In this podcast episode, Greg Marchildon interviews Indigenous rights litigator Jean Teillet on her book The Northwest is our Mother: The story of Louis Riel’s People, the Métis Nation published by Harper Collins in 2019. Covering the evolution of the Métis as a people and nation since the 1790s, Teillet presents us with an highly crafted epic narrative. The great-grandniece of Louis Riel, the author is a very well-known Indigenous rights litigator who has appeared in twelve separate cases before the Supreme Court of Canada. She is also a visual artist who has also worked as a writer, dancer, actor, choreographer, director and producer. Currently, she is Senior Counsel to the law firm Pape Salter Teillet.
The story of the British amusement arcade from the 1800s to the present.
Amusement arcades are an important part of British culture, yet discussions of them tend to be based on American models. Alan Meades, who spent his childhood happily playing in British seaside arcades, presents the history of the arcade from its origins in traveling fairs of the 1800s to the present. Drawing on firsthand accounts of industry members and archival sources, including rare photographs and trade publications, he tells the story of the first arcades, the people who made the machines, the rise of video games, and the legislative and economic challenges spurred by public fears of moral decline.
Arcade Britannia: A Social History of the British Amusement Arcade (MIT Press, 2022) highlights the differences between British and North American arcades, especially in terms of the complex relationship between gambling and amusements. He also underlines Britain’s role in introducing coin-operated technologies into Europe, as well as the industry’s close links to America and, especially, Japan. He shows how the British arcade is a product of centuries of public play, gambling, entrepreneurship, and mechanization. Examining the arcade’s history through technological, social, cultural, biographic, and legislative perspectives, he describes a pendulum shift between control and liberalization, as well as the continued efforts of concerned moralists to limit and regulate public play.
Finally, he recounts the impact on the industry of legislative challenges that included vicious taxation, questions of whether copyright law applied to video-game code, and the peculiar moment when every arcade game in Britain was considered a cinema.
Rudolf Inderst is a professor of Game Design with a focus on Digital Game Studies at the IU International University of Applied Science, editor of “Game Studies Watchlist”, a weekly messenger newsletter about Game Culture and curator of @gamestudies at tiktok.
Spanning a century of fraught history, Being Indigenous in Jim Crow Virginia: Powhatan People and the Color Line (University of Oklahoma Press, 2022) by Dr. Laura J. Feller describes the critical strategic work that tidewater Virginia Indians, descendants of the seventeenth-century Algonquian Powhatan chiefdom, undertook to sustain their Native identity in the face of deep racial hostility from segregationist officials, politicians, and institutions.
Like other Southeastern Native groups living under Jim Crow regimes, tidewater Native groups and individuals fortified their communities by founding tribal organizations, churches, and schools; they displayed their Indianness in public performances; and they enlisted whites, including well-known ethnographers, to help them argue for their Native distinctness. Describing an arduous campaign marked by ingenuity, conviction, and perseverance, Dr. Feller shows how these tidewater Native people drew on their shared histories as descendants of Powhatan peoples, and how they strengthened their bonds through living and marrying within clusters of Native Virginians, both on and off reservation lands. She also finds that, by at times excluding African Americans from Indian organizations and Native families, Virginian Indians themselves reinforced racial segregation while they built their own communities.
Even as it paved the way to tribal recognition in Virginia, the tidewater Natives’ sustained efforts chronicled in this book demonstrate the fluidity, instability, and persistent destructive power of the construction of race in America.
This interview was conducted by Dr. Miranda Melcher whose doctoral work focused on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars.
Counterinsurgency, the violent suppression of armed insurrection, is among the dominant kinds of war in contemporary world politics. Often linked to protecting populations and reconstructing legitimate political orders, it has appeared in other times and places in very different forms – and has taken on a range of politics in doing so. How did it arrive at its present form, and what generated these others, along the way?
Spanning several centuries and four detailed case studies, The Counterinsurgent Imagination: A New Intellectual History(Cambridge UP, 2022) unpacks and explores this intellectual history through counterinsurgency manuals. These military theoretical and instructional texts, and the practitioners who produced them, made counterinsurgency possible in practice. By interrogating these processes, this book explains how counter-insurrectionary war eventually took on its late twentieth and early twenty-first century forms. It shows how and why counterinsurgent ideas persist, despite recurring failures.
Yi Ning Chang is a PhD student in political theory at the Department of Government at Harvard University. She works on the history of contemporary political thought, postcolonial theory, and the global histories of anticolonialism and anti-imperialism in Southeast Asia. Yi Ning can be reached at yiningchang@g.harvard.edu.
At the turn of the twentieth century, the US government viewed education as one sure way of civilizing “others” under its sway—among them American Indians and, after 1898, Filipinos. Teaching Empire: Native Americans, Filipinos, and Us Imperial Education 1879-1918 (UP of Kansas, 2019) considers how teachers took up this task, first at the Carlisle Indian Boarding School in Pennsylvania, opened in 1879, and then in a school system set up amid an ongoing rebellion launched by Filipinos. Drawing upon the records of fifty-five teachers at Carlisle and thirty-three sent to the Philippines—including five who worked in both locations—the book reveals the challenges of translating imperial policy into practice, even for those most dedicated to the imperial mission.
These educators, who worked on behalf of the US government, sought to meet the expectations of bureaucrats and supervisors while contending with leadership crises on the ground. In their stories, Elisabeth Eittreim finds the problems common to all classrooms—how to manage students and convey knowledge—complicated by their unique circumstances, particularly the military conflict in the Philippines. Eittreim’s research shows the dilemma presented by these schools’ imperial goal: “pouring in” knowledge that purposefully dismissed and undermined the values, desires, and protests of those being taught. To varying degrees these stories demonstrate both the complexity and fragility of implementing US imperial education and the importance of teachers’ own perspectives. Entangled in US ambitions, racist norms, and gendered assumptions, teachers nonetheless exhibited significant agency, wielding their authority with students and the institutions they worked for and negotiating their roles as powerful purveyors of cultural knowledge, often reinforcing but rarely challenging the then-dominant understanding of “civilization.”
Examining these teachers’ attitudes and performances, close-up and in-depth over the years of Carlisle’s operation, Eittreim’s comparative study offers rare insight into the personal, institutional, and cultural implications of education deployed in the service of US expansion—with consequences that reach well beyond the imperial classrooms of the time.
Jane Scimeca is Professor of History at Brookdale Community College. @JaneScimeca1
During the Cold War, U.S. intervention in Latin American politics, economics, and society grew in scope and complexity, with diplomatic legacies evident in today's hemispheric policies. Development became a key form of intervention as government officials and experts from the United States and Latin America believed that development could foster hemispheric solidarity and security. In parts of Latin America, its implementation was especially intricate because recipients of these programs were diverse Indigenous peoples with their own politics, economics, and cultures. Contrary to project planners' expectations, Indigenous beneficiaries were not passive recipients but actively engaged with development interventions and, in the process, redefined racialized ideas about Indigeneity.
In On Our Own Terms: Development and Indigeneity in Cold War Guatemala(UNC Press, 2022), Sarah Foss illustrates how this process transpired in Cold War Guatemala, spanning democratic revolution, military coups, and genocidal civil war. Drawing on previously unused sources such as oral histories, anthropologists' field notes, military records, municipal and personal archives, and a private photograph collection, Foss analyzes the uses and consequences of development and its relationship to ideas about race from multiple perspectives, emphasizing its historical significance as a form of intervention during the Cold War.
Rachel Grace Newman is a historian of modern Mexico with particular interests in migration, childhood and youth studies, and social inequality. She is Assistant Professor of History at Colgate University.
At the turn of the twentieth century, the US government viewed education as one sure way of civilizing “others” under its sway—among them American Indians and, after 1898, Filipinos. Teaching Empire: Native Americans, Filipinos, and Us Imperial Education 1879-1918 (UP of Kansas, 2019) considers how teachers took up this task, first at the Carlisle Indian Boarding School in Pennsylvania, opened in 1879, and then in a school system set up amid an ongoing rebellion launched by Filipinos. Drawing upon the records of fifty-five teachers at Carlisle and thirty-three sent to the Philippines—including five who worked in both locations—the book reveals the challenges of translating imperial policy into practice, even for those most dedicated to the imperial mission.
These educators, who worked on behalf of the US government, sought to meet the expectations of bureaucrats and supervisors while contending with leadership crises on the ground. In their stories, Elisabeth Eittreim finds the problems common to all classrooms—how to manage students and convey knowledge—complicated by their unique circumstances, particularly the military conflict in the Philippines. Eittreim’s research shows the dilemma presented by these schools’ imperial goal: “pouring in” knowledge that purposefully dismissed and undermined the values, desires, and protests of those being taught. To varying degrees these stories demonstrate both the complexity and fragility of implementing US imperial education and the importance of teachers’ own perspectives. Entangled in US ambitions, racist norms, and gendered assumptions, teachers nonetheless exhibited significant agency, wielding their authority with students and the institutions they worked for and negotiating their roles as powerful purveyors of cultural knowledge, often reinforcing but rarely challenging the then-dominant understanding of “civilization.”
Examining these teachers’ attitudes and performances, close-up and in-depth over the years of Carlisle’s operation, Eittreim’s comparative study offers rare insight into the personal, institutional, and cultural implications of education deployed in the service of US expansion—with consequences that reach well beyond the imperial classrooms of the time.
Jane Scimeca is Professor of History at Brookdale Community College. @JaneScimeca1
Texts After Terror: Rape, Sexual Violence, and the Hebrew Bible(Oxford UP, 2021) offers an important new theory of rape and sexual violence in the Hebrew Bible. While the Bible is filled with stories of rape, scholarly approaches to sexual violence in the scriptures remain exhausted, dated, and in some cases even un-feminist, lagging far behind contemporary discourse about sexual violence and rape culture. Graybill responds to this disconnect by engaging contemporary conversations about rape culture, sexual violence, and #MeToo, arguing that rape and sexual violence - both in the Bible and in contemporary culture - are frequently fuzzy, messy, and icky, and that we need to take these features seriously.
Texts after Terror offers a new framework informed by contemporary conversations about sexual violence, writings by victims and survivors, and feminist, queer, and affect theory. In addition, Graybill offers significant new readings of biblical rape stories, including Dinah (Gen. 34), Tamar (2 Sam. 13), Bathsheba (2 Sam. 11), Hagar (Gen. 16), Daughter Zion (Lam. 1-2), and the unnamed woman known as the Levite's concubine (Judges 19). Texts after Terror urges feminist biblical scholars and readers of all sorts to take seriously sexual violence and rape, while also holding space for new ways of reading these texts that go beyond terror, considering what might come after.
Rhiannon Graybill is Associate Professor of Religious Studies, at Rhodes College, Memphis, Tennessee.
Rachel Adelman is Associate Professor of Hebrew Bible in the rabbinic program at Hebrew College in Boston.
Indigenous Religious Traditions in Five Minutes(Equinox Publishing, 2022) edited by Molly H. Bassett and Natalie Avalos aims to answer many of the questions that come to mind when we think about the religious lives of Native and Indigenous peoples of the world. Scholars from many fields answer dozens of questions about a wide variety of specific Indigenous religious traditions and an array of the ideas, practices, and beliefs many people associate with them. Do Native peoples have “creator Gods?” What is shamanism? Why are there so many spellings of “voodoo?” Is Paganism considered an Indigenous religious tradition? The volume also interrogates the concept of “Indigenous religious traditions,” by asking what the phrase means in relation to the larger fields of Native American and Indigenous Studies and Religious Studies, whether all religions were at some point “indigenous,” and what the value of studying Indigenous religious traditions is today.
Specialists respond to questions like these and many others in easily accessible language and provide references for further exploration, making this volume useful for personal study or classroom use. Because each chapter can be read in about five minutes, the books offer ideal supplementary resources in classrooms or an engaging read for those curious about the world around them.
Molly Bassett is Associate Professor and Chair in the Department of Religious Studies at Georgia State University in Atlanta, GA. Her first book The Fate of Earthly Things, a study of Aztec gods and god-bodies, was published by the University of Texas Press in 2015. She is currently at work on a second book tentatively titled The Bundle: Unwrapping Aztec Religion, an examination of the quimilli (bundle) and tlaquimilolli (sacred bundle) as models for theory and method in the study of Aztec religion.
Natalie Avalos is an Assistant Professor of Native American and Indigenous Studies in the Ethnic Studies department at University of Colorado Boulder, which sits within Ute, Cheyenne, and Arapaho Territories. Her work explores urban Native and Tibetan refugee religious life as decolonial praxis. She takes an endogenous approach to Indigenous life to write about land-based logics, the embodiment of colonialism as historical trauma, and the liberatory and healing possibilities of engaging intersubjective realities. She is a Chicana of Apache descent, born and raised in the Bay Area.
This episode’s host, Jacob Barrett, is currently a PhD student in the Department of Religious Studies at the University of North Carolina at Chapel Hill in the Religion and Culture track. For more information, visit his website thereluctantamericanist.com
From Gail Borden’s meat biscuit to John Harvey Kellogg’s peptogenic foods for race betterment and Fleishmann’s yeast as both technology of empire and imperfect tool of the global struggle with malnutrition, Lisa Haushofer’s Wonder Foods: The Science and Commerce of Nutrition (University of California Press, 2022) brings together case studies of American and British foods developed and marketed in the century 1840-1940 as modern, scientific miracles of nutritional efficiency―of “doing more.”
Wonder Foods deepens our understanding of the dramatic transformations of science, commerce, and their relationship during that century; the effects that those changes had on how food was conceptualized and consumed; and the ways in which these foods were entangled with destructive forces including imperialism and eugenics, racism and sexism.
Nathan Hopson is an associate professor of Japanese language and history in the University of Bergen's Department of Foreign Languages.
