An Afro-Indigenous History of the United States

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Red Cloud (Oglala Lakota leader), 60 redface. See cultural appropriation; “playing Indian” Red Jacket (chief), 60 Red Power movement, 110–14, 132–33, 165. See also Native Americans; resistance Reed, Ishmael, 21 Reflecting Black (Dyson), 140 religion: of enslaved Africans, 4, 27, 182; Malcolm X on, 91; of Native Americans, 38; of Wheatley, 9–10, 26 removal. See Indigenous dispossession Repairers of the Breach (organization), 181–82 reparations, 114–15, 117, 175–85, 220n17. See also accountability; Black nationalism; economic justice campaigns Reparations (Brophy), 175 Republic of New Afrika (RNA), 114–17 Reséndez, Andrés, 184 resistance, xix–xx; by AAPRP, 112, 128–31, 215n66; by BLA, 125; by Black Panther Party, 122, 123–26; by Black Power movement, 110–14, 131–33, 165–66, 214n53; for collective liberation, 107–10, 117–27; everyday acts of, 32–33; in Haiti, 43, 44; by Idle No More movement, 142; literary production as, 5–10, 11, 13, 40–41, 101; by Lumbee, 78–79; by Maroon communities, xvi, 44, 72, 203n12; by Movement for Black Lives, 142; nonviolent strategies of, 39, 78–79; by Red Power movement, 110–14, 132–33, 165; by RNA, 114–17; self-defense strategies of, 125, 162, 163; through language, 27–28; through Pan-Indian alliance, 37–39; through participatory democracy, 88–90; through survivance, xxi; by TWWA, 125; in Virginia Colony, xvi–xvii; white fear of, 43–46. See also Black nationalism; protests; settler colonialism; white supremacy Revere, Paul, 15 Revolutionary War. See American Revolution Robinson, Cedric, xviii, 7, 170 Robinson, Marius, 47 Robnett, Belinda, 210n31 Rodney, Walter, 221n32 Roediger, Dave, 137 Roosevelt, Franklin, 77 Rose, Molly Qerim, 154 Rosier, Paul C., 206n6 R-word, as term, 84, 150–52. See also language (concept) Sacs, 37 SAI. See Society of American Indians (SAI) Salamanca, David, 144 Samudzi, Zoé, 170 Sand Creek Massacre (1864), 102 Sandford Emerson, Irene, 42 Saunt, Claudio, xv–xvi savage, as term, 21–22. See also anti-Indigenous; language (concept) “savage,” as term, 152–53 #SayHerName, 164–65 Schomburg Center for Research in Black Culture, 98 Schoolcraft, Henry Rowe, 39 schools: boarding schools, 58, 61, 70, 173, 207n8; with Native American curriculum, x scientific socialism, 127, 129, 215n66 Scott, Dred, 42–43
Scott, Harriet, 42 Scott-Heron, Gil, 175 Second Amendment, 162 self-defense, 125, 162, 163. See also resistance self-determination, 34, 63–65, 110–14, 138–41, 183, 198n26. See also collective liberation; “radical black dignity”; sovereignty “Selling Hot Pussy” (hooks), 144–45 Seminole Freedmen, 186–92 Seminoles, xvi, 34, 174, 203n12. See also Five Tribes Senate Bill S1396, 130 Seneca, 54, 58 Set the World on Fire (Blain), 126 settler colonialism: Dunbar-Ortiz on, xvii; global comparisons of, 215n72; King on, 84; Malcolm X on, 97–98; on property and racial hierarchy, xviii–xix; reproduction of, 213n38; “The 1619 Project” on, 1–2. See also colonial projects; Indigenous dispossession; Native Americans; racial capitalism; racism; resistance Seven Years’ War, 8, 11 sexism, 47, 144, 145, 146, 214n53. See also feminisms sexual assault, 141, 143, 144. See also violence against women Shakur, Assata, 125, 126 Shakur, Mutulu, 125 Shakur, Tupac, 125, 149, 185 Shakur, Zayn Malik, 125 sharecropping system, 86–87, 104. See also slavery Sharpe, Christina, 101 Shawnee, 37, 38 Sierra Leone, 13 signifying, 9–10 Simpson, Audra, 184 Simpson, Leanne Betasamosake, xi, xxiii, 92, 136, 142, 170, 179 Sinha, Manisha, 5, 32, 199n11, 201n36 sit-in protests, 109. See also protests; resistance Six Nations, 20 “The 1619 Project,” 1–2 slavery: Baldwin on, 105–6; cotton and US wealth through, xv–xvi; debt peonage, 57; Equiano on, 6–8; by Five Tribes, xiii, 33–34, 36, 184, 186–92; heritage and erasure through, xvii–xviii; Jefferson and, 23–25; of Native Americans, 36; reparations for, 114–15, 117, 175–85, 220n17; “The 1619 Project” on, 1–2; Underground Railroad and, 33, 34, 35; Wheatley on, 8–10. See also Black Americans; enslaved Africans; Indigenous Africans; racial capitalism; sharecropping system Slocum, Cuffe (or Kofi), 12, 13 Smith, Chad, 190 Smith, Paul Chaat, 109–10 Smitherman, Geneva, 27, 147–48, 149 Snyder, Dan, 154–55 social media, 141, 142–43, 146 Society of American Indians (SAI), 57–61, 67, 71 “Some Facts and Figures on Indian Education” (Kellogg), 60–61 The Soul of the Indian (Eastman), 70 The Souls of Black Folk (Du Bois), 60, 69, 186
Page 4 and 5:
PRAISE FOR AN AFRO-INDIGENOUS HISTO
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REVISIONING HISTORY SERIES A Queer
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To Liseth, El Don, ChiChi
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CHAPTER SEVEN Black and Indigenous
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Indigenous people in our collective
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and places. In fact, the whole book
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INTRODUCTION Thousands of volumes h
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RECONNECTING DISCONNECTED HISTORIES
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solidarity between Black and white
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important to understand how the whi
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Indigenous peoples have sought ways
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need both movements, as both are he
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Some established (mostly white male
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meeting between a variety of Indige
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Atlantic Diaspora Connections (2009
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During every Black History Month in
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consciousness, and to a considerabl
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PAUL CUFFE Perhaps one of the earli
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Afro-Indigenous peoples in the Unit
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antiblackness. Finally, these exper
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America. There was so much we cover
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president-general and another counc
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the dehumanization of Native people
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On March 4, 1801, Jefferson, during
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lasting in its impact than that wit
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The Native person could not truly e
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CHAPTER THREE ENSLAVEMENT, DISPOSSE
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local autonomy—Reconstruction cha
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unpleasant, but we must try and com
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Choctaw owned 14 percent and the Cr
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surpassed those predecessors by per
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eaders to reconsider the role of In
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a time they moved back to Wisconsin
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white people were interested in rem
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of their resistance to white encroa
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liberation and women’s rights. Ty
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covered numerous topics in the spee
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commit the same sin that the nation
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had to change. They could no longer
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Still, Native people continued to s
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government’s boarding schools and
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civilization and its so-called virt
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function of the National Associatio
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treatment with white men, . . . [th
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In the post-Garvey era, after the U
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learned about the prolific and viol
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Eastman likely participated in the
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Du Bois’s paper offered a broad s
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and men to assert their right to ci
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CHAPTER FIVE BLACK AMERICANS AND NA
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gap we have today, are rooted in ea
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Black Americans remembered this Ind
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legacies have been tainted. People
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Here, King describes the root of ra
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working as a collective to achieve
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egistered in Mississippi. She helpe
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surprising if she did. The Choctaw
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understand history, how they practi
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indeed fought in every war since th
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US, given that the US was not Black
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Malcolm understood well the connect
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me think in terms of American’s i
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In the following scene in the docum
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the land, isn’t four hundred year
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For the majority of white Americans
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this growing unity is the best assu
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with hardly any people of color wil
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did their best to understand how th
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“It was not until Malcolm X came
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lived there. What about their claim
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and operates under a racist and imm
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oth deeply invested in Black civil
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challenge the assumed authority of
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Committee. BWLC, with Frances Beal
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international monopoly finance capi
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Conference on Indigenous Peoples an
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awarded until 2011, and discontinue
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CHAPTER SEVEN BLACK AND INDIGENOUS
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practices and incorporate them into
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e performing minstrelsy without eve
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influenced by racist oppression, th
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Beyond the specifics of this incide
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acism and sexism, as well as across
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there is hardly any chance in hell
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For example, in July 2007, in Detro
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No one wants to be a r*dsk*n. It is
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even absurdly funny. The use of the
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was trying to make. Jones responded
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Desus sarcastically adds, “How ca
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CHAPTER EIGHT THE MATTER OF BLACK A
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Indigenous and Latinx police, “sh
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protester and getting hit with them
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Native people’s use of tropes, sl
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CONCLUSION THE POSSIBILITIES FOR AF
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“they are the problem” and tell
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oppression and white supremacy. . .
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movements.” 14 We can learn from
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est to acknowledge the importance o
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Ta-Nehisi Coates’s fantastic arti
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possible. Our imaginations, coupled
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to people of African descent. I don
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2. You know how Indigenous Nations
Page 210 and 211: they treated? We should instead cen
Page 212 and 213: Indigenousness are not so different
Page 214 and 215: maintain African enslavement. For n
Page 216 and 217: opposed to her likely believe that
Page 218 and 219: ACKNOWLEDGMENTS YOU DON‘T WRITE a
Page 220 and 221: Emory University. Thank you to the
Page 222 and 223: 5. Patrick Wolfe, Traces of History
Page 224 and 225: the initiative strikes which open t
Page 226 and 227: 13. Thomas Jefferson, Notes on the
Page 228 and 229: 28. Robert Dale Parker, ed., The So
Page 230 and 231: 8. Andrew Woolford, This Benevolent
Page 232 and 233: 6. Malinda Maynor Lowery, The Lumbe
Page 234 and 235: CHAPTER 6. BLACK POWER AND RED POWE
Page 236 and 237: 47. William H. McClendon, “The Bl
Page 238 and 239: 15. Abaki Beck, “Rendered Invisib
Page 240 and 241: 1. Billy-Ray Belcourt and Lindsay N
Page 242 and 243: Name: The Harmful Consequences of P
Page 244 and 245: INDEX Please note that page numbers
Page 246 and 247: Beck, Abaki, 143, 144 The Beginning
Page 248 and 249: Chicago Defender (publication), 76,
Page 250 and 251: Dyson, Michael Eric, 140, 149 Eagle
Page 252 and 253: Hamilton, Charles, 110 Hampton, Fre
Page 254 and 255: Kaplan, Amy, 205n54 Katznelson, Ira
Page 256 and 257: Metacomet (chief), 60 Metropolitan
Page 258 and 259: N.W.A. (band), 161 N-word, as term,
Page 262 and 263: “The Souls of White Folk” (Du B
Page 264 and 265: Wheatley, Phillis, xxii, 8-10, 14,
Page 266 and 267: North and South American activists
Page 268 and 269: Dennis Banks and unknown woman at a
Page 270: Audience at a rally in support of D
Page 273: American Indian Movement member and
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