanches, the Most Powerful Indian Tribe in American History (New York: Scribner, 2010); Hämäläinen, , The Comanche Empire; see also Philipp Meyer, The Son (New York: HarperCollins Publishers, 2013).Google Scholar

⁷⁶ Kavanagh, , Comanche Ethnography, 485.Google Scholar

⁷⁷ Kavanagh, , The Comanches, xiii.Google Scholar

⁷⁸ Kavanagh, , Comanche Ethnography, xiii–xix.Google Scholar

⁷⁹ Ibid., 1–27.Google Scholar

⁸⁰ See, e.g., Kavanagh, , Comanche Ethnography.Google Scholar

⁸¹ Webb, Walter Prescott, “History as High Adventure,” American Historical Review 64, no. 2 (January 1959): 686–94.Google Scholar

⁸² McCarthy, Cormac, Blood Meridian, or, the Evening Redness in the West (New York: Modern Library, 1985).Google Scholar

⁸³ Gwynne, , Empire of the Summer Moon, 103.Google Scholar

⁸⁴ Ibid., 258.Google Scholar

⁸⁵ Ibid., 103.Google Scholar

⁸⁶ Ibid., 153.Google Scholar

⁸⁷ Ibid., 318–19.Google Scholar

⁸⁸ Kavanagh, , The Comanches; Kavanagh, Comanche Ethnography; see Momaday, N. Scott, The Way to Rainy Mountain (Albuquerque: University of New Mexico Press, 1969) on the Kiowas, close allies of the Comanches.Google Scholar

⁸⁹ Hämäläinen, , The Comanche Empire, 342.Google Scholar

⁹⁰ Ibid., 172.Google Scholar

⁹¹ Ibid., 105, 348.Google Scholar

⁹² Ibid., 349.Google Scholar

⁹³ Ibid., 351.Google Scholar

⁹⁴ Ibid.Google Scholar

⁹⁵ Trigger, Bruce G., “Early Native North American Responses to European Contact: Romantic versus Rationalistic Interpretations,” Journal of American History 77 (March 1991): 1195–1215.Google Scholar

⁹⁶ Hämäläinen, , The Comanche Empire, 171.Google Scholar

⁹⁷ Kavanagh, , Comanche Ethnography, 34.Google Scholar

⁹⁸ This summary is based on information provided by individual Comanche consultants to one or another member of the 1912 and 1933 field research teams. Although confirmed generally by Kavanagh, and Hämäläinen, , the details qualify as hypothetical. The Comanches; The Comanche Empire; on methods and sources, compare with Child, Brenda J., Holding Our World Together: Ojibwe Women and the Survival of Community, Penguin Library of American Indian History (New York: Viking, 2012); for related fiction, see Meyer, The Son. Google Scholar

⁹⁹ Kavanagh, , Comanche Ethnography, 33.Google Scholar

¹⁰⁰ Some of these cases have been reconstructed but not all use education as a lens. See Jacoby, , Shadows at Dawn; Ostler, The Plains Sioux and U.S. Colonialism from Lewis and Clark to Wounded Knee; Lawrence, , Lessons from an Indian Day School; Lomawaima, , They Called It Prairie Light; Momaday, N. Scott, The Way to Rainy Mountain (Albuquerque: University of New Mexico Press, 1969).Google Scholar

¹⁰¹ For the basic argument and relevant literature, see Grinde, Donald A. and Johansen, Bruce E., Exemplar of Liberty: Native America and the Evolution of Democracy (Los Angeles: American Indian Studies Center, University of California, Los Angeles, 1991); Shannon, Timothy J., Indians and Colonists at the Crossroads of Empire: The Albany Congress of 1754 (Ithaca, NY: Cornell University Press, 2000); Morgan, Edmund S., Benjamin Franklin (New Haven: Yale University Press, 2002); Wood, Gordon S., The Americanization of Benjamin Franklin (New York: Penguin Press, 2004).Google Scholar

¹⁰² Mann, Barbara Alice, Iroquoian Women: The Gantowisas (New York: Peter Lang, 2004), 115–82.Google Scholar

¹⁰³ Grinde, and Johansen, , Exemplar of Liberty; Mann, 1491: New Revelations, 333–37.Google Scholar

¹⁰⁴ Shannon, , Indians and Colonists at the Crossroads of Empire; Morgan, , Benjamin Franklin; Wood, , The Americanization of Benjamin Franklin. Google Scholar

¹⁰⁵ Ibid.; Mann, , 1491: New Revelations.Google Scholar

¹⁰⁶ Angulo, , Empire and Education; Frey, Christopher J., “Ainu Schools and Education Policy in Nineteenth-century Hokkaido, Japan” (Unpublished Doctoral Dissertation, Indiana University, 2007); T. (Takashi) Fujitani, , Splendid Monarchy: Power and Pageantry in Modern Japan (Berkeley: University of California Press, 1998); Zimmerman, Jonathan, Innocents Abroad: American Teachers in the American Century (Cambridge: Harvard University Press, 2006). The sources underscore the potential significance of a research agenda in comparative education history focused on Indigenous experiences as global phenomena.Google Scholar

¹⁰⁷ Deloria, , Jr., God Is Red; Lomawaima, “Tribal Sovereigns”; Mann, , Iroquoian Women; Ostler, The Plains Sioux and U.S. Colonialism from Lewis and Clark to Wounded Knee; Shorter, We Will Dance Our Truth; Vansina, Oral Tradition as History. Google Scholar

¹⁰⁸ Kroupa, , “Through Arikara Eyes.”Google Scholar