Bibliographic record
Abstract
Applied Settler TheoryFour Recent Histories Edward Watts (bio) Empire of the People: Settler Colonialism and the Foundations of Modern Democratic Thought adam dahl University of Kansas Press, 2018 244 pp. Apostles of Empire: The Jesuits and New France bronwen mcshea University of Nebraska Press, 2019 312 pp. George Galphin's Intimate Empire: The Creek Indians, Family, and Colonialism in Early America bryan c. rindfleisch University of Alabama Press, 2019 264 pp. Properties of Empire: Indians, Colonists, and Land Speculators on the New England Frontier ian saxine New York University Press, 2019 276 pp. Since 2000, older American exceptionalist narratives have been challenged anew by what has come to be known as Settler Colonial Theory (SCT). Spearheaded in the late 1980s by Canadian and Australian literary theorists Alan Lawson, Helen Tiffin, Steven Slemon, and Bill Ashcroft, the field found its taxonomy and maturation in work by dominion-based historians and anthropologists Lorenzo Veracini, Peter Wolfe, Lisa Ford, and James Belich. Early Americanists such as Lawrence Buell and others began applying its ideas in the 1990s, but they also incorporated ideas about American [End Page 845] imperialism running back through William Appelmans Williams and Amy Kaplan. Since 2010, SCT has contributed to the broader proliferation the dynamic field of early American studies in many and metamorphic ways. SCT itself re-places the territorial United States back in the history of Anglophone empire building and European diaspora over the last five hundred years, alongside more conventionally identifiable (sets of) white majority Anglophone settler colonies—Australia, Canada, New Zealand, and so on—by distinguishing them from administered colonies in which a minority exogenous population exploits local resources using the labor of a majority indigenous population. In settler colonies, a majority exogenous population occupies the colonial space with an eye toward permanent inhabitation, unilateral sovereignty, and the full cultural and demographic removal of the indigenous populations. SCT humbles exceptionalist narratives by identifying how resulting communities and, later, nations, disavow both their origins as marginal colonies and their implicit and derivative aspirations to empire. By reducing the settler colonization of "America" to simply a component of a global "white" diaspora rather than a manifestly destined mission and, second, by reframing as imperial its dominion over issues of race, land, and economics, both at home and abroad, SCT challenges the fundamental assumptions of American cultural historiography rooted in traditions of older scholarship that have long shaped the field. However, like all synthetic Theory, SCT has been challenged for its purported inability to account for local particularities and divergencies from its master narrative of invasion, conquest, removal, and sovereignty. Its lack of particularity was specifically discussed in the summer 2019 issue of the William and Mary Quarterly. Its editors collected essays, as a whole, that doubted the wholesale applicability of SCT to early American historiography, at least as SCT has been theorized by Wolfe, Veracini, and Walter Hixson. Nonetheless, each of the four books under review here employs the language of SCT, often through direct reference. While each makes a significant contribution to its subject and subfield, as a group, they capture a moment when early American historians are testing how SCT might inform their work, yet each only cautiously deploys the theoretical discipline of doctrinal SCT ideology, creating an experimental moment that assumes SCT's maturing articulation and thus the initiation of its application to documentable historical circumstances. On the whole, while they use SCT to overturn older historical narratives and reframe their topics [End Page 846] globally in insightful and innovative ways, they also concede the inescapable messiness of settlement and colonization of the years between the arrival of Jesuit missionaries in the mid-seventeenth century through the advent of Indian Removal two hundred years later, a complexity often at odds with SCT's assertions that settler colonization is both inexorable and inevitable and that it followed the same sequence of racial replacement in every settler colony. McShea's The Apostles of Empire takes up the imperialist side of settler inhabitation in its study of Jesuit activity between 1611 and 1764 throughout the St. Laurence Basin and (mostly) the lower Great Lakes region. Mc-Shea observes that the Jesuits "viewed their central work of proselytization...
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot 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.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
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".