Abstract:This essay introduces the cluster, "Indigenizing the Eighteenth-Century American South," and shows how its contributions embody the ways in which Native American history and its study continue to reshape our understandings of the American South and the eighteenth century more broadly. The most predominant thread connecting the essays is that of gender, specifically how gender roles and contrasting ideas of femininity and masculinity informed and determined the interactions between Native Peoples and Euro-Americans within the eighteenth century South. Another theme running through the cluster is the longue durée, connecting the deep history of the American South and its peoples to the gendered colonialism that continues to shape the lives of Native American communities today. Altogether, these essays push the envelope of scholars' understandings of the American South and the eighteenth century by privileging and recentering Native epistemologies and practices at the heart of their work and reminding scholars of the explanatory power that Indigenous peoples, their histories, and their stories can provide for seeing into the eighteenth-century past.
{"title":"Introduction: Indigenizing the Eighteenth-Century American South","authors":"Alejandra Dubcovsky, Bryan C. Rindfleisch","doi":"10.1353/sec.2023.0011","DOIUrl":"https://doi.org/10.1353/sec.2023.0011","url":null,"abstract":"Abstract:This essay introduces the cluster, \"Indigenizing the Eighteenth-Century American South,\" and shows how its contributions embody the ways in which Native American history and its study continue to reshape our understandings of the American South and the eighteenth century more broadly. The most predominant thread connecting the essays is that of gender, specifically how gender roles and contrasting ideas of femininity and masculinity informed and determined the interactions between Native Peoples and Euro-Americans within the eighteenth century South. Another theme running through the cluster is the longue durée, connecting the deep history of the American South and its peoples to the gendered colonialism that continues to shape the lives of Native American communities today. Altogether, these essays push the envelope of scholars' understandings of the American South and the eighteenth century by privileging and recentering Native epistemologies and practices at the heart of their work and reminding scholars of the explanatory power that Indigenous peoples, their histories, and their stories can provide for seeing into the eighteenth-century past.","PeriodicalId":39439,"journal":{"name":"Studies in Eighteenth Century Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48889512","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}
Abstract:This essay focuses on the emergence of a history of African art in the broadest possible sense and insofar as it merges with the notion of Blackness and diasporic African objects and images. Employing a wide range of sources that go beyond writings on art per se, I explore the following questions: did something like African Art History exist in the long eighteenth century? What kind of epistemological torsions are needed to consider an African Art History of the Enlightenment? My aim is to identify and understand what could be considered the beginnings of a history of African art in a set of European texts interested in Africa, including travel writing, scientific inquiries, and discourses on art. The scholarship on the history of Art History has paid considerable attention to the construction of art theory, art criticism, academic institutions, Whiteness, and the development of archaeology in the mid-eighteenth century. This essay attempts to push this knowledge forward by arguing that there was, at the same time, a construction of Blackness, both as a narrow counterpart to Whiteness and, more generally, as a process for inscribing African objects, materials, and rituals into the realm of Western fine arts.
{"title":"Congo Winckelmann: Exploring African Art History in the Age of White Marble","authors":"Anne Lafont, O. Grlic","doi":"10.1353/sec.2023.0001","DOIUrl":"https://doi.org/10.1353/sec.2023.0001","url":null,"abstract":"Abstract:This essay focuses on the emergence of a history of African art in the broadest possible sense and insofar as it merges with the notion of Blackness and diasporic African objects and images. Employing a wide range of sources that go beyond writings on art per se, I explore the following questions: did something like African Art History exist in the long eighteenth century? What kind of epistemological torsions are needed to consider an African Art History of the Enlightenment? My aim is to identify and understand what could be considered the beginnings of a history of African art in a set of European texts interested in Africa, including travel writing, scientific inquiries, and discourses on art. The scholarship on the history of Art History has paid considerable attention to the construction of art theory, art criticism, academic institutions, Whiteness, and the development of archaeology in the mid-eighteenth century. This essay attempts to push this knowledge forward by arguing that there was, at the same time, a construction of Blackness, both as a narrow counterpart to Whiteness and, more generally, as a process for inscribing African objects, materials, and rituals into the realm of Western fine arts.","PeriodicalId":39439,"journal":{"name":"Studies in Eighteenth Century Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48947900","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}
Abstract:This brief essay argues that it is impossible to decolonize universities and museums. Building on the critical work of Sandy Grande, Amy Lonetree, and Robin D. G. Kelley, it proposes that the academy and museums, as inherently colonial institutions, reproduce the injustices they seek to remedy through neoliberal attempts at reform. Grande, building on the work of Audra Simpson, calls for a "refusal" of the institution. I then turn to Tuck and Yang's notion of "unsettling" to explore how we can resist the appropriation of Indigeneity in settler institutions and instead make room for cultural incommensurability. I explore a range of strategies, including "citational rebellion" and bringing BIPOC scholars, artists, and knowledge-keepers into the classroom (or going to visit them). In addition, collaborative research and assessment can help students with a range of identities consider the most meaningful ways to work with course materials and with each other. The essay seeks to model this approach by grounding its analysis in the words of Indigenous feminist scholars including Zoë Todd, Vanessa Watts, Leanne Betasamosake Simpson, and Linda Tuhiwai Smith.
摘要:本文认为大学和博物馆的非殖民化是不可能的。在桑迪·格兰德(Sandy Grande)、艾米·洛内特里(Amy Lonetree)和罗宾·d·g·凯利(Robin D. G. Kelley)的重要著作的基础上，该书提出，学院和博物馆作为固有的殖民机构，再现了它们试图通过新自由主义改革来补救的不公正。格兰德以奥德拉•辛普森(Audra Simpson)的工作为基础，呼吁“拒绝”该机构。然后，我转向塔克和杨的“令人不安”的概念，探讨我们如何在定居者制度中抵制对土著的挪用，而是为文化不可通约性腾出空间。我探索了一系列策略，包括“引用反叛”，并将BIPOC学者，艺术家和知识保持者带入教室(或去拜访他们)。此外，合作研究和评估可以帮助具有各种身份的学生考虑最有意义的方法来使用课程材料和彼此合作。本文试图以Zoë Todd、Vanessa Watts、Leanne Betasamosake Simpson和Linda Tuhiwai Smith等土著女权主义学者的话语为基础，对这一方法进行分析。
{"title":"Unsettling our Classrooms","authors":"Elizabeth Hutchinson","doi":"10.1353/sec.2023.0007","DOIUrl":"https://doi.org/10.1353/sec.2023.0007","url":null,"abstract":"Abstract:This brief essay argues that it is impossible to decolonize universities and museums. Building on the critical work of Sandy Grande, Amy Lonetree, and Robin D. G. Kelley, it proposes that the academy and museums, as inherently colonial institutions, reproduce the injustices they seek to remedy through neoliberal attempts at reform. Grande, building on the work of Audra Simpson, calls for a \"refusal\" of the institution. I then turn to Tuck and Yang's notion of \"unsettling\" to explore how we can resist the appropriation of Indigeneity in settler institutions and instead make room for cultural incommensurability. I explore a range of strategies, including \"citational rebellion\" and bringing BIPOC scholars, artists, and knowledge-keepers into the classroom (or going to visit them). In addition, collaborative research and assessment can help students with a range of identities consider the most meaningful ways to work with course materials and with each other. The essay seeks to model this approach by grounding its analysis in the words of Indigenous feminist scholars including Zoë Todd, Vanessa Watts, Leanne Betasamosake Simpson, and Linda Tuhiwai Smith.","PeriodicalId":39439,"journal":{"name":"Studies in Eighteenth Century Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47987967","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}
Abstract:This essay considers the limitations of recent attempts to "decolonize" universities and academic disciplines through gestures such as land acknowledgements. It argues that such superficial engagements with Indigenous history and presence are easily appropriated by the neoliberal university and corporate world and do little for Indigenous communities. Further, academics, both Indigenous and otherwise, can potentially individualize critique to further their careers, while communities continue to struggle. Ultimately academics who are seriously interested in decolonization, whatever that ultimately means, must engage with Indigenous thought, living communities, and material political commitments.
{"title":"Decolonizing Eighteenth-Century Studies: An Indigenous Perspective","authors":"R. Richardson","doi":"10.1353/sec.2023.0004","DOIUrl":"https://doi.org/10.1353/sec.2023.0004","url":null,"abstract":"Abstract:This essay considers the limitations of recent attempts to \"decolonize\" universities and academic disciplines through gestures such as land acknowledgements. It argues that such superficial engagements with Indigenous history and presence are easily appropriated by the neoliberal university and corporate world and do little for Indigenous communities. Further, academics, both Indigenous and otherwise, can potentially individualize critique to further their careers, while communities continue to struggle. Ultimately academics who are seriously interested in decolonization, whatever that ultimately means, must engage with Indigenous thought, living communities, and material political commitments.","PeriodicalId":39439,"journal":{"name":"Studies in Eighteenth Century Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42930061","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}
Abstract:Maria Theresia Paradis (1759–1824) was a teenage piano prodigy and one of the very few female composers of any acclaim before the nineteenth century. She was a Wunderkind not only because she was female, but also because she was blind, or at least severely visually impaired. This brief essay argues that the more important Wunder exemplified by Paradis was not her early performance career, but rather the fact that her career stretched well into adulthood. Paradis has traditionally been seen as a pitiable victim of her impairment. I instead contend that she escaped the constraints of middle-class gender roles. Her accomplishments as an organizer of dilettante academies and the director of a private music school deserve far more recognition.
{"title":"Maria Theresia Paradis and Blindness as Opportunity","authors":"Waltraud Maierhofer","doi":"10.1353/sec.2023.0022","DOIUrl":"https://doi.org/10.1353/sec.2023.0022","url":null,"abstract":"Abstract:Maria Theresia Paradis (1759–1824) was a teenage piano prodigy and one of the very few female composers of any acclaim before the nineteenth century. She was a Wunderkind not only because she was female, but also because she was blind, or at least severely visually impaired. This brief essay argues that the more important Wunder exemplified by Paradis was not her early performance career, but rather the fact that her career stretched well into adulthood. Paradis has traditionally been seen as a pitiable victim of her impairment. I instead contend that she escaped the constraints of middle-class gender roles. Her accomplishments as an organizer of dilettante academies and the director of a private music school deserve far more recognition.","PeriodicalId":39439,"journal":{"name":"Studies in Eighteenth Century Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49128292","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}
Abstract:The introduction offers a historical and conceptual frame for the four essays that make up the cluster on biography and women writers. We discuss the disputed status of biographical criticism in the 1980s and 1990s, when it became a crux of disagreement between poststructuralist and feminist theorists, as well as the lingering questions and dilemmas that biography raises in more recent scholarship on women's literature. Surveying the arguments of the four contributions to the cluster, the introduction stresses the particular turns that biographical criticism has taken at the present moment of inquiry into women's literary history, such as the unique challenges posed by the study of obscure and forgotten women and the fruitful effects of recent collaborative approaches. We also emphasize the particular utility of biography as a tool to access hidden areas of women's literary activity and a means of questioning the narratives that have solidified around canonical women authors.
{"title":"Introduction: Biography and the Woman Writer Revisited","authors":"Elizabeth Neiman, Yael Shapira","doi":"10.1353/sec.2023.0023","DOIUrl":"https://doi.org/10.1353/sec.2023.0023","url":null,"abstract":"Abstract:The introduction offers a historical and conceptual frame for the four essays that make up the cluster on biography and women writers. We discuss the disputed status of biographical criticism in the 1980s and 1990s, when it became a crux of disagreement between poststructuralist and feminist theorists, as well as the lingering questions and dilemmas that biography raises in more recent scholarship on women's literature. Surveying the arguments of the four contributions to the cluster, the introduction stresses the particular turns that biographical criticism has taken at the present moment of inquiry into women's literary history, such as the unique challenges posed by the study of obscure and forgotten women and the fruitful effects of recent collaborative approaches. We also emphasize the particular utility of biography as a tool to access hidden areas of women's literary activity and a means of questioning the narratives that have solidified around canonical women authors.","PeriodicalId":39439,"journal":{"name":"Studies in Eighteenth Century Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44222415","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}
Abstract:On 18 Frimaire of the Year II (8 December 1793), the Committee of Public Safety in Paris issued an arrest warrant for Charles Dulac, a young officer in the revolutionary armies. During the arrest, revolutionary guards seized over 200 papers in Dulac's possession, many of which were written by his older brother Gregory, who was also a military officer. Curiously, they also impounded 120 playing cards, on the backs of which Gregory had scribbled observations on moral philosophy, politics, and civic duty. These cards represent a self-curated snapshot of a cultural heritage that resonated with these two young men, a type of evidence that is more revealing of their intellectual and emotional predispositions than if the guards had found the collected works of Rousseau or Voltaire or the complete Encyclopédie in their Parisian apartment. The writings on these 120 playing cards help to illuminate the unexpected experiences of the brothers during the French Revolution. In their ability to evoke the mundane as well as the profound, used playing cards like the ones found in the possession of Gregory and Charles Dulac offer insight into the material and intellectual worlds of individuals who lived through revolutionary upheaval at the end of the eighteenth century.
{"title":"On the Playing Cards of the Dulac Brothers in the Year II","authors":"J. Ravel","doi":"10.1353/sec.2023.0028","DOIUrl":"https://doi.org/10.1353/sec.2023.0028","url":null,"abstract":"Abstract:On 18 Frimaire of the Year II (8 December 1793), the Committee of Public Safety in Paris issued an arrest warrant for Charles Dulac, a young officer in the revolutionary armies. During the arrest, revolutionary guards seized over 200 papers in Dulac's possession, many of which were written by his older brother Gregory, who was also a military officer. Curiously, they also impounded 120 playing cards, on the backs of which Gregory had scribbled observations on moral philosophy, politics, and civic duty. These cards represent a self-curated snapshot of a cultural heritage that resonated with these two young men, a type of evidence that is more revealing of their intellectual and emotional predispositions than if the guards had found the collected works of Rousseau or Voltaire or the complete Encyclopédie in their Parisian apartment. The writings on these 120 playing cards help to illuminate the unexpected experiences of the brothers during the French Revolution. In their ability to evoke the mundane as well as the profound, used playing cards like the ones found in the possession of Gregory and Charles Dulac offer insight into the material and intellectual worlds of individuals who lived through revolutionary upheaval at the end of the eighteenth century.","PeriodicalId":39439,"journal":{"name":"Studies in Eighteenth Century Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46041282","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}
Abstract:Rooted in Arundhati Roy's insistence that "the pandemic is a portal" through which to imagine a world beyond the current crises of racial capitalism, this essay reflects on what abolitionist pedagogy might mean by offering an account of the author's own institutional location and of her students' engagements with activists, artists, and community members who draw crucial connections between the University of Pennsylvania's material relation to the city of Philadelphia and the ongoing reality of racialized criminalization that is a legacy of the eighteenth century. Building on this situated example of abolitionist pedagogy, the essay offers a broader model for how the intellectual, social, and material practice of eighteenth-century studies might be more actively engaged with local social-justice struggles, which are not separate from the eighteenth-century histories we study. The essay attends to the material locations of academic work, from the hotels that host our conferences to the universities that employ (or don't employ) us as scholars.
{"title":"Notes on Abolitionist Pedagogy from Philadelphia","authors":"Chi-ming Yang","doi":"10.1353/sec.2023.0005","DOIUrl":"https://doi.org/10.1353/sec.2023.0005","url":null,"abstract":"Abstract:Rooted in Arundhati Roy's insistence that \"the pandemic is a portal\" through which to imagine a world beyond the current crises of racial capitalism, this essay reflects on what abolitionist pedagogy might mean by offering an account of the author's own institutional location and of her students' engagements with activists, artists, and community members who draw crucial connections between the University of Pennsylvania's material relation to the city of Philadelphia and the ongoing reality of racialized criminalization that is a legacy of the eighteenth century. Building on this situated example of abolitionist pedagogy, the essay offers a broader model for how the intellectual, social, and material practice of eighteenth-century studies might be more actively engaged with local social-justice struggles, which are not separate from the eighteenth-century histories we study. The essay attends to the material locations of academic work, from the hotels that host our conferences to the universities that employ (or don't employ) us as scholars.","PeriodicalId":39439,"journal":{"name":"Studies in Eighteenth Century Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45309650","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}
Abstract:This essay introduces a cluster marking the 250th anniversary of the publication of Oliver Goldsmith's The Deserted Village. It summarizes the three contributions to the cluster, which explore approaches to the poem as varied as its acoustics, the history of its illustration, and its intertextual resonance with other important eighteenth-century literary works. We build on John Montague's argument that the poem's appeal and relevance stem from its transcending local preoccupations in order to raise issues of international concern that are both historically specific and transhistorical.
{"title":"Introduction: The Deserted Village at 250","authors":"Michael Griffin, D. O'Shaughnessy","doi":"10.1353/sec.2023.0032","DOIUrl":"https://doi.org/10.1353/sec.2023.0032","url":null,"abstract":"Abstract:This essay introduces a cluster marking the 250th anniversary of the publication of Oliver Goldsmith's The Deserted Village. It summarizes the three contributions to the cluster, which explore approaches to the poem as varied as its acoustics, the history of its illustration, and its intertextual resonance with other important eighteenth-century literary works. We build on John Montague's argument that the poem's appeal and relevance stem from its transcending local preoccupations in order to raise issues of international concern that are both historically specific and transhistorical.","PeriodicalId":39439,"journal":{"name":"Studies in Eighteenth Century Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42084294","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}
Abstract:Calls to decolonize intellectual disciplines and their attendant institutions are predicated on the understanding that change only arises through a deconstruction of the very systems that construct knowledge. "Decolonization and Eighteenth-century Studies" takes up this project with a specific focus on eighteenth-century studies as a field of inquiry and on the American Society of Eighteenth-Century Studies (ASECS) as one of the principal learned societies in the field. This cluster participates in a recent move on the part of some eighteenth-century studies scholars to connect the field's temporal focus and major concerns—among them concepts of enlightenment and liberty; histories of colonialism, enslavement, and genocide; and cultural productions including literature, political and economic writing, works of art, and material culture—with the current conditions of academic scholarship. Together these essays treat the historic legacy of Western scholarship—an early modern structure for knowledge production, intellectual community, and pedagogy that was intertwined with capitalist and colonialist enterprises—as of a piece with its contemporary practitioners and output.
{"title":"Introduction: Decolonization and Eighteenth-Century Studies","authors":"E. Casey","doi":"10.1353/sec.2023.0002","DOIUrl":"https://doi.org/10.1353/sec.2023.0002","url":null,"abstract":"Abstract:Calls to decolonize intellectual disciplines and their attendant institutions are predicated on the understanding that change only arises through a deconstruction of the very systems that construct knowledge. \"Decolonization and Eighteenth-century Studies\" takes up this project with a specific focus on eighteenth-century studies as a field of inquiry and on the American Society of Eighteenth-Century Studies (ASECS) as one of the principal learned societies in the field. This cluster participates in a recent move on the part of some eighteenth-century studies scholars to connect the field's temporal focus and major concerns—among them concepts of enlightenment and liberty; histories of colonialism, enslavement, and genocide; and cultural productions including literature, political and economic writing, works of art, and material culture—with the current conditions of academic scholarship. Together these essays treat the historic legacy of Western scholarship—an early modern structure for knowledge production, intellectual community, and pedagogy that was intertwined with capitalist and colonialist enterprises—as of a piece with its contemporary practitioners and output.","PeriodicalId":39439,"journal":{"name":"Studies in Eighteenth Century Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41395517","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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