A wide-ranging, readable account of an eccentric and exceptional man who crossed cultures and changed history.

Freshly presents world history through its oceans and seas in uniquely wide-ranging, original chapters by leading experts in their fields.

In the nineteenth century, nearly all Native American men living along the southern New England coast made their living traveling the world's oceans on whaleships. Many were career whalemen, spending twenty years or more at sea. Their labor invigorated economically depressed reservations with vital income and led to complex and surprising connections with other Indigenous peoples, from the islands of the Pacific to the Arctic Ocean. At home, aboard ship, or around the world, Native American seafarers found themselves in a variety of situations, each with distinct racial expectations about who was "Indian" and how "Indians" behaved. Treated by their white neighbors as degraded dependents incapable of taking care of themselves, Native New Englanders nevertheless rose to positions of command at sea. They thereby complicated myths of exploration and expansion that depicted cultural encounters as the meeting of two peoples, whites and Indians. Highlighting the shifting racial ideologies that shaped the lives of these whalemen, Nancy Shoemaker shows how the category of "Indian" was as fluid as the whalemen were mobile.

During the height of 19th century imperialism, Rudyard Kipling published his poem "The white man's burden." While some of his American readers argued that the poem served as justification for imperialist practices, others saw Kipling's satirical talents at work and read it as condemnation. The author explores this tension embedded in the notion of the white man's burden to create a historical frame for understanding race and literature in America. She maintains that literature symptomized and channeled anxiety about the racial components of the U.S. world mission, while also providing a potentially powerful medium for multiethnic authors interested in redrawing global color lines. She identifies a common theme in the writings of African-, Asian- and Native-American authors who exploited anxiety about race and national identity through narratives about a multiracial U.S. empire.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The History, Part 1, Origins to 1939 places Canada’s residential school system in the historical context of European campaigns to colonize and convert Indigenous people throughout the world. In post-Confederation Canada, the government adopted what amounted to a policy of cultural genocide: suppressing spiritual practices, disrupting traditional economies, and imposing new forms of government. Residential schooling quickly became a central element in this policy. The destructive intent of the schools was compounded by chronic underfunding and ongoing conflict between the federal government and the church missionary societies that had been given responsibility for their day-to-day operation. A failure of leadership and resources meant that the schools failed to control the tuberculosis crisis that gripped the schools for much of this period. Alarmed by high death rates, Aboriginal parents often refused to send their children to the schools, leading the government adopt ever more coercive attendance regulations. While parents became subject to ever more punitive regulations, the government did little to regulate discipline, diet, fire safety, or sanitation at the schools. By the period’s end the government was presiding over a nation-wide series of firetraps that had no clear educational goals and were economically dependent on the unpaid labour of underfed and often sickly children.

Making a vital contribution to our understanding of North American borderlands history through its examination of the northernmost stretches of the U.S.-Canada border, Andrea Geiger highlights the role that the North Pacific borderlands played in the construction of race and citizenship on both sides of the international border from 1867, when the United States acquired Russia's interests in Alaska, through the end of World War II. Imperial, national, provincial, territorial, reserve, and municipal borders worked together to create a dynamic legal landscape that both Indigenous and non-Indigenous people negotiated in myriad ways as they traversed these borderlands. Adventurers, prospectors, laborers, and settlers from Europe, Canada, the United States, Latin America, and Asia made and remade themselves as they crossed from one jurisdiction to another. Within this broader framework, Geiger pays particular attention to the ways in which Japanese migrants and the Indigenous people who had made this borderlands region their home for millennia—Tlingit, Haida, and Tsimshian among others—negotiated the web of intersecting boundaries that emerged over time, charting the ways in which they infused these reconfigured national, provincial, and territorial spaces with new meanings.

The most important bilateral relationship in Asia since the end of World War II is assuredly between the United States and Japan. Despite the geographical and cultural differences between these two nations, as well as the bitterness leftover from the war, an amicable and prosperous relationship has developed between the two countries boasting the world's largest economies. As the 21st century progresses, the continuing goodwill between the U.S. and Japan is of the utmost importance, as the peace and stability of the Asia-Pacific depends on their cooperation and efforts to contain destabilizing factors in the area. The A to Z of United States-Japan Relations traces this 150 year relationship through a chronology, an introduction, appendixes, a bibliography, and cross-referenced dictionary entries on key persons, places, events, institutions, and organizations. Covering everything from Walt Whitman's poem, "A Broadway Pageant," commemorating the visit of the Shogun's Embassy to the U.S. in 1860, to zaibatsu, this ready reference is an excellent starting point for the study of Japan's dealings with the U.S.