By Michelle M. Martin
In a neat, ornate hand Katie Edwards wrote in her diary on April 4, 1870, about the new chapter in her life that awaited her in the Indian Territory. “After a good night rest in a clean bed I rose this morning much refreshed . . . started for the Mission . . . will start with 80 pupils,” she remarked. With this simple declaration Edwards left behind the security and comfort of Ohio and entered the intricate world of the Mvskoke and Seminole peoples in the Indian Territory.
Indigenous history is everywhere, and yet too often overlooked or ignored. In Los Angeles, a coalition of academics, archaeologists, activists, and members of local indigenous communities, is working to create a digital storymapping project that “aims to uncover and highlight the multiple layers of indigenous Los Angeles.” Mapping Indigenous LA is exemplary in its privileging of indigenous knowledge and protocol, as well as in its attention to documenting the presence of Southern California’s original inhabitants as well as diasporic indigenous communities. AHA Today spoke to professor Mishuana Goeman, co-principal investigator of the project, for more on this effort.
“Entangled Trajectories: Integrating Native American and European Histories,” the symposium that Ralph Bauer (Univ. of Maryland) and I organized earlier this month at George Washington University and the Mexican Cultural Institute, was the result of (at least) two desires.
This guest post on pedagogy informed by Radical Indigenism is one of a series of posts on subjects discussed at the 2015 AHA annual meeting. The authors, Jennifer O’Neal, University Historian and Archivist, and Kevin Hatfield, Adjunct Assistant Professor of History, presented lessons learned and questions raised by their ongoing research course at the session “The Northern Paiute History Project: Engaging Undergraduates in Decolonizing Research with Tribal Community Members.”