Settler Pedagogy: Schooling in Indian Country, the Black South, and Colonial Hawaii, 1840-1923
My dissertation examines the rhetoric and actions of white reformers during the 19th and early 20th centuries and how they constructed the racialized and gendered narratives of Indigenous and Black Education. It functions as a genealogy of colonial and anti-Black education, unearthing how racial and gendered narratives of schooling came into existence and propagated. Through a case study of the Hampton Institute, I analyze how white reformers established connections between Indigenous and Black education in relation to each other. I excavate the underpinnings of the racial narratives, and how gender helps define them, that are reproduced in present day schools. The archival sources I analyze in the dissertation range in time from 1840 to 1923. The Hampton University Archives provides the largest portion of the data for this dissertation. I contextualize the data collected from Hampton with archival data on Hawaiian manual labor schools, Indian Boarding Schools, and Southern industrial schools. This study adds to the literature on the connections and intersections between Indigenous education and Black education, particularly how racialized and gendered discourses and their connected educational models traveled and became part of common sense understandings of schooling.