{"title":"Doing Posthumous Justice: The Voices of the Dead in Rosenbaum’s The Golems of Gotham","authors":"Craig Smith","doi":"10.1353/cea.2022.0029","DOIUrl":"https://doi.org/10.1353/cea.2022.0029","url":null,"abstract":"","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"253 - 258"},"PeriodicalIF":0.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48579943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Style Matters: Revitalizing the Study of Style","authors":"Bonnie D. Devet","doi":"10.1353/cea.2022.0034","DOIUrl":"https://doi.org/10.1353/cea.2022.0034","url":null,"abstract":"","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"202 - 206"},"PeriodicalIF":0.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43265508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the colonization of what is now called the United States of America came a vision for how the settler community is supposed to operate. This vision, which will be referred to as the “Puritan vision,” was first articulated by John Winthrop in 1630 when the Puritans first left for the Massachusetts Bay Colony. As his speech, “A Model of Christian Charity,” gained currency, its ideals shaped the development of American exceptionalism. However, the fruit of this exceptionalism, cloaked in high-sounding phrases such as “Manifest Destiny” and “American Dream,” was inequality and injustice. Counter voices, such as Martin Luther King, Jr. and Joy Harjo, have stepped in to refute the foundational hypocrisy of the Dream. Harjo, in her poetry collection An American Sunrise, explores the consequences of this exceptionalism as she travels back to where her ancestors were forcibly removed during the Trail of Tears. She notes in her introduction that “there were many trails of tears” (xv), and in an interview with PBS she points out how “it wasn’t that long ago, just a few generations” (“US poet,” 4:50). As she revisits the Trails of Tears where her family and many Indigenous people were forcibly removed, she exposes the cruel results of the Puritan vision. Her poems reveal the injustice of American exceptionalism and envision a new way forward for America to become what it purports itself to be. By responding to the Puritan vision, Harjo addresses Winthrop’s words that allowed inequality and injustice and paves a new kind of vision and a new kind of Dream.
{"title":"The Puritan Dream and Its Counter Voices: How Joy Harjo’s American Sunrise Reenvisions John Winthrop’s American Exceptionalism","authors":"Sarah M. Eshelman","doi":"10.1353/cea.2022.0023","DOIUrl":"https://doi.org/10.1353/cea.2022.0023","url":null,"abstract":"With the colonization of what is now called the United States of America came a vision for how the settler community is supposed to operate. This vision, which will be referred to as the “Puritan vision,” was first articulated by John Winthrop in 1630 when the Puritans first left for the Massachusetts Bay Colony. As his speech, “A Model of Christian Charity,” gained currency, its ideals shaped the development of American exceptionalism. However, the fruit of this exceptionalism, cloaked in high-sounding phrases such as “Manifest Destiny” and “American Dream,” was inequality and injustice. Counter voices, such as Martin Luther King, Jr. and Joy Harjo, have stepped in to refute the foundational hypocrisy of the Dream. Harjo, in her poetry collection An American Sunrise, explores the consequences of this exceptionalism as she travels back to where her ancestors were forcibly removed during the Trail of Tears. She notes in her introduction that “there were many trails of tears” (xv), and in an interview with PBS she points out how “it wasn’t that long ago, just a few generations” (“US poet,” 4:50). As she revisits the Trails of Tears where her family and many Indigenous people were forcibly removed, she exposes the cruel results of the Puritan vision. Her poems reveal the injustice of American exceptionalism and envision a new way forward for America to become what it purports itself to be. By responding to the Puritan vision, Harjo addresses Winthrop’s words that allowed inequality and injustice and paves a new kind of vision and a new kind of Dream.","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"215 - 220"},"PeriodicalIF":0.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43196164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
My thinking about Charlotte Smith’s 1793 The Emigrants: A Poem in Two Books comes out of a course on British Romanticism I taught in fall 2021. Subtitled “Righting Injustice, Writing Social Justice,” the course moved through a series of thematic units exploring such topics as Britain’s reactions to the social justice issues raised by the French Revolution and the discursive construction of human rights during the Romantic period. While it might not seem obvious, class conversations were mediated by the formidable, inescapable historic reality that the time period of British Romanticism coincided with the British Empire’s far-reaching involvement with and dependence on transatlantic slavery. In The Emigrants, Smith depicts the plight of French refugees (chiefly Royalists and Catholic clergy) arriving, in numbers that Broadview Press editors estimate as eventually reaching 12,000 per year (Introduction 32) on what they call “the stretch of British coastline from Dover to Southampton” (Introduction 31). Their property and citizenship forfeit and their return to France punishable by death, the émigrés sought political asylum in Britain (Introduction 32). The poem’s speaker encounters a group of emigrants while walking, Smith writes in a scene-setting prologue, “on the Cliffs to the Eastward of the Town of Brighthelmstone in Sussex” (The Emigrants 131). It was striking in class to consider the diasporic emigrant community Smith describes as “here, with swol’n and aching eyes / Fix’d on the grey horizon” (I.216-7), who “Solicitously watch’d the weekly sail / From [their] dear native land” (I.218-9) in the context of, say, Paul Gilroy’s famous call and proposal for “some new chronotopes” (4)—namely, the “rhizomorphic, fractal structure of the transcultural, international formation” (4) that his famous study eponymously calls “the Black Atlantic” as it attends to what he calls “the Atlantic [itself] as a cultural and political system” (15) actualized by “the economic and historical matrix in which plantation slavery . . . was one special moment” (15). Meanwhile, from our readings in Critical Race Theory and Critical Legal Studies, we saw a new relevancy in The Emigrants’s lines where the speaker bitterly opines of Britain that
{"title":"The Tangled Bank: Nature as Via Media in Charlotte Smith’s The Emigrants: A Poem in Two Books (1793)","authors":"J. Jackson","doi":"10.1353/cea.2022.0025","DOIUrl":"https://doi.org/10.1353/cea.2022.0025","url":null,"abstract":"My thinking about Charlotte Smith’s 1793 The Emigrants: A Poem in Two Books comes out of a course on British Romanticism I taught in fall 2021. Subtitled “Righting Injustice, Writing Social Justice,” the course moved through a series of thematic units exploring such topics as Britain’s reactions to the social justice issues raised by the French Revolution and the discursive construction of human rights during the Romantic period. While it might not seem obvious, class conversations were mediated by the formidable, inescapable historic reality that the time period of British Romanticism coincided with the British Empire’s far-reaching involvement with and dependence on transatlantic slavery. In The Emigrants, Smith depicts the plight of French refugees (chiefly Royalists and Catholic clergy) arriving, in numbers that Broadview Press editors estimate as eventually reaching 12,000 per year (Introduction 32) on what they call “the stretch of British coastline from Dover to Southampton” (Introduction 31). Their property and citizenship forfeit and their return to France punishable by death, the émigrés sought political asylum in Britain (Introduction 32). The poem’s speaker encounters a group of emigrants while walking, Smith writes in a scene-setting prologue, “on the Cliffs to the Eastward of the Town of Brighthelmstone in Sussex” (The Emigrants 131). It was striking in class to consider the diasporic emigrant community Smith describes as “here, with swol’n and aching eyes / Fix’d on the grey horizon” (I.216-7), who “Solicitously watch’d the weekly sail / From [their] dear native land” (I.218-9) in the context of, say, Paul Gilroy’s famous call and proposal for “some new chronotopes” (4)—namely, the “rhizomorphic, fractal structure of the transcultural, international formation” (4) that his famous study eponymously calls “the Black Atlantic” as it attends to what he calls “the Atlantic [itself] as a cultural and political system” (15) actualized by “the economic and historical matrix in which plantation slavery . . . was one special moment” (15). Meanwhile, from our readings in Critical Race Theory and Critical Legal Studies, we saw a new relevancy in The Emigrants’s lines where the speaker bitterly opines of Britain that","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"228 - 233"},"PeriodicalIF":0.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45475035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Negro Laborer: William Hooper Councill and the Rhetoric of Compromise","authors":"Theresa McWilliams-Wessels","doi":"10.1353/cea.2022.0028","DOIUrl":"https://doi.org/10.1353/cea.2022.0028","url":null,"abstract":"","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"246 - 252"},"PeriodicalIF":0.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45786479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Message from Stacy Bailey, Second Vice President and Organizer of the 52nd College English Association Annual Conference","authors":"","doi":"10.1353/cea.2022.0032","DOIUrl":"https://doi.org/10.1353/cea.2022.0032","url":null,"abstract":"","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47447668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:At the beginning of each class, we attest to the virtues of writing with clarity, focus, and authority, yet we saddle students with a syllabus that lacks all these virtues. Added, our students are forced to reference it routinely throughout the semester to navigate the course. Admittedly, I myself perpetuate this type of course design. My 2022 resolution is to get my syllabus in order. Document design is a good place to start. If we follow Banwarshi’s guidance, we can start our collection and study of genres by placing our students at the center of each of the nested genres within the syllabus. What if the course requirements (project submission minimums, assignment deadlines, and the usual “thou shalts”) looked like real-world contracts students would have to acknowledge, sign, and abide? What if the assignment descriptions looked more like an informational brochure, tri-fold, tour guide, or prix fixe menu? What if our contact information was a digital business card with a link to provide an efficient path to our office? We could continue with our “what if’s” concerning the schedule of assignments, required texts, and all the remaining nested eggs in our syllabi. Importantly, would the resulting consequences help our students? I think so.
{"title":"Opening Opportunities in the Freshman Composition Syllabus","authors":"Gary H. Mills","doi":"10.1353/cea.2022.0016","DOIUrl":"https://doi.org/10.1353/cea.2022.0016","url":null,"abstract":"Abstract:At the beginning of each class, we attest to the virtues of writing with clarity, focus, and authority, yet we saddle students with a syllabus that lacks all these virtues. Added, our students are forced to reference it routinely throughout the semester to navigate the course. Admittedly, I myself perpetuate this type of course design. My 2022 resolution is to get my syllabus in order. Document design is a good place to start. If we follow Banwarshi’s guidance, we can start our collection and study of genres by placing our students at the center of each of the nested genres within the syllabus. What if the course requirements (project submission minimums, assignment deadlines, and the usual “thou shalts”) looked like real-world contracts students would have to acknowledge, sign, and abide? What if the assignment descriptions looked more like an informational brochure, tri-fold, tour guide, or prix fixe menu? What if our contact information was a digital business card with a link to provide an efficient path to our office? We could continue with our “what if’s” concerning the schedule of assignments, required texts, and all the remaining nested eggs in our syllabi. Importantly, would the resulting consequences help our students? I think so.","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"116 - 129"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48478724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:As a response to rising textbook costs, the emergence of Open Educational Resources (OERs) has been welcomed by many institutions, teachers, and students. OERs are a free alternative to the traditional textbook, one that promises both access and equity. However, without care, the implementation of OERs can complicate or even worsen the problem they are meant to solve. In particular, the current and consistent lack of appropriate pedagogical framing and relevant faculty support can actually render OERs a barrier, rather than a boon, to student success.
{"title":"The Textbooks Are Too Damn High: Calling for a More Nuanced Evaluation of OERs","authors":"Brandy Bagar-Fraley","doi":"10.1353/cea.2022.0011","DOIUrl":"https://doi.org/10.1353/cea.2022.0011","url":null,"abstract":"Abstract:As a response to rising textbook costs, the emergence of Open Educational Resources (OERs) has been welcomed by many institutions, teachers, and students. OERs are a free alternative to the traditional textbook, one that promises both access and equity. However, without care, the implementation of OERs can complicate or even worsen the problem they are meant to solve. In particular, the current and consistent lack of appropriate pedagogical framing and relevant faculty support can actually render OERs a barrier, rather than a boon, to student success.","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"75 - 82"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45091132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Metaphors of the body, and the spaces bodies occupy, permeate the language of pedagogy. It is normal to talk about “incorporating” readings into a syllabus, “foundational texts,” “building a foundation” for upper-level coursework, and making readings “accessible.” Within these metaphors, whose body is it, and what is the nature of the access being offered? Couched in the language of “making texts accessible” lies an assumption that the maker already has ownership of the text, literally and intellectually. Jay Timothy Dolmage writes, “Accessibility itself is an exnomination, a negative or inverse term, existentially second to inaccessibility. Accessibility is existentially second in a way that demands a body that cannot access. Nothing is inaccessible until the first body can’t access it, demands access to it, or is recognized as not having access” (53–54). Ableism creates inaccessibility, then offers accessibility as a second-class solution.
{"title":"Cripping Core Books: Beyond Accessibility in the Great Books Classroom","authors":"Anne Lovering Rounds","doi":"10.1353/cea.2022.0018","DOIUrl":"https://doi.org/10.1353/cea.2022.0018","url":null,"abstract":"Abstract:Metaphors of the body, and the spaces bodies occupy, permeate the language of pedagogy. It is normal to talk about “incorporating” readings into a syllabus, “foundational texts,” “building a foundation” for upper-level coursework, and making readings “accessible.” Within these metaphors, whose body is it, and what is the nature of the access being offered? Couched in the language of “making texts accessible” lies an assumption that the maker already has ownership of the text, literally and intellectually. Jay Timothy Dolmage writes, “Accessibility itself is an exnomination, a negative or inverse term, existentially second to inaccessibility. Accessibility is existentially second in a way that demands a body that cannot access. Nothing is inaccessible until the first body can’t access it, demands access to it, or is recognized as not having access” (53–54). Ableism creates inaccessibility, then offers accessibility as a second-class solution.","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"147 - 159"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43323001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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