scholarly journals The American Renaissance in the West: Capital, Class and Culture Along the Northern Pacific Railroad

2021 ◽  
pp. 1-26
Author(s):  
Katherine Solomonson
Keyword(s):  
American West ◽  
Settler Colonialism ◽  
Upper Class ◽  
Late Nineteenth Century ◽  
American Renaissance ◽  
The West ◽  
Class Culture ◽  
White Settler ◽  
Northern Pacific ◽  
White Settler Colonialism

ABSTRACT Wealth from western investments lit up the Gilded Age. East and West, it financed the mansions, balls and philanthropy that were integral to upper-class culture. Historians of capitalism have argued that a national upper class coalesced during the late nineteenth century and that the development of a common culture was essential to its formation. Much of this work has focused on the Northeast. How did this play out in the Trans-Mississippi West? This article explores the roles that architects and the buildings they designed played in the intertwined processes of class formation, capitalist expansion and the advancement of white settler colonialism in the American West. It begins in the early 1880s, when Henry Villard (1835–1900), president of the Northern Pacific Railway, launched an ambitious plan to complete the transcontinental railroad and enlisted the architects McKim, Mead & White and their assistant, Cass Gilbert (1859–1934), to design buildings of all kinds along the line — an unprecedented move for a new western railroad. It then follows Gilbert back to St Paul to examine two major projects, one for local clients and one for Villard’s colleague, the eastern capitalist William Endicott, Jr (1826–1914). As agents for eastern capitalists and their counterparts in the West, the architects and the buildings they designed activated in the West an elite aesthetic and professional culture initially generated in the Northeast. Operating across local, regional and national scales, they contributed to the expansion of capitalist markets, the formation of a national upper class and, more broadly, the processes of settler colonialism in a rapidly changing region.

Indigenous cultural values counter the damages of white settler colonialism

2020 ◽  
pp. 1-13
Author(s):  
Michelle M. Jacob ◽  
Kelly L. Gonzales ◽  
Deanna Chappell Belcher ◽  
Jennifer L. Ruef ◽  
Stephany RunningHawk Johnson
Keyword(s):  
Cultural Values ◽  
Settler Colonialism ◽  
White Settler ◽  
White Settler Colonialism

Marx and the Indigenous

2020 ◽  
pp. 1-19
Author(s):  
John Bellamy Foster ◽  
Brett Clark ◽  
Hannah Holleman
Keyword(s):  
Social Theory ◽  
Settler Colonialism ◽  
Marxian Theory ◽  
White Settler ◽  
White Settler Colonialism

The "turn toward the indigenous" in social theory in the last couple of decades, associated with the critique of white settler colonialism, has reintroduced themes long present in Marxian theory, but in ways that are often surprisingly divorced from Karl Marx's critique of capitalism, colonialism, and imperialism.

scholarly journals Racial and ethnic diversity in higher education: White privileged resistance and implications for leadership

2021 ◽  
Vol 29 ◽  
pp. 38
Author(s):  
Lidyvez Sawyer ◽  
Roberta Waite
Keyword(s):  
Higher Education ◽  
Racial Discrimination ◽  
Ethnic Diversity ◽  
Settler Colonialism ◽  
The United States ◽  
Diversity And Inclusion ◽  
15Th Century ◽  
White Settler ◽  
Diversity In Higher Education ◽  
White Settler Colonialism

Extrapolating history is crucial to mitigating the current underpinnings of racial and ethnic inequities in higher education; however, to establish sustainable change, one must consider its fundamental origin. The inception of 15th-century white settler colonialism is at the epicenter of modern-day racial discrimination and the normalcy of oppressive practices in the United States' education system (US) of America. To understand white settler colonialism and its denigrating manifestations is to understand the dynamics between those in power and those who are subjugated. America's white settler colonialism's horrific ideology is insidiously depicted through torture, persecution, brutality, plunder, and pillage (Traore, 2004). This ideology is the foundation that breeds our society's racial and ethnic hierarchy, including in higher education. Racial discrimination in higher education creates a partisan, culturally divided learning environment, frequently normalized in academic leadership. The purpose of this paper is three-fold: (a) to examine normalized whiteness in higher education, (b) to examine how mere talk about diversity and inclusion inhibits disruption in power to transforming modern-day consciousness of inequities, discrimination, and racism, and (c)  discuss action steps to promote leadership among black and brown raced individuals in higher education.

Democracy, Class, and White Settler Colonialism

Public ◽  
2017 ◽  
Vol 28 (55) ◽  
pp. 144-153 ◽  
Author(s):  
W. Oliver Baker
Keyword(s):  
Settler Colonialism ◽  
White Settler ◽  
White Settler Colonialism

“Them's Fighting Words”: Violence, Masculinity, and the Texas Cowboy in the Late Nineteenth Century

2014 ◽  
Vol 13 (1) ◽  
pp. 28-55
Author(s):  
Jacqueline M. Moore
Keyword(s):  
Social Behavior ◽  
Native Americans ◽  
Social Order ◽  
Social Regulation ◽  
Upper Class ◽  
Late Nineteenth Century ◽  
Social Harmony ◽  
The West ◽  
Social Hierarchies ◽  
Late Nineteenth

Violence inevitably plays a part in discussions of the cowboy, historical or mythical. Traditionalists celebrated his manly fighting as what tamed the West and saved American manhood; revisionists have castigated the brutality with which he dealt with Native Americans and the environment. It is important, however, to consider what purpose violence served for the cowboy himself. To the working-class cowboy, violence could preserve social harmony, both through defending personal honor and through regulating social behavior of women and minorities. Its use was a clear marker of masculinity, as it allowed him both to show his equal worth with the men around him and to maintain social hierarchies that gave him an advantage over other people. The middle- and upper-class townspeople and cattlemen around cowboys, however, increasingly saw violence as counterproductive. Although parents encouraged aggression in boyhood, they thought that in order to become a real man, one should learn proper restraint and channel that aggression into socially acceptable activities. More and more, respectable ideas of maintaining social order left no room for violence, and consequently cowboys faced increasing social regulation of their masculine self-identities.

scholarly journals Reimagining Girlhood in White Settler-Carceral States

2019 ◽  
Vol 12 (3) ◽  
pp. vii-xv ◽  
Author(s):  
Sandrina de Finney ◽  
Patricia Krueger-Henney ◽  
Lena Palacios
Keyword(s):  
Child Welfare ◽  
Settler Colonialism ◽  
The United States ◽  
Land Resources ◽  
Special Issue ◽  
Criminal Justice Education ◽  
White Settler ◽  
Indian Act ◽  
Welfare Systems ◽  
White Settler Colonialism

We are deeply honored to have been given the opportunity to edit this special issue of Girlhood Studies, given that it is dedicated to rethinking girlhood in the context of the adaptive, always-evolving conditions of white settler regimes. The contributions to this issue address the need to theorize girlhood—and critiques of girlhood—across the shifting forces of subjecthood, community, land, nation, and borders in the Western settler states of North America. As white settler states, Canada and the United States are predicated on the ongoing spatial colonial occupation of Indigenous homelands. In settler states, as Eve Tuck and K. Wayne Yang remind us, “the settler never left” (2012: 20) and colonial domination is reasserted every day of active occupation. White settler colonialism functions through the continued control of land, resources, and racialized bodies, and is amalgamated through a historical commitment to slavery, genocide, and the extermination of Indigenous nationhood and worldviews. Under settler colonial regimes, criminal justice, education, immigration, and child welfare systems represent overlapping sites of transcarceral power that amplify intersecting racialized, gendered, sexualized, and what Tanja Aho and colleagues call “carceral ableist” violence (2017: 291). This transcarceral power is enacted through institutional and bureaucratic warfare such as, for example, the Indian Act, the school-to-prison pipeline, and the child welfare system to deny, strategically, Indigenous claims to land and the citizenship of racial others.

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