Description: In Great Crossings: Indians, Settlers, and Slaves in the Age of Jackson, prize-winning historian Christina Snyder reinterprets the history of Jacksonian America. Most often, this drama focuses on whites who turned west to conquer a continent, extending “liberty” as they went. Great Crossings also includes Native Americans from across the continent seeking new ways to assert anciently-held rights and people of African descent who challenged the United States to live up to its ideals. These diverse groups met in an experimental community in central Kentucky called Great Crossings, home to the first federal Indian school and a famous interracial family.

Great Crossings embodied monumental changes then transforming North America. The United States, within the span of a few decades, grew from an East Coast nation to a continental empire. The territorial growth of the United States forged a multicultural, multiracial society, but that diversity also sparked fierce debates over race, citizenship, and America’s destiny. Great Crossings, a place of race-mixing and cultural exchange, emerged as a battleground. Its history provides an intimate view of the ambitions and struggles of Indians, settlers, and slaves who were trying to secure their place in a changing world. Through deep research and compelling prose, Snyder introduces us to a diverse range of historical actors: Richard Mentor Johnson, the politician who reportedly killed Tecumseh and then became schoolmaster to the sons of his former foes; Julia Chinn, Johnson’s enslaved concubine, who fought for her children’s freedom; and Peter Pitchlynn, a Choctaw intellectual who, even in the darkest days of Indian removal, argued for the future of Indian nations. Together, their stories demonstrate how this era transformed colonizers and the colonized alike, sowing the seeds of modern America.



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Abstract: With the increasing prevalence of Indigenous discourses in the public consciousness, it becomes clear that the role of immigrants in the Indigenous-Settler dynamic has yet to be understood, and is particularly understudied in its Canadian context. However, given that nearly half of the population in the City of Toronto is composed of immigrants, it presents a rich research opportunity. As a Toronto-based immigrant from Former-Yugoslavia, I decided to conduct research with my own community. This thesis investigates the positionality of the Greater Toronto Area’s (GTA) Former-Yugoslav immigrants in the context of Indigenous-Settler relations. My research suggests that this community is situated within two ruptures of the Canadian nationalist narrative – paradoxical realms of multiple co-occurring imaginaries. As displaced peoples, they are privileged beneficiaries of the Canadian state while simultaneously being denied access to the Whiteness of the Canadian-Canadian ethnic identity. The ruptures are exposed by the relational positionality of Indigenous peoples to Former-Yugoslavs; in other words, Indigenous peoples play a central role in the identity of the GTA’s Former-Yugoslav immigrants. The very existence of Indigenous peoples in Canada shatters the illusion of inclusivity in the multiculturalist narrative by exposing (1) the rupture of injustices acted upon Indigenous peoples by the Canadian state, which maintains its marginalization of these communities via multiculturalism; and (2) the rupture of the relational nature of Whiteness by challenging it as a monolithic identifier of ethno-racial categorization in favour of pluralistic forms of identity. Thus, Former-Yugoslav immigrants are Settlers who have potential for solidarity with Indigenous peoples.



Abstract: Canadian processes such as the Royal Commission on Aboriginal Peoples, the Truth and Reconciliation Commission of Canada, and Comprehensive Land Claims as well as flashpoint events (Simpson & Ladner, 2010) such as the Kanien’kehaka resistance at Kanehsatà:ke and Kahnawà:ke (the “Oka Crisis”) and more recently, the Idle No More movement, signal to Canadians that something is amiss. What may be less visible to Canadians are the 400 years of colonial oppression experienced and the 400 years of resistance enacted by Indigenous peoples on their lands, which are currently occupied by the state of Canada. It is in the context of historical and ongoing Canadian colonialism: land theft, dispossession, marginalization, and genocide, and in the context of the overwhelming denial of these realities by white settler Canadians that this study occurs.

In order to break through settler Canadian denial, and to inspire greater numbers of white settler Canadians to initiate and/or deepen their anti-colonial and/or decolonial understandings and work, this study presents extended life narratives of white settler Canadians who have engaged deeply in anti-colonial and/or decolonial work as a major life focus. In this study, such work is framed as living in Indigenous sovereignty, or living in an awareness that we are on Indigenous lands containing their own protocols, stories, obligations, and opportunities which have been understood and practiced by Indigenous peoples since time immemorial.

Inspired by Indigenous and anti-oppressive methodologies, I articulate and utilize an anticolonial research methodology. I use participatory and narrative methods, which are informed and politicized through words gifted by Indigenous scholars, activists, and Knowledge Keepers. The result is research as a transformative, relational, and decolonizing process. In addition to the extended life narratives, this research yields information regarding connections between social work education, social work practice, and the anti-colonial/decolonial learnings and work of five research subjects who have, or are completing, social work degrees. The dissertation closes with an exploration of what can be learned through the narrative stories, with recommendations for white settler peoples and for social work, and with recommendations for future research.