Pub Date : 2022-08-01DOI: 10.1353/crt.2022.a899727
Julie R. Enszer
Abstract:Barbara Grier, best known for her publishing work with the Naiad Press, started her literary life in the pages of The Ladder, the magazine of the Daughters of Bilitis. Working initially under the tutelage of Jeanette Howard Foster, Grier cataloged and categorized work by and about lesbians during the repressive decades of the 1950s and 1960s. By tracing Grier's work in three major bibliographic projects, the Lesbiana column in The Ladder, the Lesbian in Literature (published in three separate editions), and Lesbiana (a book Grier published from her columns), Grier's bibliographic practices, enumerative and annotative, emerge as tools in the era before Judith Butler that distill lesbian identities and forge lesbian communities through iterative practices. An examination of Grier's bibliographic work between 1957 and 1981 reveals how it functions as a form of identity making and communal imagining, anticipating Butler's theories of bodies and beings in Gender Trouble (1990). Operating functionally as an outsider of multiple worlds, Grier's work is a monumental achievement, synthesizing a rich lesbian literary tradition from the work of predecessors. Grier's work also provided a vibrant foundation for future canon-making projects that define lesbian literature and assert lesbians as cultural citizens.
摘要:芭芭拉·格里尔以其在奈阿德出版社的出版作品而闻名，她的文学生涯始于《天梯》杂志，《胆囊炎女儿》杂志。格里尔最初在珍妮特·霍华德·福斯特(Jeanette Howard Foster)的指导下工作，对20世纪50年代和60年代压迫时期女同性恋者的作品和关于女同性恋者的作品进行编目和分类。通过追踪格里尔的三个主要书目项目，《阶梯》中的女同性恋专栏、《文学中的女同性恋》(出版了三个独立版本)和《女同性恋》(格里尔从她的专栏中出版的一本书)，格里尔的书目实践，枚举式和注释式，在朱迪思·巴特勒之前的时代成为一种工具，通过反复的实践提炼女同性恋身份，打造女同性恋社区。对格里尔1957年至1981年间的书目作品的研究揭示了它是如何作为一种身份制造和公共想象的形式发挥作用的，并预测了巴特勒在《性别麻烦》(1990)中关于身体和存在的理论。作为一个多重世界的局外人，格里尔的作品是一个巨大的成就，从前人的作品中综合了丰富的女同性恋文学传统。格里尔的作品也为未来定义女同性恋文学和主张女同性恋是文化公民的规范制定项目提供了一个充满活力的基础。
{"title":"Barbara Grier's Enumerative Bibliographies: Iterating Communal Lesbian Identities","authors":"Julie R. Enszer","doi":"10.1353/crt.2022.a899727","DOIUrl":"https://doi.org/10.1353/crt.2022.a899727","url":null,"abstract":"Abstract:Barbara Grier, best known for her publishing work with the Naiad Press, started her literary life in the pages of The Ladder, the magazine of the Daughters of Bilitis. Working initially under the tutelage of Jeanette Howard Foster, Grier cataloged and categorized work by and about lesbians during the repressive decades of the 1950s and 1960s. By tracing Grier's work in three major bibliographic projects, the Lesbiana column in The Ladder, the Lesbian in Literature (published in three separate editions), and Lesbiana (a book Grier published from her columns), Grier's bibliographic practices, enumerative and annotative, emerge as tools in the era before Judith Butler that distill lesbian identities and forge lesbian communities through iterative practices. An examination of Grier's bibliographic work between 1957 and 1981 reveals how it functions as a form of identity making and communal imagining, anticipating Butler's theories of bodies and beings in Gender Trouble (1990). Operating functionally as an outsider of multiple worlds, Grier's work is a monumental achievement, synthesizing a rich lesbian literary tradition from the work of predecessors. Grier's work also provided a vibrant foundation for future canon-making projects that define lesbian literature and assert lesbians as cultural citizens.","PeriodicalId":42834,"journal":{"name":"FILM CRITICISM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77957234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1353/crt.2022.a899734
Megan Peiser
Abstract:This piece explores Indigenous knowledge-keeping and -sharing of Turtle Island, the place currently called the United States, especially as it relates to ancestral knowledge, oral tradition, and the living place of our knowledge—the land, and the fields of bibliography and book history. More specifically this article focuses on the seed as a site of Indigenous knowledge and how structures of knowledge corralling (book, library, collection) and knowledge managers (reader, librarian, archivist, collector) do not equally or easily map onto Indigenous knowing. Book history and bibliography as of this moment have no way to consider in their field discourse the symbiotic and living familial relationship between knowledge, DNA, culture, environment, and tradition embodied in seeds, the gardens, and lands where they grow, and the human relatives who interact with those seeds in the continual living process of creating, planting, growing, sharing, eating, and living Indigenous knowledge—that is, Indigenous texts. This article exposes the ways that Indigenous peoples are living with knowledge traditions embodied in our more-than-human relatives. That knowledge exists because some being is continually living some part of it and communicating it with other beings. Central to many of these knowledge traditions are seeds.
{"title":"Citing Seeds, Citing People: Bibliography and Indigenous Memory, Relations, and Living Knowledge-Keepers","authors":"Megan Peiser","doi":"10.1353/crt.2022.a899734","DOIUrl":"https://doi.org/10.1353/crt.2022.a899734","url":null,"abstract":"Abstract:This piece explores Indigenous knowledge-keeping and -sharing of Turtle Island, the place currently called the United States, especially as it relates to ancestral knowledge, oral tradition, and the living place of our knowledge—the land, and the fields of bibliography and book history. More specifically this article focuses on the seed as a site of Indigenous knowledge and how structures of knowledge corralling (book, library, collection) and knowledge managers (reader, librarian, archivist, collector) do not equally or easily map onto Indigenous knowing. Book history and bibliography as of this moment have no way to consider in their field discourse the symbiotic and living familial relationship between knowledge, DNA, culture, environment, and tradition embodied in seeds, the gardens, and lands where they grow, and the human relatives who interact with those seeds in the continual living process of creating, planting, growing, sharing, eating, and living Indigenous knowledge—that is, Indigenous texts. This article exposes the ways that Indigenous peoples are living with knowledge traditions embodied in our more-than-human relatives. That knowledge exists because some being is continually living some part of it and communicating it with other beings. Central to many of these knowledge traditions are seeds.","PeriodicalId":42834,"journal":{"name":"FILM CRITICISM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82359734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1353/crt.2022.a899726
Amanda Stuckey
Abstract:This article theorizes methodological transparency in intersections of book history and pedagogy. To illuminate the intersections of accessible pedagogy and liberation bibliography, I describe the process of planning and conducting an archive-based workshop submitted to the Bibliographical Society of America. The workshop focuses on one book object: an 1836 New Testament embossed in raised roman letters meant to be read by the fingers of low-vision and blind students. The workshop especially seeks to reach community and traditionally nonacademic spaces, both virtual and on-site. Workshop participants discuss and reflect on the relationships among education access, disability history, and the book as a material object. We emphasize the merging of method with material: in the same way that the embossed book attempted to make literacy accessible to blind and low-vision readers, this workshop must be accessible to a range of participants and tailored to the individual needs and preferences of those registered. Reflecting on the planning, conducting, and aftermath of this workshop, I suggest that the workshop potentially merges disability pedagogy and liberation bibliography: interdependence is not only acknowledged but also privileged; hierarchies are not only identified but also unpacked; and knowledge is made rather than received. I build this theorization from participant's contributions, feedback, and meta-reflections that assess the workshop on multiple levels, from access to content.
{"title":"Access in Book History Methodology and Pedagogy: Report from the \"Touch to See\" Workshop","authors":"Amanda Stuckey","doi":"10.1353/crt.2022.a899726","DOIUrl":"https://doi.org/10.1353/crt.2022.a899726","url":null,"abstract":"Abstract:This article theorizes methodological transparency in intersections of book history and pedagogy. To illuminate the intersections of accessible pedagogy and liberation bibliography, I describe the process of planning and conducting an archive-based workshop submitted to the Bibliographical Society of America. The workshop focuses on one book object: an 1836 New Testament embossed in raised roman letters meant to be read by the fingers of low-vision and blind students. The workshop especially seeks to reach community and traditionally nonacademic spaces, both virtual and on-site. Workshop participants discuss and reflect on the relationships among education access, disability history, and the book as a material object. We emphasize the merging of method with material: in the same way that the embossed book attempted to make literacy accessible to blind and low-vision readers, this workshop must be accessible to a range of participants and tailored to the individual needs and preferences of those registered. Reflecting on the planning, conducting, and aftermath of this workshop, I suggest that the workshop potentially merges disability pedagogy and liberation bibliography: interdependence is not only acknowledged but also privileged; hierarchies are not only identified but also unpacked; and knowledge is made rather than received. I build this theorization from participant's contributions, feedback, and meta-reflections that assess the workshop on multiple levels, from access to content.","PeriodicalId":42834,"journal":{"name":"FILM CRITICISM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81099490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1353/crt.2022.a899738
J. Sargan
Abstract:This article draws on critical trans studies and queer archival practice to propose a book historical mode that extends what we know about the premodern trans experience beyond the recovery of individual biographies. Instead of turning to textual sources for the identification of transness, the author looks to Susan Stryker's call for the "recuperat[ion of] embodied knowing as a formally legitimated basis of knowledge production." Bibliography, he suggests, makes claims of objectivity that engender a particular reluctance to respond to such calls. But the lived reality of archival research is one of affective embodiment. Affect theory is an area that, as yet, has seen little methodological uptake in bibliographical research. This article lays the ground for a trans book history that takes affective embodied response seriously as a source of trans connection to and through the past.
{"title":"What Could a Trans Book History Look Like? Toward Trans Codicology","authors":"J. Sargan","doi":"10.1353/crt.2022.a899738","DOIUrl":"https://doi.org/10.1353/crt.2022.a899738","url":null,"abstract":"Abstract:This article draws on critical trans studies and queer archival practice to propose a book historical mode that extends what we know about the premodern trans experience beyond the recovery of individual biographies. Instead of turning to textual sources for the identification of transness, the author looks to Susan Stryker's call for the \"recuperat[ion of] embodied knowing as a formally legitimated basis of knowledge production.\" Bibliography, he suggests, makes claims of objectivity that engender a particular reluctance to respond to such calls. But the lived reality of archival research is one of affective embodiment. Affect theory is an area that, as yet, has seen little methodological uptake in bibliographical research. This article lays the ground for a trans book history that takes affective embodied response seriously as a source of trans connection to and through the past.","PeriodicalId":42834,"journal":{"name":"FILM CRITICISM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89970486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1353/crt.2022.a899730
Joshua G. Ortiz Baco, B. Lee, J. Casey, S. H. Salter
Abstract:Digital collections of newspapers have drawn broader attention to the fragmented and scattered print histories of minoritized communities. Attempts to survey these histories through bibliography, however, quickly meet with a fundamental problem: the practice of bibliographic description calls for creating a static record of social affiliations. Given the overwhelming scholarly consensus that categories such as race, ethnicity, and language are socially constructed, this article introduces an experimental bibliographic method for mapping the vast landscape of historical newspapers. This method extends the machine learning affordances of a recent project called Newspaper Navigator to enumerate the newspapers in Chronicling America according to the visual similarity of their layouts. After explaining this method, the authors delve into the unsettled formats of one unruly example, a Spanish-language newspaper in Los Angeles, California, called La Crónica (1872–92). La Crónica changed its formats many times over the years as part of the paper's ambitions for political influence or commercial appeal. Experimental mapping and closer analysis demonstrate that a more iterative bibliographic approach can help us better understand the serial craft of newspapers and, by extension, the force of print in forming communities.
{"title":"Toward An Experimental Bibliography of Hemispheric Reconstruction Newspapers","authors":"Joshua G. Ortiz Baco, B. Lee, J. Casey, S. H. Salter","doi":"10.1353/crt.2022.a899730","DOIUrl":"https://doi.org/10.1353/crt.2022.a899730","url":null,"abstract":"Abstract:Digital collections of newspapers have drawn broader attention to the fragmented and scattered print histories of minoritized communities. Attempts to survey these histories through bibliography, however, quickly meet with a fundamental problem: the practice of bibliographic description calls for creating a static record of social affiliations. Given the overwhelming scholarly consensus that categories such as race, ethnicity, and language are socially constructed, this article introduces an experimental bibliographic method for mapping the vast landscape of historical newspapers. This method extends the machine learning affordances of a recent project called Newspaper Navigator to enumerate the newspapers in Chronicling America according to the visual similarity of their layouts. After explaining this method, the authors delve into the unsettled formats of one unruly example, a Spanish-language newspaper in Los Angeles, California, called La Crónica (1872–92). La Crónica changed its formats many times over the years as part of the paper's ambitions for political influence or commercial appeal. Experimental mapping and closer analysis demonstrate that a more iterative bibliographic approach can help us better understand the serial craft of newspapers and, by extension, the force of print in forming communities.","PeriodicalId":42834,"journal":{"name":"FILM CRITICISM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81895719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1353/crt.2022.a899731
Kirstyn J. Leuner, Catherine M. Koehler, Doran Larson
Abstract:This article describes how undergraduate coursework performs activist bibliography for the largest and first fully searchable digital archive of testimony writing by currently incarcerated people, the American Prison Writing Archive (APWA). The authors argue that when teachers invite students to participate as citizen archivists for the APWA as coursework, through contributing crowdsourced metadata such as transcription and subject tagging, the incarcerated writers whose manuscripts they edit become the epistemological center of the course. Through this pedagogy, APWA authors create and disseminate knowledge about the emotional and physical tolls of incarceration and the need for prison abolition. The article features two case studies in undergraduate teaching assignments: (a) students performing subject tagging of APWA testimony in a literature course, and (b) students transcribing APWA manuscripts in a literacy studies course. Both engage students in activist bibliographical work and digital humanities for a public audience that increases the functionality and content in the archive, defies carceral censorship, and demystifies broad public and political misinformation about prisons and imprisoned people. By detailing two possibilities for incorporating APWA editing into literature and literacy curricula, and its potential to ideologically transform student citizen archivists, the authors hope to attract more instructors to include this editorial work in their syllabi and extend our call for critical action within and beyond the archive.
{"title":"Activist Bibliography as Abolitionist Pedagogy in the American Prison Writing Archive","authors":"Kirstyn J. Leuner, Catherine M. Koehler, Doran Larson","doi":"10.1353/crt.2022.a899731","DOIUrl":"https://doi.org/10.1353/crt.2022.a899731","url":null,"abstract":"Abstract:This article describes how undergraduate coursework performs activist bibliography for the largest and first fully searchable digital archive of testimony writing by currently incarcerated people, the American Prison Writing Archive (APWA). The authors argue that when teachers invite students to participate as citizen archivists for the APWA as coursework, through contributing crowdsourced metadata such as transcription and subject tagging, the incarcerated writers whose manuscripts they edit become the epistemological center of the course. Through this pedagogy, APWA authors create and disseminate knowledge about the emotional and physical tolls of incarceration and the need for prison abolition. The article features two case studies in undergraduate teaching assignments: (a) students performing subject tagging of APWA testimony in a literature course, and (b) students transcribing APWA manuscripts in a literacy studies course. Both engage students in activist bibliographical work and digital humanities for a public audience that increases the functionality and content in the archive, defies carceral censorship, and demystifies broad public and political misinformation about prisons and imprisoned people. By detailing two possibilities for incorporating APWA editing into literature and literacy curricula, and its potential to ideologically transform student citizen archivists, the authors hope to attract more instructors to include this editorial work in their syllabi and extend our call for critical action within and beyond the archive.","PeriodicalId":42834,"journal":{"name":"FILM CRITICISM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81024510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1353/crt.2022.a899732
Danielle Spratt, Deena Al-halabieh, Stephen Martinez, Quill Sang, Joseph Sweetnam, S. Guerrero, R. King
Abstract:This essay outlines a method of intersectional feminist book history that we call "cooperative critical bibliography," a practice of engaging faculty and students at different ranks and at different institutions in the act of collaboratively transcribing and digitizing historical archives of understudied communities, often those that comprise the quotidian and domestic daily lives of everyday people. Cooperative critical bibliography's non-hierarchical method centers the shared expertise and scholarship of students as they participate in broadening the accessibility of historical knowledge and revising standards of the historical literary canon through transcription, digitization, and shared reflection. By creating a pedagogical space that resituates learning and institutional connections non-hierarchically and elevates the material needs and experiential expertise of students to a crucial research skill, this practice offers an inclusive model of student-centered training that makes humanities and archival work welcoming for students of color, first-generation, and early career scholars: all groups who have been marginalized in university settings and in the fields of archival studies and book history.
{"title":"Acts of Disruption in the Eighteenth-Century Archives: Cooperative Critical Bibliography and the Ballitore Project","authors":"Danielle Spratt, Deena Al-halabieh, Stephen Martinez, Quill Sang, Joseph Sweetnam, S. Guerrero, R. King","doi":"10.1353/crt.2022.a899732","DOIUrl":"https://doi.org/10.1353/crt.2022.a899732","url":null,"abstract":"Abstract:This essay outlines a method of intersectional feminist book history that we call \"cooperative critical bibliography,\" a practice of engaging faculty and students at different ranks and at different institutions in the act of collaboratively transcribing and digitizing historical archives of understudied communities, often those that comprise the quotidian and domestic daily lives of everyday people. Cooperative critical bibliography's non-hierarchical method centers the shared expertise and scholarship of students as they participate in broadening the accessibility of historical knowledge and revising standards of the historical literary canon through transcription, digitization, and shared reflection. By creating a pedagogical space that resituates learning and institutional connections non-hierarchically and elevates the material needs and experiential expertise of students to a crucial research skill, this practice offers an inclusive model of student-centered training that makes humanities and archival work welcoming for students of color, first-generation, and early career scholars: all groups who have been marginalized in university settings and in the fields of archival studies and book history.","PeriodicalId":42834,"journal":{"name":"FILM CRITICISM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88846941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1353/crt.2022.a899723
Oishani Sengupta
Abstract:This article posits that John Lockwood Kipling's Beast and Man in India (1891), the illustrated compendium on animals that mixes discussions of colonial cross-species entanglements with personal reflections on transforming local arts and crafts in India in the service of imperial power, is a multiauthored book. Centering the presence of Indian illustrators as central to Beast and Man's texture, this essay uses the term "imperial citation" to highlight the range of strategies Kipling uses to overtly and covertly appropriate the labor of Indigenous creators within the fabric of this volume. By placing the material text within the context of colonial print culture and Kipling's extensive involvement with art pedagogy in India, the author close reads Kipling's animal ethnography alongside elements of layout and illustration to analyze his metaphoric use of "animal training" as a method of suppressing the cultural agency of Indian artists working under him. A critique of Kipling's concept of animal training is a starting point for doing colonial bibliography reparatively, suggesting the need to overcome existing paradigms of inequitable description as essential to generating an anticolonial bibliographic practice.
{"title":"Beast and Man in India: Undoing John Lockwood Kipling's Imperial Citation","authors":"Oishani Sengupta","doi":"10.1353/crt.2022.a899723","DOIUrl":"https://doi.org/10.1353/crt.2022.a899723","url":null,"abstract":"Abstract:This article posits that John Lockwood Kipling's Beast and Man in India (1891), the illustrated compendium on animals that mixes discussions of colonial cross-species entanglements with personal reflections on transforming local arts and crafts in India in the service of imperial power, is a multiauthored book. Centering the presence of Indian illustrators as central to Beast and Man's texture, this essay uses the term \"imperial citation\" to highlight the range of strategies Kipling uses to overtly and covertly appropriate the labor of Indigenous creators within the fabric of this volume. By placing the material text within the context of colonial print culture and Kipling's extensive involvement with art pedagogy in India, the author close reads Kipling's animal ethnography alongside elements of layout and illustration to analyze his metaphoric use of \"animal training\" as a method of suppressing the cultural agency of Indian artists working under him. A critique of Kipling's concept of animal training is a starting point for doing colonial bibliography reparatively, suggesting the need to overcome existing paradigms of inequitable description as essential to generating an anticolonial bibliographic practice.","PeriodicalId":42834,"journal":{"name":"FILM CRITICISM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84995647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1353/crt.2022.a899733
Shelby Johnson
Abstract:This article argues that Bamewawagezhikaquay, or Jane Johnston Schoolcraft, offers vital citations of Anishinaabe cosmologies, including lineages of human and nonhuman teachers and perspectives on animate archives that should inflect new approaches to textual studies. Bamewawagezhikaquay's writings express a citational cosmopolitics, a practice where Bamewawagezhikaquay invokes, and occasionally translates into English, human and more-than-human agents in the cocreation of Anishinaabe knowledge. In her descriptions of Anishinaabe plants and geographies, she models a citational praxis that intersects with resurgent frameworks on orienting to Anishinaabe writings, including birchbark maps and cliff paintings, not as inert objects but as dynamic nodal points in shared and ongoing acts of communication.
{"title":"Listening to Bamewawagezhikaquay's Teachers: Jane Johnston Schoolcraft's Citational Cosmopolitics","authors":"Shelby Johnson","doi":"10.1353/crt.2022.a899733","DOIUrl":"https://doi.org/10.1353/crt.2022.a899733","url":null,"abstract":"Abstract:This article argues that Bamewawagezhikaquay, or Jane Johnston Schoolcraft, offers vital citations of Anishinaabe cosmologies, including lineages of human and nonhuman teachers and perspectives on animate archives that should inflect new approaches to textual studies. Bamewawagezhikaquay's writings express a citational cosmopolitics, a practice where Bamewawagezhikaquay invokes, and occasionally translates into English, human and more-than-human agents in the cocreation of Anishinaabe knowledge. In her descriptions of Anishinaabe plants and geographies, she models a citational praxis that intersects with resurgent frameworks on orienting to Anishinaabe writings, including birchbark maps and cliff paintings, not as inert objects but as dynamic nodal points in shared and ongoing acts of communication.","PeriodicalId":42834,"journal":{"name":"FILM CRITICISM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89681272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"From Silence to Story, through Listening and Healing: Following the Cinematic Arc of the Returning Combat Veteran in The Yellow Birds","authors":"David T. Johnson","doi":"10.3998/fc.2712","DOIUrl":"https://doi.org/10.3998/fc.2712","url":null,"abstract":"","PeriodicalId":42834,"journal":{"name":"FILM CRITICISM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42564027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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