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Taking its concept of concentricity from the eponymous Ralph Waldo Emerson essay, Circle, the first collection from Victoria Chang, adopts the shape as a trope for gender, family, and history. These lyrical, narrative, and hybrid poems trace the spiral trajectory of womanhood and growth and plot the progression of self as it ebbs away from and returns to its roots in an Asian American family and context. Locating human desire within the helixes of politics, society, and war, Chang skillfully draws arcs between T’ang Dynasty suicides and Alfred Hitchcock leading ladies, between the Hong Kong Flower Lounge and an all-you-can-eat Sunday brunch, the Rape of Nanking and civilian casualties in Iraq.
Drawing on more than thirty years of meticulous research, Kay Rippelmeyer details the Depression-era history of the simultaneous creation of the Civilian Conservation Corps (CCC) and the Shawnee National Forest in southern Illinois. Through the stories of the men who worked in CCC camps devoted to soil and forest conservation projects, she offers a fascinating look into an era of utmost significance to the identity, citizens, wildlife, and natural landscape of the region.
Rippelmeyer outlines the geologic and geographic history of southern Illinois, from Native American uses of the land to the timber industry’s decimation of the forest by the 1920s. Detailing both the economic hardships and agricultural land abuse plaguing the region during the Depression, she reveals how the creation of the CCC under Franklin Delano Roosevelt coincided with the regional campaign for a national forest and how locals first became aware of and involved with the program.
Rippelmeyer mined CCC camp records from the National Archives, newspaper accounts and other correspondence and conducted dozens of oral interviews with workers and their families to re-create life in the camps. An extensive camp compendium augments the volume, featuring numerous photographs, camp locations and dates of operation, work history, and company rosters. Satisfying public curiosity and the need for factual information about the camps in southern Illinois, this is an essential contribution to regional history and a window to the national impact of the CCC.
Custer, Ames, and Their Classmates after West Point
Ralph Kirshner has provided a richly illustrated forum to enable the West Point class of 1861 to write its own autobiography. Through letters, journals, and published accounts, George Armstrong Custer, Adelbert Ames, and their classmates tell in their own words of their Civil War battles and of their varied careers after the war.
Two classes graduated from West Point in 1861 because of Lincoln's need of lieutenants: forty-five cadets in Ames's class in May and thirty-four in Custer's class in June. The cadets range from Henry Algernon du Pont, first in the class of May, whose ancestral home is now Winterthur Garden, to Custer, last in the class of June. “Only thirty-four graduated,” remarked Custer, “and of these thirty-three graduated above me.” West Point's mathematics professor and librarian Oliver Otis Howard, after whom Howard University is named, is also portrayed.
Other famous names from the class of 1861 are John Pelham, Emory Upton, Thomas L. Rosser, John Herbert Kelly (the youngest general in the Confederacy when appointed), Patrick O'Rorke (head of the class of June), Alonzo Cushing, Peter Hains, Edmund Kirby, John Adair (the only deserter in the class), and Judson Kilpatrick (great-grandfather of Gloria Vanderbilt). They describe West Point before the Civil War, the war years, including the Vicksburg campaign and the battle of Gettysburg, the courage and character of classmates, and the ending of the war.
Kirshner also highlights postwar lives, including Custer at Little Bighorn; Custer's rebel friend Rosser; John Whitney Barlow, who explored Yellowstone; du Pont, senator and author; Kilpatrick, playwright and diplomat; Orville E. Babcock, Grant's secretary until his indictment in the "Whiskey Ring"; Pierce M. B. Young, a Confederate general who became a diplomat; Hains, the only member of the class to serve on active duty in World War I; and Upton, "the class genius."
The Class of 1861, which features eighty-three photographs, includes a foreword by George Plimpton, editor of the Paris Review and great-grandson of General Adelbert Ames.
Earning Activism through Literacy Education
Hannah Arendt's Rhetoric of Warning and Hope
Renowned in the disciplines of political theory and philosophy, Hannah Arendt’s searing critiques of modernity continue to resonate in other fields of thought decades after she wrote them. In Communication Ethics in Dark Times: Hannah Arendt’s Rhetoric of Warning and Hope, author Ronald C. Arnett offers a groundbreaking examination of fifteen of Arendt’s major scholarly works, considering the German writer’s contributions to the areas of rhetoric and communication ethics for the first time.
Arnett focuses on Arendt’s use of the phrase “dark times” to describe the mistakes of modernity, defined by Arendt as the post-Enlightenment social conditions, discourses, and processes ruled by principles of efficiency, progress, and individual autonomy. These principles, Arendt argues, have led humanity down a path of folly, banality, and hubris. Throughout his interpretive evaluation, Arnett illuminates the implications of Arendt’s persistent metaphor of “dark times” and engages the question, How might communication ethics counter the tenets of dark times and their consequences? A compelling study of Hannah Arendt’s most noteworthy works and their connections to the fields of rhetoric and communication ethics, Communication Ethics in Dark Times provides an illuminating introduction for students and scholars of communication ethics and rhetoric, and a tool with which experts may discover new insights, connections, and applications to these fields.
Community Literacy and the Rhetoric of Public Engagement explores the critical practice of intercultural inquiry and rhetorical problem-solving that encourages urban writers and college mentors alike to take literate action. Author Linda Flower documents an innovative experiment in community literacy, the Community Literacy Center in Pittsburgh, and posits a powerful and distinctively rhetorical model of community engagement and pedagogy for both marginalized and privileged writers and speakers. In addition, she articulates a theory of local publics and explores the transformative potential of alternative discourses and counter-public performances.
In presenting a comprehensive pedagogy for literate action, the volume offers strategies for talking and collaborating across difference, for conducting an intercultural inquiry that draws out situated knowledge and rival interpretations of shared problems, and for writing and speaking to advocate for personal and public transformation. Flower describes the competing scripts for social engagement, empowerment, public deliberation, and agency that characterize the interdisciplinary debate over models of social engagement.
Extending the Community Literacy Center’s initial vision of community literacy first published a decade ago, Community Literacy and the Rhetoric of Public Engagement makes an important contribution to theoretical conversations about the nature of the public sphere while providing practical instruction in how all people can speak publicly for values and visions of change.
Notes toward a Deep Democracy
Composition and Cornel West: Notes toward a Deep Democracy identifies and explains key aspects of the work of Cornel West—the highly regarded scholar of religion, philosophy, and African American studies—as they relate to composition studies, focusing especially on three rhetorical strategies that West suggests we use in our questioning lives as scholars, teachers, students, and citizens.
In this study, author Keith Gilyard examines the strategies of Socratic Commitment (a relentless examination of received wisdom), Prophetic Witness (an abiding concern with justice and the plight of the oppressed), and Tragicomic Hope (a keep-on-pushing sensibility reflective of the African American freedom struggle). Together, these rhetorical strategies comprise an updated form of cultural criticism that West calls prophetic pragmatism.
This volume, which contains the only interview in which Cornel West directly addresses the field of composition, sketches the development of Cornel West’s theories of philosophy, political science, religion, and cultural studies and restates the link between Deweyan notions of critical intelligence and the notion of critical literacy developed by Ann Berthoff, Ira Shor, and Henry Giroux. Gilyard provides examples from the classroom to illustrate the possibilities of Socratic Commitment as part of composition pedagogy, shows the alignment of Prophetic Witness with traditional aims of critical composition, and in his chapter on Tragicomic Hope, addresses African American expressive culture with an emphasis on music and artists such as Curtis Mayfield, Marvin Gaye, Aretha Franklin, and Kanye West.
The first book to comprehensively connect the ideas of one of America's premier scholars of religion, philosophy and African American studies with composition theory and pedagogy, Composition and Cornel West will be valuable to scholars, teachers, and students interested in race, class, critical literacy, and the teaching of writing.
Engaging the Dominant Discourse
Coming of Age during the Civil War
Confederate Daughters: Coming of Age during the Civil War explores gender, age, and Confederate identity by examining the lives of teenage daughters of Southern slaveholding, secessionist families. These young women clung tenaciously to the gender ideals that upheld marriage and motherhood as the fulfillment of female duty and to the racial order of the slaveholding South, an institution that defined their status and afforded them material privileges. Author Victoria E. Ott discusses how the loyalty of young Southern women to the fledgling nation, born out of a conservative movement to preserve the status quo, brought them into new areas of work, new types of civic activism, and new rituals of courtship during the Civil War.
Social norms for daughters of the elite, their preparation for their roles as Southern women, and their material and emotional connections to the slaveholding class changed drastically during the Civil War. When differences between the North and South proved irreconcilable, Southern daughters demonstrated extraordinary agency in seeking to protect their futures as wives, mothers, and slaveholders.
From a position of young womanhood and privilege, they threw their support behind the movement to create a Confederate identity, which was in turn shaped by their participation in the secession movement and the war effort. Their political engagement is evident from their knowledge of military battles, and was expressed through their clothing, social activities, relationships with peers, and interactions with Union soldiers.
Confederate Daughters also reveals how these young women, in an effort to sustain their families throughout the war, adjusted to new domestic duties, confronting the loss of slaves and other financial hardships by seeking paid work outside their homes.
Drawing on their personal and published recollections of the war, slavery, and the Old South, Ott argues that young women created a unique female identity different from that of older Southern women, the Confederate bellehood. This transformative female identity was an important aspect of the Lost Cause mythology—the version of the conflict that focused on Southern nationalism—and bridged the cultural gap between the antebellum and postbellum periods.
Augmented by eighteen illustrations, this book offers a generational understanding of the transitional nature of wartime and its effects on women’s self-perceptions. Confederate Daughters identifies the experiences of these teenage daughters as making a significant contribution to the new woman in the New South.
No Quarter in the Civil War