The essay explores the often-ignored histories of the indigenous people who resided on the confluence of the Merrimack and the Concord rivers up to the 1650s. This place is characterized by a significant bend in the Merrimack River as it changes its southerly flow into an easterly direction. Today, the area includes the modern city of Lowell, Massachusetts, and its surroundings. While the 1650s saw the creation of a Native American “praying town” and the incorporation of the Massachusetts Bay Colony’s towns of Chelmsford and Billerica, it is the diverse and complex indigenous past before this decade which North American and global historians tend to neglect. The pre-colonial and early colonial eras, and how observers have described these periods, have shaped the way we understand history today. This essay problematizes terminology, looks at how amateur historians of the 19th and early 20th centuries have shaped popular perceptions of Native Americans, and explores how researchers have told the history before the 1650s. The materials available to reconstruct the history of the region’s Native Americans are often hard to find, a common issue for researchers who attempt to study the history of indigenous peoples before 1500. Thus, the essay pays special attention to how incomplete primary sources as well as archeological and ethnohistorical evidence have shaped interpretations of this history and how these intellectual processes have aided in the construction of this past.
{"title":"Uncovering Indigenous Worlds and Histories on a Bend of a New England River before the 1650s: Problematizing Nomenclature and Settler Colonial History, Deep History, and Early Colonization Narratives","authors":"Christoph Strobel","doi":"10.18422/69-01","DOIUrl":"https://doi.org/10.18422/69-01","url":null,"abstract":"The essay explores the often-ignored histories of the indigenous people who resided on the confluence of the Merrimack and the Concord rivers up to the 1650s. This place is characterized by a significant bend in the Merrimack River as it changes its southerly flow into an easterly direction. Today, the area includes the modern city of Lowell, Massachusetts, and its surroundings. While the 1650s saw the creation of a Native American “praying town” and the incorporation of the Massachusetts Bay Colony’s towns of Chelmsford and Billerica, it is the diverse and complex indigenous past before this decade which North American and global historians tend to neglect. The pre-colonial and early colonial eras, and how observers have described these periods, have shaped the way we understand history today. This essay problematizes terminology, looks at how amateur historians of the 19th and early 20th centuries have shaped popular perceptions of Native Americans, and explores how researchers have told the history before the 1650s. The materials available to reconstruct the history of the region’s Native Americans are often hard to find, a common issue for researchers who attempt to study the history of indigenous peoples before 1500. Thus, the essay pays special attention to how incomplete primary sources as well as archeological and ethnohistorical evidence have shaped interpretations of this history and how these intellectual processes have aided in the construction of this past.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In an age of digitalization and information overflow, it is of particular importance to offer students strategies to read and navigate the world they live in. The Information and Media Literacy project at the University of Passau intends to enable future teachers to become literate in the digital age by empowering pre-service teachers to collect, sort, critically evaluate, and subsequently produce and distribute information. Additionally, the awareness of and the reflection on the role of the media is just as essential, and thus, media-literacy education is a crucial part in this endeavor. This article discusses what information and media-literacy education can look like in practice. In one of our interdisciplinary and co-taught seminars, we investigated how documentaries can shape the perception of history by looking at the Black Power Movement in the US.
{"title":"Teaching the Black Power Movement, the Genre of Documentary Film and Critical Media Literacy","authors":"Viola Huang","doi":"10.18422/70-05","DOIUrl":"https://doi.org/10.18422/70-05","url":null,"abstract":"In an age of digitalization and information overflow, it is of particular importance to offer students strategies to read and navigate the world they live in. The Information and Media Literacy project at the University of Passau intends to enable future teachers to become literate in the digital age by empowering pre-service teachers to collect, sort, critically evaluate, and subsequently produce and distribute information. Additionally, the awareness of and the reflection on the role of the media is just as essential, and thus, media-literacy education is a crucial part in this endeavor. This article discusses what information and media-literacy education can look like in practice. In one of our interdisciplinary and co-taught seminars, we investigated how documentaries can shape the perception of history by looking at the Black Power Movement in the US.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes the ideas behind and the experiences with the experimental e-learning platform SHRIMP. Developed and deployed at American Studies Leipzig, the platform is used for the introductory Literature and Culture I seminar in the American Studies Bachelor of Arts program, and it serves as the main medium of instruction for around 80 students per year. It breaks up the linear form of the original seminar reader and instead offers students a hypertext of interconnected, short segments, enriched with social media and gamification elements, as well as a learning analytics component that invites students to take control of their own study and learning experience. It is driven by a dual assumption about digitization: that the digital age changes how students interact with text, and that digital textuality offers rich affordances beyond linear reading. Both can be harnessed to improve learning outcomes.
{"title":"Leipzig’s Social Hypertext Reader SHRIMP and the “Introduction to American Studies”","authors":"Sebastian Herrmann","doi":"10.18422/70-02","DOIUrl":"https://doi.org/10.18422/70-02","url":null,"abstract":"This article describes the ideas behind and the experiences with the experimental e-learning platform SHRIMP. Developed and deployed at American Studies Leipzig, the platform is used for the introductory Literature and Culture I seminar in the American Studies Bachelor of Arts program, and it serves as the main medium of instruction for around 80 students per year. It breaks up the linear form of the original seminar reader and instead offers students a hypertext of interconnected, short segments, enriched with social media and gamification elements, as well as a learning analytics component that invites students to take control of their own study and learning experience. It is driven by a dual assumption about digitization: that the digital age changes how students interact with text, and that digital textuality offers rich affordances beyond linear reading. Both can be harnessed to improve learning outcomes.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Undocumented immigrants usually trust their voices to immigration activists rather than engaging with strategies of visuality to reclaim their rights. The universe of illegal border crossing is about radical experiences of invisibility, misidentification, erasure, dispossession, and disappearance. First person testimonies by undocumented immigrants have, however, seen the light of day throughout the last decade in unsuspected media venues, from the New York Times to the Guardian, small sites of independent journalism, and also some book publications. Revealing their presence, their names, and their faces seems a brave decision, when the risk of deportation is part of their everyday reality. In my reading of their testimonies and the photographs illustrating them, I follow two theoretical lines that engage with the subjectivities of marginalized groups: sociologist Boaventura de Sousa Santos’ elaboration of a post abyssal thinking and cultural critic Nicholas Mirzoeff’s ideas of spaces of appearance and practices of counter visuality. Combining them will allow me to analyze how instances of self-representation by undocumented immigrants in the United States contribute to crafting a new subject position by a group who, by definition, cannot speak because it is deemed non-existent in legal terms. The issue brings back to the discussion Gayatri Spivak’s classical questions on subalternity and power.
无证移民通常把自己的声音托付给移民活动人士，而不是通过视觉化的策略来收回自己的权利。非法越境的世界是关于隐形、错误识别、擦除、剥夺和消失的激进经历。然而，在过去的十年里，从《纽约时报》到《卫报》，从小型独立新闻网站到一些图书出版物，非法移民的第一人称证词已经在意想不到的媒体场所看到了光明。当被驱逐出境的风险是他们日常生活的一部分时，公开他们的存在、他们的名字和他们的面孔似乎是一个勇敢的决定。在我阅读他们的证词和说明他们的照片时，我遵循了两条与边缘化群体主体性有关的理论路线:社会学家Boaventura de Sousa Santos对后深渊思维的阐述，以及文化评论家Nicholas Mirzoeff关于外观空间和反视觉性实践的想法。把它们结合起来，我就可以分析美国无证移民自我代表的例子是如何促成一个群体形成一个新的主体地位的，根据定义，这个群体不能说话，因为在法律上被认为不存在。这个问题又回到了Gayatri Spivak关于次等性和权力的经典问题的讨论中。
{"title":"Can the Undocumented Speak? Undocumented Immigrants and Self-Representation","authors":"M. Canelo","doi":"10.18422/69-04","DOIUrl":"https://doi.org/10.18422/69-04","url":null,"abstract":"Undocumented immigrants usually trust their voices to immigration activists rather than engaging with strategies of visuality to reclaim their rights. The universe of illegal border crossing is about radical experiences of invisibility, misidentification, erasure, dispossession, and disappearance. First person testimonies by undocumented immigrants have, however, seen the light of day throughout the last decade in unsuspected media venues, from the New York Times to the Guardian, small sites of independent journalism, and also some book publications. Revealing their presence, their names, and their faces seems a brave decision, when the risk of deportation is part of their everyday reality. In my reading of their testimonies and the photographs illustrating them, I follow two theoretical lines that engage with the subjectivities of marginalized groups: sociologist Boaventura de Sousa Santos’ elaboration of a post abyssal thinking and cultural critic Nicholas Mirzoeff’s ideas of spaces of appearance and practices of counter visuality. Combining them will allow me to analyze how instances of self-representation by undocumented immigrants in the United States contribute to crafting a new subject position by a group who, by definition, cannot speak because it is deemed non-existent in legal terms. The issue brings back to the discussion Gayatri Spivak’s classical questions on subalternity and power.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Historians have tried to trace the origin of the American Revolution, but few, if any, have dared indicate an exact moment in time. Yet sufficient evidence points to the chilly afternoon of February 24, 1761, inside the Old Town House (now the Old State House) in Boston as the precise time and place. Future president John Adams, who, as a 25-year-old Boston attorney in attendance at that occasion, later declared, “Then and there was the first scene of the first Act of opposition to the arbitrary claims of Great Britain. Then and there, the Child Independence was born” (Adams to Tudor, 29 March 1817). It was “then and there” that one of the American colonies’ most notable attorneys, James Otis, Jr., gave a speech that caused tremors throughout the British Empire. Textbooks have often downplayed this moment because the man who first sparked the American Revolution—James Otis, Jr.—was considered mad. However, we know today that James Otis Jr. was probably suffering from bipolar disorder and his condition was exacerbated by alcoholism.
历史学家试图追溯美国革命的起源，但很少有人(如果有的话)敢于指出一个确切的时间点。然而，有充分的证据表明，1761年2月24日那个寒冷的下午，在波士顿的老市政厅(现在的老州议会大厦)内，是确切的时间和地点。未来的总统约翰·亚当斯，作为一名25岁的波士顿律师出席了那次活动，他后来宣称，“那时，第一个反对英国武断主张的法案第一次出现了。就在那时，独立儿童诞生了”(亚当斯致都铎，1817年3月29日)。美国殖民地最著名的律师之一小詹姆斯·奥蒂斯(James Otis, Jr.)就是在“当时和那里”发表了一次演讲，在整个大英帝国引起了震动。教科书经常淡化这一时刻，因为引发美国革命的第一人小詹姆斯·奥蒂斯(james Otis, jr .)被认为是疯子。然而，我们今天知道，小詹姆斯·奥蒂斯可能患有双相情感障碍，他的病情因酗酒而恶化。
{"title":"Essay: The Mad Patriot","authors":"D. Adams","doi":"10.18422/69-06","DOIUrl":"https://doi.org/10.18422/69-06","url":null,"abstract":"Historians have tried to trace the origin of the American Revolution, but few, if any, have dared indicate an exact moment in time. Yet sufficient evidence points to the chilly afternoon of February 24, 1761, inside the Old Town House (now the Old State House) in Boston as the precise time and place. Future president John Adams, who, as a 25-year-old Boston attorney in attendance at that occasion, later declared, “Then and there was the first scene of the first Act of opposition to the arbitrary claims of Great Britain. Then and there, the Child Independence was born” (Adams to Tudor, 29 March 1817). It was “then and there” that one of the American colonies’ most notable attorneys, James Otis, Jr., gave a speech that caused tremors throughout the British Empire. Textbooks have often downplayed this moment because the man who first sparked the American Revolution—James Otis, Jr.—was considered mad. However, we know today that James Otis Jr. was probably suffering from bipolar disorder and his condition was exacerbated by alcoholism.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing on current definitions of public testimony, this study turns to the work of Claudia Rankine and John Lucas’s Situations to explore how video poems challenge the pervasive stereotyping of black Americans in mainstream journalism and implicate viewers, particularly white ones, into the everyday and historical traumas of racial violence. Video poems, such as Situations, take advantage of multimodal channels to move viewers beyond spectator guilt to introduce a more nuanced understanding of American and global racism. Through an investigation of three of their video poems, “Stop and Frisk,” “In Memory of Trayvon Martin,” and “World Cup,” this study explores how Rankine and Lucas’s work opposes, and engages with, the pervasive stereotyping of black Americans presented in mainstream news media; how the multimodal nature of video poetry problematizes the viewers’ relationship with American and global racism; and how acts of counterwitnessing implicate viewers into distant histories of racial trauma.
根据目前公众证词的定义，本研究转向克劳迪娅·兰金和约翰·卢卡斯的作品《情境》，探索视频诗歌如何挑战主流新闻对美国黑人普遍存在的刻板印象，并将观众，尤其是白人观众，卷入种族暴力的日常和历史创伤中。像《情境》这样的视频诗歌，利用多渠道让观众超越了观众的负罪感，对美国和全球的种族主义有了更细致入微的理解。通过对他们的三首视频诗歌——《停止和盘查》(Stop and Frisk)、《纪念特雷沃恩·马丁》(In Memory of Trayvon Martin)和《世界杯》(World Cup)——的调查，本研究探讨了兰金和卢卡斯的作品是如何反对并参与主流新闻媒体对美国黑人普遍存在的刻板印象的;视频诗歌的多模态性质如何使观众与美国和全球种族主义的关系成为问题;以及反目击行为如何将观众牵扯进遥远的种族创伤历史。
{"title":"Entangled Encounters: The Transcultural Counterwitness and Implication in Claudia Rankine and John Lucas’s Situations","authors":"M. Morán","doi":"10.18422/69-03","DOIUrl":"https://doi.org/10.18422/69-03","url":null,"abstract":"Drawing on current definitions of public testimony, this study turns to the work of Claudia Rankine and John Lucas’s Situations to explore how video poems challenge the pervasive stereotyping of black Americans in mainstream journalism and implicate viewers, particularly white ones, into the everyday and historical traumas of racial violence. Video poems, such as Situations, take advantage of multimodal channels to move viewers beyond spectator guilt to introduce a more nuanced understanding of American and global racism. Through an investigation of three of their video poems, “Stop and Frisk,” “In Memory of Trayvon Martin,” and “World Cup,” this study explores how Rankine and Lucas’s work opposes, and engages with, the pervasive stereotyping of black Americans presented in mainstream news media; how the multimodal nature of video poetry problematizes the viewers’ relationship with American and global racism; and how acts of counterwitnessing implicate viewers into distant histories of racial trauma.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
“The history of monuments teaches us much more about people and societies that commissioned them than the people and events for whom they were commissioned.” This is how Michael S. Cullen explained the meaning of commemorative architecture in an interview conducted by telephone, due to Corona restrictions, on 17 September 2020 (see also his introduction to Das Holocaust-Mahnmal, 18). Monuments are designed to commemorate important figures and events, but they also materialize the discussions and debates involved in their construction. Cullen should know. His work has made him the voice, perhaps even the conscience, of what is perhaps the most dialogic monument in Berlin: the Reichstag.
“纪念碑的历史告诉我们更多的是委托它们的人和社会，而不是委托它们的人和事件。”这是Michael S. Cullen在2020年9月17日通过电话接受采访时对纪念建筑意义的解释，这是由于Corona的限制(另见他对Das Holocaust-Mahnmal的介绍，18)。纪念碑的设计是为了纪念重要的人物和事件，但它们也体现了在建造过程中所涉及的讨论和辩论。卡伦应该知道。他的作品使他成为柏林最具对话性的纪念碑——德国国会大厦——的代言人，甚至是良知的代言人。
{"title":"“Art Has a Bad (W)rap”: A Conversation with Michael Cullen about the “Wrapped Reichstag”","authors":"Andrew S. Gross","doi":"10.18422/69-05","DOIUrl":"https://doi.org/10.18422/69-05","url":null,"abstract":"“The history of monuments teaches us much more about people and societies that commissioned them than the people and events for whom they were commissioned.” This is how Michael S. Cullen explained the meaning of commemorative architecture in an interview conducted by telephone, due to Corona restrictions, on 17 September 2020 (see also his introduction to Das Holocaust-Mahnmal, 18). Monuments are designed to commemorate important figures and events, but they also materialize the discussions and debates involved in their construction. Cullen should know. His work has made him the voice, perhaps even the conscience, of what is perhaps the most dialogic monument in Berlin: the Reichstag.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the recent rise of digital learning, “flipped classrooms” have become a controversial subject. This new form of learning inverts the traditional conception of the classroom: instruction is transferred from the classroom to out-of-class (online) tasks such as pre-recorded lectures on the Internet, while class time is devoted to activities that put the knowledge into practice. These classrooms have been touted as learner-based and student-centered models of education. Yet there is still little evidence supporting the effectiveness of the flipped classroom at higher levels of education, especially in the humanities. Taking American studies as an example, I will examine some of the arguments in favor of this model, but also and most importantly some of the challenges facing the application of this new educational model in the humanities. In general, the main concern is that flipped classrooms may undermine student-teacher dialogue, viewing teachers as “moderators” who design learning environments geared to the students. At the same time, home-learning environments may compromise learner autonomy and limit learners’ opportunities for self-organized work and interaction with peers outside class. Ultimately, a critique of the concept of flipped classrooms is also a critique of the egalitarian aspirations of digital pedagogy in general.
{"title":"Flipped Classrooms and the Pitfalls of Digital Learning","authors":"P. Reisner","doi":"10.18422/70-04","DOIUrl":"https://doi.org/10.18422/70-04","url":null,"abstract":"In the recent rise of digital learning, “flipped classrooms” have become a controversial subject. This new form of learning inverts the traditional conception of the classroom: instruction is transferred from the classroom to out-of-class (online) tasks such as pre-recorded lectures on the Internet, while class time is devoted to activities that put the knowledge into practice. These classrooms have been touted as learner-based and student-centered models of education. Yet there is still little evidence supporting the effectiveness of the flipped classroom at higher levels of education, especially in the humanities. Taking American studies as an example, I will examine some of the arguments in favor of this model, but also and most importantly some of the challenges facing the application of this new educational model in the humanities. In general, the main concern is that flipped classrooms may undermine student-teacher dialogue, viewing teachers as “moderators” who design learning environments geared to the students. At the same time, home-learning environments may compromise learner autonomy and limit learners’ opportunities for self-organized work and interaction with peers outside class. Ultimately, a critique of the concept of flipped classrooms is also a critique of the egalitarian aspirations of digital pedagogy in general.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathieu Bonzom, Rim Latrache, Caroline D. Laurent, Y. L. Moigne
The editors asked four French scholars specializing in American studies a series of five questions regarding their experience of conducting fieldwork, the challenges they faced, and how they met them. The following is a collaborative contribution, a discussion among the four contributors. The four authors are Yohann Le Moigne (University of Angers), who is a specialist of turf-based gang rivalries in the Los Angeles metropolitan area; Caroline Laurent (University of Paris 1 Panthéon-Sorbonne), who does research on casinos on Indian reservations in the Midwest; Rim Latrache (University of Paris 13 Villetaneuse), who specializes on the construction and expression of Arab and Muslim identities in the United States; and Mathieu Bonzom (University of Orléans), whose work focuses on Latin immigrants and their participation in the labor movement.
编辑们向四位专门从事美国研究的法国学者提出了一系列五个问题，内容涉及他们进行实地考察的经验、面临的挑战以及如何应对这些挑战。以下是四位贡献者之间的合作贡献。这四名作者分别是来自昂热大学的Yohann Le Moigne，他是洛杉矶大都市区基于地盘的帮派对抗的专家;卡洛琳·洛朗(Caroline Laurent)(巴黎第一大学panth -索邦大学)，研究中西部印第安保留地的赌场;Rim Latrache(巴黎13维莱塔内斯大学)，专门研究美国阿拉伯和穆斯林身份的建构和表达;还有马修·邦佐姆(Mathieu Bonzom)，他的研究重点是拉丁移民及其对劳工运动的参与。
{"title":"France-Based Scholars Researching Minority Groups in the Field: A Symposium","authors":"Mathieu Bonzom, Rim Latrache, Caroline D. Laurent, Y. L. Moigne","doi":"10.18422/68-08","DOIUrl":"https://doi.org/10.18422/68-08","url":null,"abstract":"The editors asked four French scholars specializing in American studies a series of five questions regarding their experience of conducting fieldwork, the challenges they faced, and how they met them. The following is a collaborative contribution, a discussion among the four contributors. The four authors are Yohann Le Moigne (University of Angers), who is a specialist of turf-based gang rivalries in the Los Angeles metropolitan area; Caroline Laurent (University of Paris 1 Panthéon-Sorbonne), who does research on casinos on Indian reservations in the Midwest; Rim Latrache (University of Paris 13 Villetaneuse), who specializes on the construction and expression of Arab and Muslim identities in the United States; and Mathieu Bonzom (University of Orléans), whose work focuses on Latin immigrants and their participation in the labor movement.","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41443121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Is Story of the Woman’s Party an historical account, a novel, or a political manifesto? What can this source reveal about historical practice? This article will explore the historiographic, epistemological, and methodological challenges the book poses as an historical source. It will examine three main points: first, the relation between activism and historical practice—that is, how activism informs the writing of history. Second, how such a source can be handled by historians, and what the idea of a critical reading entails. Third, what this work actually helps us understand about the politics of the period: What does it say about the suffrage movement in particular? What does it reveal about politics in general?
{"title":"Deconstructing and Reconstructing Woman Suffrage History: The Story of the Woman’s Party","authors":"C. Delahaye","doi":"10.18422/68-03","DOIUrl":"https://doi.org/10.18422/68-03","url":null,"abstract":"Is Story of the Woman’s Party an historical account, a novel, or a political manifesto? What can this source reveal about historical practice? This article will explore the historiographic, epistemological, and methodological challenges the book poses as an historical source. It will examine three main points: first, the relation between activism and historical practice—that is, how activism informs the writing of history. Second, how such a source can be handled by historians, and what the idea of a critical reading entails. Third, what this work actually helps us understand about the politics of the period: What does it say about the suffrage movement in particular? What does it reveal about politics in general?","PeriodicalId":30064,"journal":{"name":"American Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43977247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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