In the early 1970s, the federal government began recognizing self-determination for American Indian nations. As sovereign entities, Indian nations have been able to establish policies concerning health care, education, religious freedom, law enforcement, gaming, and taxation. Yet these gains have not gone unchallenged. Starting in the late 1980s, states have tried to regulate and profit from casino gambling on Indian lands. Treaty rights to hunt, fish, and gather remain hotly contested, and traditional religious practices have been denied protection. Tribal courts struggle with state and federal courts for jurisdiction. David E. Wilkins and K. Tsianina Lomawaima discuss how the political rights and sovereign status of Indian nations have variously been respected, ignored, terminated, and unilaterally modified by federal lawmakers as a result of the ambivalent political and legal status of tribes under western law.

"The organizing principle for this anthology is the common Native American heritage of its authors; and yet that thread proves to be the most tenuous of all, as the experience of indigeneity differs radically for each of them. While many experience a centripetal pull toward a cohesive Indian experience, the indications throughout these essays lean toward a richer, more illustrative panorama of difference. What tends to bind them together are not cultural practices or spiritual attitudes per se, but rather circumstances that have no exclusive province in Indian country: that is, first and foremost, poverty, and its attendant symptoms of violence, substance abuse, and both physical and mental illness.... Education plays a critical role in such lives: many of the authors recall adoring school as young people, as it constituted a place of escape and a rare opportunity to thrive.... While many of the writers do return to their tribal communities after graduation, ideas about 'home' become more malleable and complicated."-from the IntroductionI Am Where I Come From presents the autobiographies of thirteen Native American undergraduates and graduates of Dartmouth College, ten of them current and recent students. Twenty years ago, Cornell University Press published First Person, First Peoples: Native American College Graduates Tell Their Life Stories, also about the experiences of Native American students at Dartmouth College. I Am Where I Come From addresses similar themes and experiences, but it is very much a new book for a new generation of college students.Three of the essays from the earlier book are gathered into a section titled "Continuing Education," each followed by a shorter reflection from the author on his or her experience since writing the original essay. All three have changed jobs multiple times, returned to school for advanced degrees, started and increased their families, and, along the way, continuously revised and refined what it means to be Indian.The autobiographies contained in I Am Where I Come From explore issues of native identity, adjustment to the college environment, cultural and familial influences, and academic and career aspirations. The memoirs are notable for their eloquence and bravery.

"The organizing principle for this anthology is the common Native American heritage of its authors; and yet that thread proves to be the most tenuous of all, as the experience of indigeneity differs radically for each of them. While many experience a centripetal pull toward a cohesive Indian experience, the indications throughout these essays lean toward a richer, more illustrative panorama of difference. What tends to bind them together are not cultural practices or spiritual attitudes per se, but rather circumstances that have no exclusive province in Indian country: that is, first and foremost, poverty, and its attendant symptoms of violence, substance abuse, and both physical and mental illness.... Education plays a critical role in such lives: many of the authors recall adoring school as young people, as it constituted a place of escape and a rare opportunity to thrive.... While many of the writers do return to their tribal communities after graduation, ideas about 'home' become more malleable and complicated."-from the IntroductionI Am Where I Come From presents the autobiographies of thirteen Native American undergraduates and graduates of Dartmouth College, ten of them current and recent students. Twenty years ago, Cornell University Press published First Person, First Peoples: Native American College Graduates Tell Their Life Stories, also about the experiences of Native American students at Dartmouth College. I Am Where I Come From addresses similar themes and experiences, but it is very much a new book for a new generation of college students.Three of the essays from the earlier book are gathered into a section titled "Continuing Education," each followed by a shorter reflection from the author on his or her experience since writing the original essay. All three have changed jobs multiple times, returned to school for advanced degrees, started and increased their families, and, along the way, continuously revised and refined what it means to be Indian.The autobiographies contained in I Am Where I Come From explore issues of native identity, adjustment to the college environment, cultural and familial influences, and academic and career aspirations. The memoirs are notable for their eloquence and bravery.

Established in 1884 and operative for nearly a century, the Chilocco Indian School in Oklahoma was one of a series of off-reservation boarding schools intended to assimilate American Indian children into mainstream American life. Critics have characterized the schools as destroyers of Indian communities and cultures, but the reality that K. Tsianina Lomawaima discloses was much more complex.

Lomawaima allows the Chilocco students to speak for themselves. In recollections juxtaposed against the official records of racist ideology and repressive practice, students from the 1920s and 1930s recall their loneliness and demoralization but also remember with pride the love and mutual support binding them together--the forging of new pan-Indian identities and reinforcement of old tribal ones.