Making Empire

How American westward expansion was governmentally engineered to promote the formation of a white settler nation Westward expansion of the United States is most conventionally remembered for rugged individualism, geographic isolationism, and a fair amount of luck. Yet the establishment of the forty-eight contiguous states was hardly a foregone conclusion, and the federal government played a critical role in its success. This book examines the politics of American expansion, showing how the government's regulation of population movements on the frontier, both settlement and removal, advanced national aspirations for empire and promoted the formation of a white settler nation. Building an American Empire details how a government that struggled to exercise plenary power used federal land policy to assert authority over the direction of expansion by engineering the pace and patterns of settlement and to control the movement of populations. At times, the government mobilized populations for compact settlement in strategically important areas of the frontier; at other times, policies were designed to actively restrain settler populations in order to prevent violence, international conflict, and breakaway states. Paul Frymer examines how these settlement patterns helped construct a dominant racial vision for America by incentivizing and directing the movement of white European settlers onto indigenous and diversely populated lands. These efforts were hardly seamless, and Frymer pays close attention to the failures as well, from the lack of further expansion into Latin America to the defeat of the black colonization movement. Building an American Empire reveals the lasting and profound significance government settlement policies had for the nation, both for establishing America as dominantly white and for restricting broader aspirations for empire in lands that could not be so racially engineered.

This book provides a new approach to the historical treatment of indigenous peoples' sovereignty and property rights in Australia and New Zealand. By shifting attention from the original European claims of possession to a comparison of the ways in which British players treated these matters later, Bain Attwood not only reveals some startling similarities between the Australian and New Zealand cases but revises the long-held explanations of the differences. He argues that the treatment of the sovereignty and property rights of First Nations was seldom determined by the workings of moral principle, legal doctrine, political thought or government policy. Instead, it was the highly particular historical circumstances in which the first encounters between natives and Europeans occurred and colonisation began that largely dictated whether treaties of cession were negotiated, just as a bitter political struggle determined the significance of the Treaty of Waitangi and ensured that native title was made in New Zealand.

The twelve studies of empire-building and empire-builders which make up this volume range widely across the dream world that was the British Empire from the late eighteenth century to the Second World War. The essays re-interpret the work of imperial heroes, eminent historians, and fictional heroines. They illustrate the variety of techniques used by British empire-builders and the variety of explanations they gave to account for their sometimes infamous behaviour.

Examines the beneficial and negative effects of America's policy of imperialism on the world as a whole and the impact that its dominance will have on other nations and peoples in years to come.

At the turn of the twentieth century, the US government viewed education as one sure way of civilizing “others” under its sway—among them American Indians and, after 1898, Filipinos. Teaching Empire considers how teachers took up this task, first at the Carlisle Indian Boarding School in Pennsylvania, opened in 1879, and then in a school system set up amid an ongoing rebellion launched by Filipinos. Drawing upon the records of fifty-five teachers at Carlisle and thirty-three sent to the Philippines—including five who worked in both locations—the book reveals the challenges of translating imperial policy into practice, even for those most dedicated to the imperial mission. These educators, who worked on behalf of the US government, sought to meet the expectations of bureaucrats and supervisors while contending with leadership crises on the ground. In their stories, Elisabeth Eittreim finds the problems common to all classrooms—how to manage students and convey knowledge—complicated by their unique circumstances, particularly the military conflict in the Philippines. Eittreim’s research shows the dilemma presented by these schools’ imperial goal: “pouring in” knowledge that purposefully dismissed and undermined the values, desires, and protests of those being taught. To varying degrees these stories demonstrate both the complexity and fragility of implementing US imperial education and the importance of teachers’ own perspectives. Entangled in US ambitions, racist norms, and gendered assumptions, teachers nonetheless exhibited significant agency, wielding their authority with students and the institutions they worked for and negotiating their roles as powerful purveyors of cultural knowledge, often reinforcing but rarely challenging the then-dominant understanding of “civilization.” Examining these teachers’ attitudes and performances, close-up and in-depth over the years of Carlisle’s operation, Eittreim’s comparative study offers rare insight into the personal, institutional, and cultural implications of education deployed in the service of US expansion—with consequences that reach well beyond the imperial classrooms of the time.

"In this history of Japanese involvement in northeast China, the author argues that Japan’s military seizure of Manchuria in September 1931 was founded on three decades of infiltration of the area. This incremental empire-building and its effect on Japan are the focuses of this book. The principal agency in the piecemeal growth of Japanese colonization was the South Manchurian Railway Company, and by the mid-1920s Japan had a deeply entrenched presence in Manchuria and exercised a dominant economic and political influence over the area. Japanese colonial expansion in Manchuria also loomed large in Japanese politics, military policy, economic development, and foreign relations and deeply influenced many aspects of Japan’s interwar history."

First Published in 1997. Routledge is an imprint of Taylor & Francis, an Informa company.

In The Middle East and the Making of the Modern World, Cyrus Schayegh takes up a fundamental problem historians face: how to make sense of the spatial layeredness of the past. He argues that the modern world’s ultimate socio-spatial feature was not the oft-studied processes of globalization or state formation or urbanization. Rather, it was fast-paced, mutually transformative intertwinements of cities, regions, states, and global circuits, a bundle of processes he calls transpatialization. To make this case, Schayegh’s study pivots around Greater Syria (Bilad al-Sham in Arabic), which is roughly coextensive with present-day Syria, Jordan, Lebanon, and Israel/Palestine. From this region, Schayegh looks beyond, to imperial and global connections, diaspora communities, and neighboring Egypt, Iraq, and Turkey. And he peers deeply into Bilad al-Sham: at cities and their ties, and at global economic forces, the Ottoman and European empire-states, and the post-Ottoman nation-states at work within the region. He shows how diverse socio-spatial intertwinements unfolded in tandem during a transformative stretch of time, the mid-nineteenth to mid-twentieth centuries, and concludes with a postscript covering the 1940s to 2010s.