Very few people have lived a life comparable to that of Chickasaw Chief George Colbert; Butch Walker tells the story of this little known Celtic Indian man that lived a life worthy of a Hollywood movie in Chickasaw Chief George Colbert: His Family and His Country. This historic timepiece tells Colbert's story from a son of a Scots father and Chickasaw mother to a decorated military leader, successful ferry operator, plantation owner, businessman, and Chickasaw chief. George Colbert was a relatively unknown historical figure and decorated military hero that led the Chickasaws through Indian removal which was one of the darkest eras of American history. This man was trusted by the Indians, friends to the whites, and respected by local and national figures alike, including former presidents of the United States. Butch Walker has diligently researched the history, family, and overall historical significance of this Chickasaw Chief; Walker spent countless hours researching the life and legacy of George Colbert who was half Celtic (Scots) and half Indian (Chickasaw). George was never defined or limited by his blood quantum; he was a proven leader of the Chickasaw Nation. This book takes the reader from the birth of George's father, through the time of the French-Chickasaw War, beyond the Chickasaw Removal. The tale of the "Half-Blood Prince" of the 17th century is for anyone wanting to increase their knowledge of southeastern Indians, particularly the "Unconquered Unconquerable Chickasaws." The life of George Colbert appears to be taken right from the pages of a Hollywood script. Chickasaw Chief George Colbert: His Family and His Country is a must read for anyone wanting to learn more about the Chickasaw Colbert family.

The Times' Best History Books of 2017 Winner of the Gilder Lehrman Prize for Military History Winner of the 2017 Caroline Bancroft History Prize Shortlisted for the Military History Magazine Book of the Year Award Nominated for the 2017 PEN Hessell-Tiltman 'Extraordinary... Cozzens has stripped the myth from these stories, but he is such a superb writer that what remains is exquisite' The Times At the end of the Civil War, the American nation continued its expansion onto tribal lands, setting off a struggle that would last nearly three decades. Peter Cozzens chronicles the conflict from both sides in comprehensive and singularly intimate detail, bringing together a pageant of fascinating characters, including Custer, Sherman and Grant, as well as great native leaders such as Crazy Horse, Sitting Bull and Red Cloud. This is the tale of how the West was won... and lost.

Indigenous cultures meticulously protect and preserve their traditions. Those traditions often have deep connections to the homelands of indigenous peoples, thus forming strong relationships between culture, land, and communities. Autoethnography can help shed light on the nature and complexity of these relationships. Indigenous Research of Land, Self, and Spirit is a collection of innovative research that focuses on the ties between indigenous cultures and the constructs of land as self and agency. It also covers critical intersectional, feminist, and heuristic inquiries across a variety of indigenous peoples. Highlighting a broad range of topics including environmental studies, land rights, and storytelling, this book is ideally designed for policymakers, academicians, students, and researchers in the fields of sociology, diversity, anthropology, environmentalism, and history.

A fascinating and important volume which brings together new perspectives on the objections to, and appropriation of Native American Spirituality. Native Americans and Canadians are largely romanticised or sidelined figures in modern society. Their spirituality has been appropriated on a relatively large scale by Europeans and non-Native Americans, with little concern for the diversity of Native American opinions. Suzanne Owen offers an insight into appropriation that will bring a new understanding and perspective to these debates.This important volume collects together these key debates from the last few years and sets them in context, analyses Native American objections to appropriations of their spirituality and examines 'New Age' practices based on Native American spirituality." The Appropriation of Native American Spirituality" includes the findings of fieldwork among the Mi'Kmaq of Newfoundland on the sharing of ceremonies between Native Americans and First Nations, which highlights an aspect of the debate that has been under-researched in both anthropology and religious studies: that Native American discourses about the breaking of 'protocols', rules on the participation and performance of ceremonies, is at the heart of objections to the appropriation of Native American spirituality.This groundbreaking new series offers original reflections on theory and method in the study of religions, and demonstrates new approaches to the way religious traditions are studied and presented.Studies published under its auspices look to clarify the role and place of Religious Studies in the academy, but not in a purely theoretical manner. Each study will demonstrate its theoretical aspects by applying them to the actual study of religions, often in the form of frontier research.

A man kneels in the sun, places his left hand upon the red quartzite. He outlines it, then chips its likeness into the rock. A child, on her knees, lays both her hands upon the same warm stone and whispers, "I feel ...hope " Perhaps several thousand years have passed between these two incidents at the Jeffers Petroglyphs site. Whatever place or time or culture we inhabit, our hands define us as humans. We are alike.

The mission of higher education in the twenty-first century must address the reconciliation of student learning and experiences through the lens of indigenous education and frameworks. Higher learning institutions throughout Oceania have established frameworks for addressing indigeneity through the infusion of an indigenous perspectives' curriculum. The incorporation of island indigenous frameworks into their respective curriculums, colleges and universities in Oceania have seen positive impact results on student learning leading to the creation of authentic experiences in higher education landscapes. This book discusses ways of promoting active student learning and unique experiences through indigenous scholarship and studies among contemporary college students in Guam, Micronesia, and other areas of Oceania. Further, the publication will be an intersection of three separate disciplines: first, an introduction to the fields of indigenous studies; second, language and/or cultural preservation; third, student success within the higher education landscape. This publication will benefit individuals with a professional interest in the influence of indigenous curriculum in higher education, and among diverse student populations. The book's focus is on meeting practical challenges and will address two objectives. The first is to provide an understanding of the essential link between practices for incorporating island indigenous curriculum, and strategies for effective student learning and creating authentic experiences. The second objective is to provide course designs that are aligned with frameworks addressing indigeneity that place college teachers in the role of leaders for lifelong learning through indigenous scholarship and studies in Oceania. Further, the publication will be a useful tool for research, particularly, given the timing of globalization, expanding rights of marginalized populations, the increased focus on representation in the literature, and critical developments in indigenous rights and sovereignty throughout the Pacific. Although this project's focus is on higher education in Oceania, the product is a publication that is reliable, well founded, and a highly sought-after book that would be instrumental and valuable to higher education students, professors, researchers, and scholars all over the world.

Akwesasne territory straddles the U.S.-Canada border in upstate New York, Ontario, and Quebec. In 1979, in the midst of a major conflict regarding self-governance, traditional Mohawks there asserted their sovereign rights to self-education. Concern over the loss of language and culture and clashes with the public school system over who had the right to educate their children sparked the birth of the Akwesasne Freedom School (AFS) and its grassroots, community-based approach. In Free to Be Mohawk, Louellyn White traces the history of the AFS, a tribally controlled school operated without direct federal, state, or provincial funding, and explores factors contributing to its longevity and its impact on alumni, students, teachers, parents, and staff. Through interviews, participant observations, and archival research, White presents an in-depth picture of the Akwesasne Freedom School as a model of Indigenous holistic education that incorporates traditional teachings, experiential methods, and language immersion. Alumni, parents, and teachers describe how the school has fostered a strong sense of what it is to be ""fully Mohawk."" White explores the complex relationship between language and identity and shows how AFS participants transcend historical colonization by negotiating their sense of self. According to Mohawk elder Sakokwenionkwas (Tom Porter), ""The prophecies say that the time will come when the grandchildren will speak to the whole world. The reason for the Akwesasne Freedom School is so the grandchildren will have something significant to say."" In a world where forced assimilation and colonial education have resulted in the loss or endangerment of hundreds of Indigenous languages, the Akwesasne Freedom School provides a cultural and linguistic sanctuary. White's timely study reminds readers, including the Canadian and U.S. governments, of the critical importance of an Indigenous nation's authority over the education of its children.