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Beyond a Boundary: Black Lives and the Settler-Native Divide

2019· article· en· W2966610205 on OpenAlexaboutno aff
Miles

Bibliographic record

VenueThe William and Mary Quarterly · 2019
Typearticle
Languageen
FieldSocial Sciences
TopicRace, History, and American Society
Canadian institutionsnot available
Fundersnot available
KeywordsHistoriographyIndigenousColonialismHistoryScholarshipAmerican westEthnologyGenealogyGender studiesSociologyPolitical scienceArchaeologyLawEcology

Abstract

fetched live from OpenAlex

Beyond a Boundary:Black Lives and the Settler-Native Divide Tiya Miles (bio) What do we do with the black "settler"? Or rather, what do we do with the more than one hundred thousand African Americans who moved north and west onto violated and usurped Indigenous lands in the nineteenth century?1 We have sidestepped this question in studies of the American Midwest and West even as settler colonial frameworks of analysis have reshaped Native American history. As a result, we still reach for the familiar and now especially charged term settler when describing black residents, with all of the conceptual baggage that word carries in our present historiographical moment as indicating agents or subagents of the settler colonial state beset with a "recurring need to disavow the presence of indigenous 'others'" in the interest of controlling Native lands. Black "pioneer" (a label that "performs a similar disappearing act" by "discursively eras[ing] the indigenous peoples who were there ab origine") likewise still appears in studies of the Black West.2 For example, a recent book that admirably reveals and enlivens black farmers' experiences in the nineteenth-century Midwest asserts that African Americans were "pioneers in the purest sense, willing to risk their freedom and their lives for the chance to gain not just land but their rights."3 Certainly the pollution [End Page 417] of the category "pioneer," rather than its purity, begs attention. But, as a cohort of scholars, we rely on this loose and yet electrified terminology—echoing an earlier historiography's language for white settlers—of heroic black settlers, pioneers, and buffalo soldiers taming a wild frontier and organizing land use for civilized productivity, even though we recognize that black survivors of slavery were a distinctive group. African Americans who came to dwell in the house of settler colonialism struggled to emerge whole from a proximal past of stolen lives and labor. They fought against stacked odds to set down new roots and grow strong families and communities. We know their enslavement depended on movement—the removal of their ancestors from West and Central Africa, their forced marches across the land in a rabid domestic slave trade, their relocation with owners and owners' heirs caught up in cotton fever.4 We understand—thanks in part to Ronald T. Takaki, who synthesized this overlaid history nearly three decades ago—that black expulsion into the western "frontiers" of slavery was predicated on Indian removal.5 We are beginning to grasp in greater fullness the extent to which credit markets for the purchase of former Indigenous land in the cotton West depended on the collateralization of enslaved black bodies in local, regional, and global networks.6 Each of these forced removes that African Americans endured, what Leslie A. Schwalm has called a pattern of "uprootings," required starting anew on grounds that were not rightfully their own, making theirs an ambivalent form of settlement, a situatedness of subjection.7 "The spatial alienation that slave transportation effected," as Patrick Wolfe put it, reinforced the system of holding [End Page 418] a people captive who could not escape to homelands and set African Americans on a quest for belonging laden with pathos and impossibility.8 In order to obtain freedom in the antebellum period, many captive blacks fled. To realize, at least nominally, the fruits of freedom during and following the Civil War, enslaved people of African descent often saw no choice but to move again, enacting what Kendra T. Field has perceptively called a long "continuum of flight" across multiracial and transnational spaces that included Indian Territory as well as Liberia, Mexico, and Canada.9 Those who remained within the borders of the present-day continental United States traversed rivers, wound through forests, and trudged across state lines to realize their dreams of autonomy from racial tyranny. As Michael P. Johnson has written about migrants in the 1860s: "These refugees from Dixie comprised the largest voluntary interstate migration of African Americans in the first century of the nation's history, over 80,000 in all." Following the demise of Reconstruction, tens of thousands streamed into all-black towns such as Nicodemus in what Nell Irvin Painter has called the "Kansas...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.676
Threshold uncertainty score0.998

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.004
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.005
GPT teacher head0.233
Teacher spread0.228 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations28
Published2019
Admission routes1
Has abstractyes

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Same venueThe William and Mary QuarterlySame topicRace, History, and American SocietyFrench-language works237,207