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Journal of the Gilded Age and Progressive Era, 14:04 (October 2015): 562-579.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="47118036" href="https://yorku.academia.edu/BoydCothran">Boyd Cothran</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="47141349" href="https://independent.academia.edu/CJosephGenetinPilawa">C. Joseph Genetin-Pilawa</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Why do " they " continue to ignore " us " ? This was a question raised during a series of conversations we had with colleagues working in the fields of Indigenous studies and nineteenth-and twentieth-century American history about the place of Indigenous history in the Gilded Age and Progressive Era's historiography. We whined. We kvetched. It was neither very pretty nor articulate at first. We had a sense that much of the most innovative and transformative works in the interdisciplinary field of Indigenous studies were coming out of the postbellum period, but also that few historians were paying attention. Despite the significance that Indigenous studies scholars place on the period between the Civil War and the 1920s—a period of tremendous violence perpetrated on Indigenous communities, of systematic land theft and other assaults on sovereignty , of boarding schools, illegal usurpations, and damaging cultural representations that advanced and ossified racialized ideologies—Native history has remained peripheral to academic journals such as the Journal of the Gilded Age and Progressive Era and to survey textbooks, whose coverage of the period typically focus on non-Indigenous political and social history. 1 Of course, we were asking the wrong question. One shouldn't complain about being ignored by a conversation that one is not actively participating in. Tokenism, moreover, was not our goal. Nor was our goal to claim a larger slice of pertinent textbook chapters. Instead, we wanted to show how Native history allows us to ask new and exciting questions about many of the central issues and themes of the era, and offers the possibly of posing new questions about the continuing relevance of the era today. We also wanted to show how the major themes that historians of the Gilded Age and Progressive Era have been wrestling with for decades should inform the work of critical Indigenous studies. We didn't want a dressing down but a conversation starter. We needed to ask better questions—both to ourselves and to other historians of the period. We began by organizing</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"\"Forum: Indigenous Histories of the Gilded Age and Progressive Era, An Introduction\" \"Enduring Legacy: U.S.-Indigenous Violence and the Making of American Innocence in the Gilded Age.\" Journal of the Gilded Age and Progressive Era, 14:04 (October 2015): 562-579.","attachmentId":44772555,"attachmentType":"pdf","work_url":"https://www.academia.edu/24442351/_Forum_Indigenous_Histories_of_the_Gilded_Age_and_Progressive_Era_An_Introduction_Enduring_Legacy_U_S_Indigenous_Violence_and_the_Making_of_American_Innocence_in_the_Gilded_Age_Journal_of_the_Gilded_Age_and_Progressive_Era_14_04_October_2015_562_579","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span 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