Representations of American Indians and the Irish in educational reports, 1850s–1920s

Modern colonialism, writes Gyan Prakash, ‘instituted enduring hierarchies of subjects and knowledges — the colonizer and the colonized, the Occidental and the Oriental, the civilized and the primitive, the scientific and the superstitious, the developed and the underdeveloped’. Such dichotomies ‘reduced complex differences and interactions to the binary (self/other) logic of colonial power’, and colonial rulers ‘constituted the “native” as their inverse image’. Such perceptions of difference as ‘other’ expressed what ‘civilized’ Westerners believed themselves not to be — but also what they feared they might become, should they lose rational self-control. The ‘other’, writes Eva Kornfelt, ‘threatens the integrity of the self by offering alternative, unrealized, and suppressed possibilities’. As shown by Western fascination with the ‘noble savage’, this process could sometimes produce positive representations. Yet even these expressed the needs of the perceiver rather than the reality of the perceived. ‘Othering’, then, is a complex process, one implying deep cultural and individual needs, which may occasionally result in accurate representations, but more often produces self-justifying positive/negative dichotomies.