Native American Knowledge and the Power of History

For the past five centuries, non-Native scholars have authored most written accounts of Native American history. In recent decades, much of this scholarship has been criticized for marginalizing Native concerns and testimonies, reinforcing western cultural biases, and promoting the economic and political interests of Europeans and their descendants. Such criticism raises fundamental questions about the practice of history. What knowledge counts in history? Who owns historical evidence and knowledge? What are the ethical issues surrounding data collection and stewardship? How should different kinds of source material (oral histories, interviews, written records, archeological evidence) be evaluated and interpreted? And what happens if these sources conflict?

In addition to these issues about historical methodology, recent scholarship has also raised questions about how textbook histories have changed (or not) to reflect indigenous concerns. To what extent have histories changed with the growing authority and participation of indigenous thinkers? And to what extent have histories changed with more expansive views of what counts as reliable source material, including oral histories and traditions?

This program examines these issues through an integrated study of Native American history, philosophy of history, and historical research methods. We begin by analyzing the “classic” account of Native American history developed by European and American scholars. We continue with a study of recent critiques of this “classic” account by both Native and non-Native scholars. In doing so, we focus on case studies that illustrate the broader issues of how historical narratives are constructed. We also look at the consequences of these histories for tribal communities and the broader society.

Students will examine these topics in lectures, seminars, workshops, and a field trip to at least one Tribal Museum. Students should expect to complete a significant amount of reading each week and to write an essay on each reading. Students will participate in a weekly writing workshop to develop their critical reasoning and writing skills. Finally, students will complete an annotated bibliography, research paper, and public presentation on a topic related to the program theme.