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Creating Wilderness Areas in the Pacific Northwest
Drawing boundaries around wilderness areas often serves a double purpose: protection of the land within the boundary and release of the land outside the boundary to resource extraction and other development. In Drawing Lines in the Forest, Kevin R. Marsh discusses the roles played by various groups—the Forest Service, the timber industry, recreationists, and environmentalists—in arriving at these boundaries. He shows that pragmatic, rather than ideological, goals were often paramount, with all sides benefiting.
This fresh interpretation of the history of Navajo (Diné) pastoralism recounts how a dramatic reduction of livestock on the Navajo Reservation in the 1930s, an ambitious attempt by the federal government to eliminate overgrazing on an arid landscape, resulted in a disastrous loss of livelihood for Navajos without significant improvement of the grazing lands.
How the Fight against Automobiles Launched the Modern Wilderness Movement
In its infancy, the movement to protect wilderness areas in the United States was motivated less by perceived threats from industrial and agricultural activities than by concern over the impacts of automobile owners seeking recreational opportunities in wild areas. Countless commercial and government purveyors vigorously promoted the mystique of travel to breathtakingly scenic places, and roads and highways were built to facilitate such travel. By the early 1930s, New Deal public works programs brought these trends to a startling crescendo. The dilemma faced by stewards of the nation's public lands was how to protect the wild qualities of those places while accommodating, and often encouraging, automobile-based tourism. By 1935, the founders of the Wilderness Society had become convinced of the impossibility of doing both.
Tales from Medieval China
This collection of short stories, anecdotes, and poems was likely compiled during the 13th century. Tales of romantic love—including courtship, marriage, and illicit affairs—unify the collection and make it an essential primary source for literary and social history, since official Chinese history sources did not usually discuss family conflict or sexual matters. This volume, the first complete translation of The Drunken Man’s Talk (Xinbian zuiweng tanlu) in any language, includes an introduction that explores the literary significance of the work as well as annotations explaining the symbolism and allusions found in the stories.
Negotiating Pueblo Identity in New Mexico's Indian Boarding Schools
For the vast majority of Native American students in federal Indian boarding schools at the turn of the twentieth century, the experience was nothing short of tragic. Dislocated from family and community, they were forced into an educational system that sought to erase their Indian identity as a means of acculturating them to white society. However, as historian John Gram reveals, some Indian communities on the edge of the American frontier had a much different experience—even influencing the type of education their children received. Shining a spotlight on Pueblo Indians’ interactions with school officials at the Albuquerque and Santa Fe Indian Schools, Gram examines two rare cases of off-reservation schools that were situated near the communities whose children they sought to assimilate. Far from the federal government’s reach and in competition with nearby Catholic schools for students, Indian boarding school officials were in no position to make demands and instead were forced to pick their cultural battles with nearby Pueblo parents, who visited the schools regularly. As a result, Pueblo Indians were able to exercise their agency, influencing everything from classroom curriculum to school functions. As Gram reveals, they often mitigated the schools’ assimilation efforts and assured the various pueblos’ cultural, social, and economic survival. Greatly expanding our understanding of the Indian boarding school experience, Education at the Edge of Empire is grounded in previously overlooked archival material and student oral histories. The result is a groundbreaking examination that contributes to Native American, Western, and education histories, as well as to borderland and Southwest studies. It will appeal to anyone interested in knowing how some Native Americans were able to use the typically oppressive boarding school experience to their advantage.