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Yalla Nutbikh “Let's cook”: Negotiating emotions of belonging through food in heritage language classrooms Yalla Nutbikh "我们来做饭":在传承语言课堂上通过食物协商归属情感
3区 文学 0 LITERATURE Pub Date : 2024-01-24 DOI: 10.1111/modl.12901
Rima Elabdali
Research on emotions and second language learning has recently expanded to heritage language education contexts. Influenced by a long tradition in psycholinguistics and second language acquisition, research on heritage language emotions has mainly focused on the statistical effects of emotions on language development rather than examining emotions that relate to social and interpersonal relations. This article responds to these research needs through a critical ethnographic exploration of how emotions of belonging are negotiated through the production and consumption of food at an Arabic heritage language school in the United States. Drawing on data from observations, interviews, and field notes collected during a 2-year period, I argue that the production and consumption of Arabic food during cooking events and classes at the school afford students opportunities to negotiate emotions of belonging toward Arab culture as an embodied and nonessentialist practice, toward diverse religions and nationalities in the heritage school community, and toward the local majority community in the United States. This analysis foregrounds the affordances of occasions in which language learning and emotions are situated within the sociomaterial practices of heritage culture and highlights the need to establish interinstitutional connections with community schools to support the socioemotional well-being and educational equity of immigrant and racialized youth.
有关情感和第二语言学习的研究最近已扩展到遗产语言教育领域。受心理语言学和第二语言习得的悠久传统影响,对遗产语言情感的研究主要集中在情感对语言发展的统计影响上,而不是研究与社会和人际关系相关的情感。本文通过批判性的人种学研究,探讨了美国一所阿拉伯语遗产语言学校如何通过制作和消费食物来协商归属情感,从而回应了这些研究需求。根据在两年期间收集到的观察、访谈和现场记录数据,我认为,在学校的烹饪活动和课程中制作和消费阿拉伯食品,为学生提供了机会,使他们能够协商对阿拉伯文化的归属情感,将其作为一种体现性和非本质性的实践,对传统学校社区中的不同宗教和民族,以及对美国当地的多数民族社区的归属情感。这项分析强调了语言学习和情感在遗产文化的社会物质实践中的可承受性,并强调了与社区学校建立机构间联系的必要性,以支持移民和种族化青年的社会情感福祉和教育公平。
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引用次数: 0
Primary school children's conflicted emotions about using their heritage languages in multilingual classroom tasks 小学生在多语言课堂任务中使用其遗产语言的矛盾情绪
3区 文学 0 LITERATURE Pub Date : 2024-01-16 DOI: 10.1111/modl.12893
Koen Van Gorp, Steven Verheyen
For many children in Flanders, Belgium, the language of instruction is not their first language. Allowing children to use their heritage languages in the classroom has been argued to have functional and socioemotional benefits. In two exploratory studies, we introduced a multilingual task in four classrooms across three linguistically and socially diverse primary schools, where Dutch was the language of instruction, to determine how students experience the opportunity to use their linguistic repertoire in class. The multilingual task was preceded by an assessment of students’ emotional reactions to the languages they speak through the Self-Assessment Manikin gauging students’ emotional responses (pleasure, arousal, and dominance), and followed by a semistructured interview on students’ language choices. Both studies yielded similar results. Students generally indicated that they felt happy, calm, and in control when speaking their heritage language. Despite these positive assessments, many students refrained from using their heritage language in the multilingual tasks. A qualitative analysis revealed a variety of language-related reasons leading to linguistic insecurity, language anxiety, and not using the heritage language: perceived language proficiency, language norms, language status, and appropriate contexts for language use. Conversely, we also identified several students who felt proud to showcase their heritage language. While multilingual tasks have the potential to induce positive emotions in students, teachers need to be aware of potential backlash and prepared to navigate the negative emotions surrounding contested language choices.
对于比利时佛兰德斯的许多儿童来说,教学语言并不是他们的母语。让孩子们在课堂上使用他们的传统语言被认为具有功能性和社会情感方面的益处。在两项探索性研究中,我们在荷兰语为教学语言的三所语言和社会多元化小学的四个教室中引入了多语言任务,以确定学生如何体验在课堂上使用其语言库的机会。在进行多语言任务之前,先通过自我评估人体模型(Self-Assessment Manikin)评估学生对所使用语言的情绪反应(愉悦感、兴奋感和主导感),然后就学生的语言选择进行半结构化访谈。两项研究的结果相似。学生们普遍表示,在讲自己的遗产语言时,他们感到快乐、平静和有控制感。尽管有这些积极的评价,许多学生在多语言任务中还是避免使用自己的传统语言。定性分析揭示了导致语言不安全感、语言焦虑和不使用传统语言的各种与语言有关的原因:语言能力、语言规范、语言地位和语言使用的适当语境。与此相反,我们也发现一些学生为能展示自己的传统语言而感到自豪。虽然多语言任务有可能诱发学生的积极情绪,但教师需要意识到潜在的反弹,并做好准备,驾驭围绕有争议的语言选择的消极情绪。
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引用次数: 0
Some considerations on the emotions of heritage language learners, teachers, and users 对遗产语言学习者、教师和使用者情感的一些思考
3区 文学 0 LITERATURE Pub Date : 2024-01-10 DOI: 10.1111/modl.12896
Jean-Marc Dewaele
<p>This special issue is both timely and perfectly placed. Interest in heritage language (HL) learning has been growing for a while (Driver, <span>2022</span>), as has the interest in the emotions of language learners and users (Dewaele & MacIntyre, <span>2014</span>). By bringing these two strands together, the guest editors have created a powerful research synergy. Just as François Grosjean (<span>1989</span>) famously declared that bilinguals are not the sum of two complete or incomplete monolinguals but have a unique configuration, I would argue that research on the emotions of HL learners, teachers, and users in general can generate unique findings and insights that go beyond the original boundaries. The research presented in this special issue also benefited from recent theoretical, ontological, epistemological, and methodological developments. The first one is the move away from essentialist thinking. The second one is the dynamic view of language systems, both synchronically, diachronically, and contextually. No single aspect of a complex system can be neatly isolated and displayed in a glass case. No single variable follows a linear pattern in its development if the granularity is large enough. Patterns can go up and down; individuals may deviate from the general trend, and individuals may behave differently depending on a wide range of socio-contextual factors but also depending on their mood and degree of tiredness. Everything is loosely interconnected, within the individual, within the groups of peers, within the institution, and within the wider social, economic, historical, ideological, and political contexts. This means that everything can potentially have an influence on everything else and be influenced by it in return. Teachers who are overworked, underappreciated, underpaid, and unhappy risk burnout. Such an example is presented in Afreen and Norton's (<span>2024</span>, this issue) contribution to volunteer teaching. At the start of the 2-year period, the volunteers were struggling and had to use emotional labor strategies to keep a smile on their faces. By the end of the period, the working situation had improved, and teacher morale was better with a small remuneration and better organisation. Students are often emotional mirrors of their teachers. It means that many have suffered too, at the beginning of the study, through a process of negative emotional contagion (Moskowitz & Dewaele, <span>2021</span>). There might have been unseen consequences, as learners may have transmitted this psychological burden to their families. The danger is that a process of negative reinforcement may initiate a negative spiral that affects the mental well-being and performance of teachers and students, parents, and children (see also Song & Wu, <span>2024</span>, this issue). The opposite pattern is also possible, where happy teachers motivate HL students, and where parents using the HL with their children see the linguistic glass
通过阅读不同的文章,我想到了教学空间和治疗空间中的学习者和客户、教师和心理治疗师之间的相似之处,以及他们共同的目标和做法(Bager-Charleson &amp; McBeath, 2023)。教学空间必须提供安全感,并充当情感避难所,以讨论重要的一般问题和个人问题,包括不安全感、内疚、羞愧、愤怒、担忧和家庭冲突,以及爱、快乐、热情、韧性、乐观和依恋。教师和心理治疗师就像引导者,但学习者和客户需要付出努力才能取得进步。这个过程可能是痛苦、缓慢和非线性的。通过邀请学习者和客户反思自己的选择和(不)行为,教师和心理治疗师可以提高自我意识、自我理解和能动性,最终达到治愈、增强信心和赋权的目的。我经常认为,作为应用语言学家,我们有责任通过严谨的研究和向更广泛的公众传播我们的研究成果来促进社会正义(Dewaele,2023 年)。本特刊的撰稿人已经出色地完成了第一阶段的工作。我希望他们也能达到下一个阶段。教育工作者、校长、教师、HL 学生和家长需要了解,HL 并非普通语言,它不需要成为负担,而可以成为起飞的跑道。科林-贝克(Colin Baker)在《父母在培养多语种儿童中的作用》一书中所写的内容,同样适用于父母和教师对汉语学习者的培养:控制或影响孩子三种或三种以上语言命运的不仅仅是父母。孩子也是如此。孩子们受到同龄群体和大众传媒的影响,受到家庭朋友和大家庭的影响,受到在街上和操场上的经历的影响。父母就像园丁,负责培土、栽种、浇水和照料。娴熟的园丁会极大地促进语言的成长,但也会受到植物的性质、花园中其他花朵、不断变化的环境以及不断变化的语言气候的影响(引自 Festman 等人,2017 年,第 29 页)。
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引用次数: 0
Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double-edged sword 传统语言课堂上的舒适与不适:从积极心理学的变革中寻找双刃剑
3区 文学 0 LITERATURE Pub Date : 2024-01-08 DOI: 10.1111/modl.12899
Meagan Driver
As emotions research in the field of second language acquisition continues to evolve, it is equally important to explore the impact of social–emotional variables that are specifically relevant to heritage language (HL) contexts. Anchoring on foundations in critical heritage language education (HLE), this study examines the discomforts of the HL classroom from a diverse heritage speaker (HS) perspective. Additionally, comforts that support the HL classroom as a safe space for emotional security and well-being for HSs across HLs are explored. Examining the HL classroom from the perspective of HL practices and knowledge systems, this study ultimately aims to: (a) outline the emotional complexity of HL pedagogical spaces, and (b) provide concrete and meaningful recommendations for supporting HS well-being and HL development from a transformative positive psychology lens. Data for the current qualitative study were provided through two separate methodologies. First, 64 HSs of Spanish responded to a qualitative questionnaire probing the emotional reactions and memories instigated by authentic HL classroom reading material on sensitive topics of racism, bilingualism, and immigration. The themes identified in written narrative data through an inductive thematic approach were then used as a foundation for semistructured interviews with language learners (n = 6) and educators (n = 8) from eight different HL backgrounds. Findings revealed feelings of comfort and discomfort, and even trauma and healing, in HLE spaces rooted in (a) language learning experiences, (b) social memories of (dis)comfort, and (c) intergenerational histories. Together, the data suggest how the HL classroom can act both as a trigger of social injustice, linguistic insecurity, and family conflict and, at the same time, as a space instigating affective reactions associated with social rebellion, linguistic confidence, intergenerational healing, and emotional refuge. Specific pedagogical recommendations are made to equip educators with a concrete toolkit for the HL classroom.
随着第二语言习得领域的情感研究不断发展,探索与遗产语言(HL)环境特别相关的社会情感变量的影响也同样重要。本研究以批判性遗产语言教育(HLE)为基础,从不同遗产语言使用者(HS)的角度探讨了遗产语言课堂上的不适。此外,本研究还探讨了如何将传统语言课堂作为一个安全空间,为不同传统语言背景下的传统语言学习者提供情感保障和幸福感。本研究从文化遗产实践和知识体系的角度审视文化遗产课堂,最终旨在:(a) 概述文化遗产教学空间的情感复杂性,(b) 从变革性积极心理学的视角,为支持文化遗产传承人的幸福和文化遗产发展提供具体而有意义的建议。本定性研究通过两种不同的方法提供数据。首先,64 名学习西班牙语的高中生回答了一份定性调查问卷,调查内容是关于种族主义、双语主义和移民等敏感话题的真实高中课堂阅读材料所引发的情绪反应和回忆。然后,以归纳式主题方法从书面叙述数据中确定的主题为基础,对来自八个不同语言背景的语言学习者(6 人)和教育者(8 人)进行了半结构式访谈。研究结果表明,在语言学习空间中,舒适与不适的感觉,甚至创伤与愈合的感觉,都植根于(a)语言学习经历,(b)(不)舒适的社会记忆,以及(c)代际历史。总之,这些数据表明,语言课堂既可以成为社会不公、语言不安全和家庭冲突的导火索,同时也可以成为激发与社会反抗、语言自信、代际愈合和情感庇护相关的情感反应的空间。本文提出了具体的教学建议,为教育工作者提供了一套具体的 HL 课堂工具。
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引用次数: 0
Notes on Contributors 投稿人说明
3区 文学 0 LITERATURE Pub Date : 2023-12-05 DOI: 10.1353/mml.2022.a913848
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span><p> <ul> <li><!-- html_title --> Notes on Contributors <!-- /html_title --></li> </ul> <p><strong>JULIE GOODSPEED-CHADWICK</strong> is Chancellor’s Professor of English, affiliate faculty in Women’s, Gender, and Sexuality Studies, and director of the Office of Student Research at Indiana University Columbus. She is the author of the books <em>Reclaiming Assia Wevill: Sylvia Plath, Ted Hughes, and the Literary Imagination</em> (Louisiana State UP, 2019) and <em>Modernist Women Writers and War: Trauma and the Female Body in Djuna Barnes, H.D., and Gertrude Stein</em> (Louisiana State UP, 2011). With Peter K. Steinberg, she coedited <em>The Collected Writings of Assia Wevill</em> (Louisiana State UP, 2021), which was recognized by the Popular Culture Association with the 2022 Susan Koppelman Award for the Best Anthology, Multi-Authored, or Edited Book in Feminist Studies in Popular and American Culture.</p> <p><strong>AMY L. GATES</strong> is an associate professor of English at Missouri Southern State University. She teaches courses in British Romantic and Victorian literature, medicine and literature, global arts and culture, Shakespeare, literary theory, and composition. Her research interests include the perception of depictions of the dead and their graves as future- and progress-oriented in British Romantic literature; emerging concepts of “vocation” and career guidance as a means for social mobility and gender parity in the late eighteenth and early nineteenth centuries; and Romantic-era British women’s writing. She has presented papers at numerous conferences and has published work in the <em>Keats-Shelley Journal</em> and <em>Women’s Writing</em>.</p> <p><strong>NICOLE C. LIVENGOOD</strong> is a professor of English at Marietta College in Southeast Ohio. Her research interests include disability studies; periodical studies; nineteenth-century women writers; and literary and rhetorical approaches to abortion in antebellum American popular culture, with a focus on recovering the voices of women who testified in 1840s abortion trials. Her current project, <em>Beyond Seduction and Abortion: The Life and “Memoir” of Zulma Marache</em>, combines these interests. Livengood has published work in <em>Studies in American Humor</em>, <em>American Journalism</em>, and <em>Legacy: A Journal of American Women Writers</em>.</p> <p><strong>RONNIE K. STEPHENS</strong> is an assistant professor of English at Tarrant County College. He is currently ABD at the University of Texas at Arlington, specializing in American poetry and transgressive teaching practices for the twenty-first century classroom. His research centers the role of poetry in subverting antiethnic and anti-LGBTQ legislation affecting public education today. In addition to his role as an instructor of World Literatures, English Composition and Technical Writing, Stephens is a staff reviewer for <em>The Poe
JULIE GOODSPEED-CHADWICK是校长的英语教授,妇女、性别和性研究的附属教师,也是印第安纳大学哥伦布分校学生研究办公室的主任,这里不是摘要,而是内容的简短摘录。她是《收复阿西亚·威维尔:西尔维娅·普拉斯、泰德·休斯和文学想象》(路易斯安那州立大学出版社,2019年)和《现代主义女作家与战争:创伤和女性身体》(路易斯安那州立大学出版社,2011年)的作者。与彼得K.斯坦伯格,她合编的阿西亚·威维尔文集(路易斯安那州UP, 2021年),这是公认的流行文化协会与2022年苏珊·科佩尔曼奖的最佳选集,多作者,或编辑的书在流行和美国文化中的女权主义研究。艾米·盖茨(AMY L. GATES)是密苏里南州立大学的英语副教授。她教授英国浪漫主义和维多利亚时代文学、医学和文学、全球艺术和文化、莎士比亚、文学理论和写作等课程。她的研究兴趣包括对英国浪漫主义文学中对死者及其坟墓的描绘作为未来和进步导向的看法;在18世纪末和19世纪初,新兴的“职业”和职业指导概念作为社会流动和性别平等的手段;以及浪漫主义时期的英国女性写作。她在许多会议上发表论文,并在《济慈-雪莱杂志》和《女性写作》上发表过作品。NICOLE C. LIVENGOOD是俄亥俄州东南部玛丽埃塔学院的英语教授。她的研究兴趣包括残疾研究;期刊的研究;19世纪的女作家;以及在内战前美国流行文化中对堕胎的文学和修辞方法,重点是恢复在19世纪40年代堕胎审判中作证的妇女的声音。她目前的作品《超越诱惑与堕胎:祖玛·玛拉奇的生活与“回忆录”》结合了这些兴趣。利文古德在《美国幽默研究》、《美国新闻》和《遗产:美国女作家杂志》上发表过作品。罗尼·k·斯蒂芬斯是塔兰特县学院的英语助理教授。他目前是德克萨斯大学阿灵顿分校的文学博士,专攻美国诗歌和21世纪课堂的越轨教学实践。他的研究集中在诗歌在颠覆影响当今公共教育的反种族和反lgbtq立法中的作用。除了担任世界文学、英语作文和技术写作的讲师之外,斯蒂芬斯还是《诗歌问题》的评论员和无党派非营利组织“审讯正义”的作家。他是三本书的作者,其中包括获得新英格兰图书奖的插图诗集《他们改写了自己的传奇》。艾米丽·班克斯是富兰克林学院英语和创意写作的客座助理教授。她拥有埃默里大学的博士学位和马里兰大学的硕士学位。她的奖学金,主要集中在美国哥特式文学,出现在妇女研究,ESQ,亚利桑那季刊,密西西比季刊,和编辑的卷雪莉·杰克逊和家庭生活:超越鬼屋(布鲁姆斯伯里)和雪莉·杰克逊:一个伴侣(彼得·朗)。她是雪莉·杰克逊协会的负责人,也是新的同行评议期刊《雪莉·杰克逊研究》的执行主编。她还出版了诗集《母亲之水》(Lynx House Press),最近的诗歌发表在《羽毛》、《CutBank》、《32首诗》、《铜镍》、《中美评论》和《喧闹》等期刊上。她住在印第安纳波利斯。版权所有©2023中西部现代语言协会…
{"title":"Notes on Contributors","authors":"","doi":"10.1353/mml.2022.a913848","DOIUrl":"https://doi.org/10.1353/mml.2022.a913848","url":null,"abstract":"&lt;span&gt;&lt;span&gt;In lieu of&lt;/span&gt; an abstract, here is a brief excerpt of the content:&lt;/span&gt;\u0000&lt;p&gt; &lt;ul&gt; &lt;li&gt;&lt;!-- html_title --&gt; Notes on Contributors &lt;!-- /html_title --&gt;&lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;JULIE GOODSPEED-CHADWICK&lt;/strong&gt; is Chancellor’s Professor of English, affiliate faculty in Women’s, Gender, and Sexuality Studies, and director of the Office of Student Research at Indiana University Columbus. She is the author of the books &lt;em&gt;Reclaiming Assia Wevill: Sylvia Plath, Ted Hughes, and the Literary Imagination&lt;/em&gt; (Louisiana State UP, 2019) and &lt;em&gt;Modernist Women Writers and War: Trauma and the Female Body in Djuna Barnes, H.D., and Gertrude Stein&lt;/em&gt; (Louisiana State UP, 2011). With Peter K. Steinberg, she coedited &lt;em&gt;The Collected Writings of Assia Wevill&lt;/em&gt; (Louisiana State UP, 2021), which was recognized by the Popular Culture Association with the 2022 Susan Koppelman Award for the Best Anthology, Multi-Authored, or Edited Book in Feminist Studies in Popular and American Culture.&lt;/p&gt; &lt;p&gt;&lt;strong&gt;AMY L. GATES&lt;/strong&gt; is an associate professor of English at Missouri Southern State University. She teaches courses in British Romantic and Victorian literature, medicine and literature, global arts and culture, Shakespeare, literary theory, and composition. Her research interests include the perception of depictions of the dead and their graves as future- and progress-oriented in British Romantic literature; emerging concepts of “vocation” and career guidance as a means for social mobility and gender parity in the late eighteenth and early nineteenth centuries; and Romantic-era British women’s writing. She has presented papers at numerous conferences and has published work in the &lt;em&gt;Keats-Shelley Journal&lt;/em&gt; and &lt;em&gt;Women’s Writing&lt;/em&gt;.&lt;/p&gt; &lt;p&gt;&lt;strong&gt;NICOLE C. LIVENGOOD&lt;/strong&gt; is a professor of English at Marietta College in Southeast Ohio. Her research interests include disability studies; periodical studies; nineteenth-century women writers; and literary and rhetorical approaches to abortion in antebellum American popular culture, with a focus on recovering the voices of women who testified in 1840s abortion trials. Her current project, &lt;em&gt;Beyond Seduction and Abortion: The Life and “Memoir” of Zulma Marache&lt;/em&gt;, combines these interests. Livengood has published work in &lt;em&gt;Studies in American Humor&lt;/em&gt;, &lt;em&gt;American Journalism&lt;/em&gt;, and &lt;em&gt;Legacy: A Journal of American Women Writers&lt;/em&gt;.&lt;/p&gt; &lt;p&gt;&lt;strong&gt;RONNIE K. STEPHENS&lt;/strong&gt; is an assistant professor of English at Tarrant County College. He is currently ABD at the University of Texas at Arlington, specializing in American poetry and transgressive teaching practices for the twenty-first century classroom. His research centers the role of poetry in subverting antiethnic and anti-LGBTQ legislation affecting public education today. In addition to his role as an instructor of World Literatures, English Composition and Technical Writing, Stephens is a staff reviewer for &lt;em&gt;The Poe","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"35 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Black Bodies, White Gold: Art, Cotton, and Commerce in the Atlantic World by Anna Arabindan-Kesson (review) 《黑体、白金:大西洋世界的艺术、棉花和商业》作者:安娜·阿拉宾丹-克森
3区 文学 0 LITERATURE Pub Date : 2023-12-05 DOI: 10.1353/mml.2022.a913844
Zay Dale
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span><p> <span>Reviewed by:</span> <ul> <li><!-- html_title --> <em>Black Bodies, White Gold: Art, Cotton, and Commerce in the Atlantic World</em> by Anna Arabindan-Kesson <!-- /html_title --></li> <li> Zay Dale </li> </ul> <em>Black Bodies, White Gold: Art, Cotton, and Commerce in the Atlantic World</em>. By Anna Arabindan-Kesson. Duke University Press, 2021. 320 pp. <p><strong>I</strong>n <em>Black Bodies, White Gold: Art, Cotton, and Commerce in the Atlantic World,</em> Anna Arabindan-Kesson attends closely to the role of cotton and Blackness in aesthetic and commodity traditions in the United States and globally. Arabindan-Kesson makes it clear that her work is not after a diachronic study of cotton and history; rather, she is concerned with the “visual and material associations between Blackness and cotton” (6). In this well-written, lavishly illustrated, and thoroughly researched book, Arabindan-Kesson develops an approach to art and Blackness that begins in textiles. What emerges from Arabindan-Kesson’s work is a new study of art, history, and literature through Black bodies and white cotton via attention to the visual modality of reducing “Black lives to raw material” (18), a modality in which cotton, Blackness, and history are all violently intertwined.</p> <p>The aesthetic nature of cotton in art forms the central thesis of the book. In the art in which cotton is depicted, Arabindan-Kesson identifies a belief that there exists a certain fugitive space in the threads of cotton: according to this belief, in the viewing, touching, and feeling of cotton, one can recognize its “speculative vision” (21). Each of the four chapters and the coda incorporate this <strong>[End Page 153]</strong> notion of speculative vision to understand the networks of commerce and Blackness and the ways that Blackness comes to exist through artworks that posit it as a speculative vision of resistance inhabiting the cotton they depict. The first chapter, “Circuits of Cotton,” looks at contemporary artist Lubaina Himid, particularly her artwork <em>Cotton.com</em> (2002), to examine the way Himid not only looks back at history in her work but also looks back upon past and present blindness to exploitation and questions how we can “not see this history” (32). By beginning with this contemporary artist and working back to nineteenth-century art and history, Arabindan-Kesson establishes this reduction of fiber to flesh, thereby building a relationship between Black bodies and textiles; but she also shows the eradication of Black handwork so that Blackness cannot be tied to aesthetics of textiles (38). Arabindan-Kesson guides the reader through the artwork while underscoring the importance of cotton’s role in the draping of the body: clothing for the Black body begins, in the US, not in clothing as artistic expression but clothing as “uniform” (46). Black wearers of this uniform were
这里是内容的简短摘录,而不是摘要:由安娜·阿拉宾丹-凯森·扎伊·戴尔所著《黑人,白金:大西洋世界的艺术,棉花和商业》书评。安娜·阿拉宾丹-凯森著。杜克大学出版社,2021年。在《黑体、白金:大西洋世界的艺术、棉花和商业》一书中,安娜·阿拉宾丹-凯森密切关注棉花和黑人在美国和全球审美和商品传统中的作用。阿拉宾丹-凯森明确表示,她的作品并不是对棉花和历史进行历时性研究;相反,她关注的是“黑色和棉花之间的视觉和物质联系”(6)。在这本文笔精良、插图丰富、研究深入的书中,阿拉宾丹-克森从纺织品开始,发展了一种艺术和黑色的方法。从Arabindan-Kesson的作品中浮现出的是一种通过黑人身体和白色棉花对艺术、历史和文学的新研究,通过关注将“黑人生活还原为原材料”的视觉形态(18),在这种形态中,棉花、黑人和历史都被激烈地交织在一起。棉花在艺术上的美学本质构成了这本书的中心论题。在描绘棉花的艺术中,Arabindan-Kesson确定了一种信念,即在棉线中存在某种暂时的空间:根据这种信念,在观看、触摸和感觉棉花时,人们可以识别它的“思辨视野”(21)。四章中的每一章和结尾处都包含了这个[结束页153]投机视角的概念,以理解商业网络和黑人以及黑人通过艺术作品存在的方式,这些艺术作品将其假设为一种投机视角,即居住在他们所描绘的棉花中的抵抗。第一章,“棉花的电路”,着眼于当代艺术家Lubaina Himid,特别是她的作品Cotton.com(2002),审视Himid不仅在她的作品中回顾历史,而且回顾过去和现在对剥削的盲目,并质疑我们如何“看不到这段历史”(32)。从这位当代艺术家开始,回溯到19世纪的艺术和历史,Arabindan-Kesson建立了这种纤维到肉体的减少,从而建立了黑人身体和纺织品之间的关系;但她也展示了黑人手工的根除,这样黑人就不能和纺织品的美学联系在一起(38)。Arabindan-Kesson在引导读者通过艺术作品的同时,强调了棉花在身体悬褶中的重要性:在美国,黑人身体的服装不是开始于服装作为艺术表达,而是开始于服装作为“制服”(46)。穿着这种制服的黑人被认为是被剥夺了个人的身体。给他们的衣服不适合他们的身体,也没有考虑到环境,尤其是考虑到南方的炎热。这种穿着不合身的、统一的棉质布料的持续禁闭状态表明,棉花不仅“塑造了他们的日常生活”,而且“制约了他们的存在”(55)。然而,Arabindan-Kesson在本节结束时向我们展示了奴隶如何从制作被子到自我造型,从根本上抵制强制性的制服悬挂体验。更重要的是,棉花,因为它通过黑人的手编织的棉布接触到白人的身体,具有“激进的空间”效应,同时存在于所有地方(61),逃脱了对生产它的黑体施加的限制。因此,从手工采摘的棉花到纺织厂,黑手和黑人无处不在。虽然这本书的第一章主要是关于美国的棉花,但第二章将棉花的参与扩展到英国。在19世纪,黑人废奴主义者亨利·海兰德·加内特在英国各地巡回演讲,详细阐述了“英国棉花价格与美国奴隶价值之间的关系”(69)。事实上,加内特设想了一种黑人形而上学的精神,如果你愿意的话,它仍然附着在黑人身体采摘的棉花上。黑人身体的物质,作为短暂的实体,创造了黑人精神和由此产生的文化世界主义,Arabindan-Kesson将会接手……
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引用次数: 0
"What Would Become of My Literary Career?": Julia Ward Howe, Elizabeth Stoddard, and the Limits of Literary Traditions “我的文学生涯将会怎样?”《朱莉娅·沃德·豪、伊丽莎白·斯托达德与文学传统的极限》
3区 文学 0 LITERATURE Pub Date : 2023-12-05 DOI: 10.1353/mml.2022.a913840
Nicole C. Livengood

Abstract:

In The Hermaphrodite (ca. 1846) and “Collected by a Valetudinarian” (1870), Julia Ward Howe and Elizabeth Stoddard indulge in fantasies in which their protagonists, Laurence and Alicia, embrace fully Romantic modes of authorship. Laurence and Alicia can fulfill Romantic ideals of authorship partly because they publish their work through the circulation of ideas rather than in printed, mass-produced form; they also embrace life writing as a genre and explore the aesthetics of manuscripts’ materiality. Through these characters, Howe and Stoddard explore the costs and consequences of self- and literary authorship at the intersections of two overlapping mid-nineteenth-century media traditions: nonprint salon and manuscript cultures and the more recent tradition of commercial print culture. Even as The Hermaphrodite and “Collected” emphasize life writing’s artistry and authenticity and showcase nonprint modes of authorship and circulation as a way of embracing literary and personal autonomy, they also reveal those pathways as imperfect. When read together, these works neither condemn one tradition nor condone the other. Rather, they ask readers to reassess—and address—critical paradigms that limit conceptions of authorship and literary careers.

摘要:在《雌雄同体》(约1846年)和《情人集》(1870年)中,朱莉娅·沃德·豪和伊丽莎白·斯托达德沉浸在幻想中,其中的主人公劳伦斯和艾丽西亚完全接受了浪漫主义的创作模式。劳伦斯和艾丽西亚能够实现浪漫主义的作者理想,部分原因是他们通过思想流通而不是以印刷的、大量生产的形式发表作品;他们也将生活写作作为一种体裁,并探索手稿的物质性美学。通过这些人物,Howe和Stoddard探讨了在19世纪中期两种重叠的媒体传统:非印刷沙龙和手稿文化以及最近的商业印刷文化传统的交叉点上,自我和文学创作的成本和后果。尽管《雌雄同体》和《文集》强调了生活写作的艺术性和真实性,并展示了作者和流通的非印刷模式,作为一种拥抱文学和个人自主的方式,但它们也揭示了这些途径是不完美的。当一起阅读时,这些作品既不谴责一个传统,也不宽恕另一个传统。相反,他们要求读者重新评估并解决那些限制作者身份和文学事业概念的批判性范式。
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引用次数: 0
Redeeming Professions: Wollstonecraft, Austen, and Vocational Choice 救赎职业:沃斯通克拉夫特、奥斯汀和职业选择
3区 文学 0 LITERATURE Pub Date : 2023-12-05 DOI: 10.1353/mml.2022.a913839
Amy L. Gates

Abstract:

Jane Austen’s novels insist that readers notice characters’ professions and vocational choices. This essay argues that Austen’s ideas develop from—and expand on—Wollstonecraft’s claims about the power and potential of vocational choice to benefit self and society. In A Vindication of the Rights of Men (1790) and A Vindication of the Rights of Woman (1792), Mary Wollstonecraft famously critiques clergy, soldiers, and sailors because too often men in these professions were—like women of the time—without choice of career and without self-determination within those careers. Austen illustrates novelistically many of the complaints Wollstonecraft levels against men in clerical and military professions, but she also offers examples that redeem these professions and the men who intentionally adopt them. Previous studies of Wollstonecraftian influence on Austen have largely overlooked Austen’s insistent attention to men’s careers and the ways in which they affirm Wollstonecraft’s critiques as well as extend the possibility of moral and social benefits to be realized from vocational choice, equipping men, too, to be better marriage partners and citizens. This essay provides an overview of Wollstonecraft’s theories about vocational choice and Austen’s fictional echoes of these theories within the context of contemporary ideas of vocation and the professions. Then it turns to two case studies from Austen’s fiction and two characters who most directly and extensively discuss their choices of profession: Edward Ferrars in Sense and Sensibility (1811) and Edmund Bertram in Mansfield Park (1814). Bringing these elements together not only illuminates another aspect of Wollstonecraft’s influence on Austen that has received scant critical attention but also reveals Austen’s contribution to changing notions of profession and egalitarian marriage partnerships.

摘要:简·奥斯汀的小说坚持让读者注意人物的职业和职业选择。这篇文章认为奥斯汀的思想是在沃斯通克拉夫特关于职业选择对个人和社会有益的力量和潜力的主张的基础上发展和扩展的。在《男权辩护》(1790年)和《女权辩护》(1792年)中,玛丽·沃斯通克拉夫特对神职人员、士兵和水手进行了著名的批评,因为从事这些职业的男性往往就像当时的女性一样——没有职业选择,也没有职业自决。奥斯丁以小说的方式阐述了沃斯通克拉夫特对从事神职和军事职业的男性的许多抱怨,但她也提供了一些例子来弥补这些职业和有意从事这些职业的男性。之前关于沃斯通克拉夫特对奥斯汀的影响的研究在很大程度上忽略了奥斯汀对男性职业的持续关注,以及他们肯定沃斯通克拉夫特的批评的方式,以及从职业选择中实现道德和社会利益的可能性,也使男性成为更好的婚姻伴侣和公民。这篇文章概述了沃斯通克拉夫特关于职业选择的理论,以及奥斯汀在当代职业和职业观念的背景下对这些理论的虚构呼应。然后,我们转向奥斯丁小说中的两个案例研究和两个最直接、最广泛地讨论他们职业选择的人物:《理智与情感》(1811)中的爱德华·费拉斯和《曼斯菲尔德庄园》(1814)中的埃德蒙·伯特伦。将这些元素结合在一起,不仅阐明了沃斯通克拉夫特对奥斯汀的影响的另一个方面,这方面很少受到批评,而且还揭示了奥斯汀对改变职业观念和平等婚姻关系的贡献。
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引用次数: 0
Gothic: An Illustrated History by Roger Luckhurst (review) 罗杰·卢克赫斯特《哥特式:绘本历史》(书评)
3区 文学 0 LITERATURE Pub Date : 2023-12-05 DOI: 10.1353/mml.2022.a913843
Amanda L. Alexander
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span><p> <span>Reviewed by:</span> <ul> <li><!-- html_title --> <em>Gothic: An Illustrated History</em> by Roger Luckhurst <!-- /html_title --></li> <li> Amanda L. Alexander </li> </ul> <em>Gothic: An Illustrated History</em>. By Roger Luckhurst. Princeton University Press, 2021. 288 pp. <p><strong><em>G</em></strong><em>othic: An Illustrated History</em> is a vibrant book for the twenty-first century Gothic scholar. The text’s layout, colorful visuals, and cover all contribute to an enticing experience and live up to the moniker of “an illustrated history.” Luckhurst frames this history around the idea that both material and immaterial qualities of the Gothic have always informed how we encounter its various incarnations.</p> <p>Each of the text’s four primary sections contains five chapters, all with their own thematic focus related to the section’s category. Luckhurst introduces these sections and essays in the preface as “a collection of ‘travelling tropes’ that, while they originate in a narrow set of European cultures with distinct meanings, have embarked on a journey in which they are both transmitted and utterly transformed as they move across different cultures” (8–9). This early emphasis on the shifting and flexible nature of the Gothic establishes what becomes a well-rounded look at the genre’s transnational appeal across physical and digital media. While both the Enlightenment and Romantic eras feature prominently, covering the traditional Gothic fiction period of 1764–1820, Luck-hurst uses this familiar territory to point readers toward unexpected perspectives, like those of architects or authors of captivity narratives. <strong>[End Page 149]</strong></p> <p>Section 1, “Architecture & Form,” covers material symbols of Gothic aesthetics in “The Pointed Arch,” “Ruins,” “Fragment,” “Labyrinth,” and “House.” Luckhurst gives each trope an introduction, and from there he discusses the religious, cultural, and nationalistic ideas that made each trope “Gothic” in England and Western Europe, before demonstrating how each was re-envisioned globally. A highlight of this section includes a captivating look at the eighteenth-century English fashion for artificially created ruins that leads readers into the all-too-real and pressing images of urban decay in Detroit and nuclear devastation in Chernobyl and Fukushima. The contrast of this essay, from artificial to authentic, underscores a key duality in much of the Gothic—a simultaneous desire for, and fear of, material signs of the past. As Luckhurst’s analysis suggests, artifacts and their histories could be fabricated, but the fears they represent are often not.</p> <p>Luckhurst next turns to larger, slightly more abstract ideas of space. “The Lie of the Land” gives section 2 its focus, traversing material on “The Country & the City,” “Village,” “Forest,” “Wilderness,” and “Edgelands.” These chapters ext
代替摘要,这里是内容的一个简短摘录:书评:哥特:罗杰·卢克赫斯特的插图历史阿曼达·l·亚历山大哥特:插图历史。罗杰·卢克赫斯特著。普林斯顿大学出版社,2021年。288页。哥特:插图历史是二十一世纪哥特学者的一本充满活力的书。文本的布局,丰富多彩的视觉效果和封面都有助于提供诱人的体验,并不负“插图历史”的称号。拉克赫斯特围绕着哥特的物质和非物质特质总是告诉我们如何遇到它的各种化身的想法来构建这段历史。每个文本的四个主要部分包含五个章节,都有自己的主题重点相关的部分的类别。卢克赫斯特在前言中把这些章节和文章介绍为“一组‘旅行比喻’,虽然它们起源于具有不同含义的狭窄的欧洲文化,但它们已经踏上了一段旅程,在不同的文化中传播并彻底改变”(8-9)。这种早期对哥特小说多变和灵活的本质的强调,为这种类型在实体和数字媒体上的跨国吸引力奠定了一个全面的视角。虽然启蒙运动和浪漫主义两个时代都占据了突出地位,涵盖了1764-1820年的传统哥特式小说时期,但拉克赫斯特利用这一熟悉的领域,向读者指出了意想不到的视角,就像建筑师或囚禁叙事作者的视角一样。[endpage 149]第1节,“建筑&;“形式”涵盖了哥特式美学的物质符号,包括“尖拱”、“废墟”、“碎片”、“迷宫”和“房子”。卢克赫斯特对每个比喻都进行了介绍,然后讨论了使每个比喻在英国和西欧成为“哥特式”的宗教、文化和民族主义思想,然后展示了每个比喻是如何在全球范围内重新构想的。这一节的一个亮点是对十八世纪英国人为创造废墟的时尚进行了迷人的观察,将读者带入了底特律城市衰败和切尔诺贝利和福岛核破坏的真实而紧迫的形象。这篇文章的对比,从人为的到真实的,强调了哥特风格中一个关键的两重性——对过去物质标志的同时渴望和恐惧。正如拉克赫斯特的分析所表明的那样,文物及其历史可能是捏造的,但它们所代表的恐惧往往不是。接下来,卢克赫斯特转向更大、更抽象的空间概念。“土地的谎言”是第二部分的重点,穿越了“国家”的材料;城市、村庄、森林、荒野和边缘地带。这些章节扩展了第一部分的时间和空间多样性,将读者从斯托克的《特兰西瓦尼亚》带到DC的《哥谭》。在这些地方,读者可以找到对生态哥特式和民间恐怖的介绍,以及关于女巫和吸血鬼等人物如何在我们的文化想象中经常出现在这些地方的简明而翔博的讨论。这一部分的一个值得注意的特点是卢克赫斯特对“边缘地带”的探索,他将其描述为“混乱的、不明确的空间:郊区、卫星城、带状发展、交通走廊、城外购物中心”(129)。本章深化了拉克赫斯特的作品,从全球视角审视哥特。从巴西的封闭社区到韩国的地方村庄,边缘地带塑造了人们的生活,我们在乔治·a·罗梅罗(George A. Romero)的《死亡黎明》(Dawn of the Dead)中的商场僵尸和阿马特·埃斯卡兰特(Amat Escalante)的《野性》(the unamed)中的外星人身上体验到这些地方的恐怖。在他对本节和整篇文章的分析中,拉克赫斯特并没有隐瞒这些话题的种族主义、阶级主义和殖民主义根源;相反,他指出,是什么让这些空间(以及其中的怪物)成为哥特式的,在我们的解读中,有多少是与这段历史联系在一起的,即使这些空间本身看起来是外部的,与历史敌对的。第三部分以“哥特式指南针”为读者指引方向,引导我们穿越“北”、“南”、“东”、“西”和“行星”。宇宙恐惧。”冰岛的传奇故事和英国的北极探险把我们带到了北部地区,我们遇到了一个从南极延伸到美国南方腹地的广义的“南方”概念。拉克-赫斯特在这里提醒我们,美国历史本身就是哥特式的,仍然无法治愈奴隶制的创伤,但他利用这一观察来引导……
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引用次数: 0
Illness in Isolation: Katie Farris's A Net to Catch My Body in Its Weaving in Conversation with Emily Dickinson 《孤立的疾病:凯蒂·法瑞斯的《织网》与艾米莉·狄金森的对话
3区 文学 0 LITERATURE Pub Date : 2023-12-05 DOI: 10.1353/mml.2022.a913841
Ronnie K. Stephens

Abstract:

Katie Farris’s chapbook, A Net to Catch My Body in Its Weaving, chronicles the author’s diagnosis and subsequent treatment of breast cancer during the COVID-19 pandemic. Farris directly invokes Dickinson on several occasions and employs some of her stylistic idiosyncrasies, such as the em dash. Farris taps into a connection between the societal fears of tuberculosis during Dickinson’s lifetime and the onset of the COVID-19 pandemic as well as between the two poets’ personal challenges: the fact that both Dickinson and Farris experienced health issues that hindered their ability to create. Speaking directly to these parallels, other scholars have noted the ways in which tuberculosis informs Dickinson’s writing and have suggested that the COVID-19 pandemic will influence contemporary authors in many of those same ways. This article describes how Farris turns to Dickinson during her diagnosis, especially in the sense that Dickinson’s preoccupation with death and illness presents a conduit through which Farris can process her own mortality. I argue that Farris finds companionship and camaraderie in Dickinson’s work specifically because, in both instances, the women face potentially fatal illness largely in isolation. Farris’s invocations of Dickinson and of Dickinson’s poems help shed light on the earlier poet’s attempts to process the impact that tuberculosis had on her family, her social circle, and the nation at large.

摘要:凯蒂·法里斯(Katie Farris)的新书《织网捕我的身体》(A Net to Catch My Body in Its Weaving)记录了作者在COVID-19大流行期间对乳腺癌的诊断和随后的治疗。法里斯在几个场合直接引用了狄金森,并运用了她的一些风格特质,比如破折号。法里斯挖掘了狄金森一生中对结核病的社会恐惧与COVID-19大流行的爆发之间的联系,以及两位诗人个人挑战之间的联系:狄金森和法里斯都经历过阻碍他们创作能力的健康问题。其他学者直接谈到了这些相似之处,他们注意到结核病影响狄金森写作的方式,并认为COVID-19大流行将以许多相同的方式影响当代作家。这篇文章描述了法里斯在诊断过程中是如何求助于狄金森的,尤其是在狄金森对死亡和疾病的关注为法里斯提供了一条处理自己死亡的渠道。我认为,法里斯在狄金森的作品中找到了友谊和同志情谊,因为在这两个例子中,女性在很大程度上是孤立地面对潜在的致命疾病的。法里斯对狄金森和狄金森诗歌的引用有助于揭示这位早期诗人试图处理肺结核对她的家庭、社交圈和整个国家的影响。
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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION
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