“A Better Civilization” through Tourism

2015 ◽  
Vol 70 (2) ◽  
pp. 221-237
Author(s):  
Adam Ochonicky
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
National Identity ◽  
Cultural Identity ◽  
The United States ◽  
First Century ◽  
Cultural Appropriation ◽  
The Novel ◽  
Art Objects ◽  
Cultural Sites

Adam Ochonicky, “‘A Better Civilization’ through Tourism: Cultural Appropriation in The Marble Faun” (pp. 221–237) This essay argues that Nathaniel Hawthorne’s The Marble Faun: Or, The Romance of Monte Beni (1860) is an attempt to situate the United States within a lineage of “great” nations via the depiction of tourism abroad in the nineteenth century. In The Marble Faun, Hawthorne suggests that the historical legacies of nations are dependent on the production of art objects, literature, and cultural sites that demonstrate the sophistication of a given national identity. As such, the novel’s narrative revolves around the experiences of a pair of American artists, Hilda and Kenyon, during their stay in Rome. Hawthorne continually emphasizes the duo’s remarkable skills as evaluators and copyists of Italian art in order to legitimize their—and, by proxy, the United States’—appropriation of Italy’s culture and historical stature. Throughout the novel, Hawthorne disparages the degraded state of then-contemporary Rome, while elevating the comparatively youthful United States as the rightful inheritor of Italy’s illustrious past. Essentially, by situating critical work on the nineteenth-century “realm of leisure” alongside twenty-first-century theories of tourism, this essay provides a framework for understanding the complex interconnections between transnational tourism and the development of American cultural identity in The Marble Faun.

Equal Rights, Privilege, and the Pursuit of Inequality

2017 ◽  
Author(s):  
Richard D. Brown
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Property Rights ◽  
The United States ◽  
Political Order ◽  
First Century ◽  
People Of Color ◽  
Equal Rights ◽  
Individual Property ◽  
Nineteenth Century America

While cherishing ideas of equal rights and equality, Americans have simultaneously sought inequality. The Revolution of 1776 committed Americans to the idea of equal rights, but just as fundamentally it dedicated the United States to the protection and increase of individual property and the power to direct it to heirs. Although equal rights and individual property rights have proved compatible with religious and ethnic equality, social and economic inequality, both meritocratic and inherited, have been integral to the American social and political order. Moreover, based on the emerging biologies of race and sex, the idea of equal rights for people of color and for women faced new barriers in nineteenth-century America and beyond into the twenty-first century.

History of Research in Developmental Psychology

2013 ◽  
pp. 12-34
Author(s):  
W. Andrew Collins ◽  
Willard W. Hartup
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Public Policy ◽  
Experimental Psychology ◽  
Developmental Psychology ◽  
The United States ◽  
Psychological Development ◽  
First Century ◽  
History Of Research ◽  
History Of

This chapter summarizes the emergence and prominent features of a science of psychological development. Pioneering researchers established laboratories in Europe in the mid-nineteenth century to examine the significance of successive changes in the organism with the passage of time. American psychologists, many of whom had studied in the European laboratories, subsequently inaugurated similar efforts in the United States. Scientific theories and methods in the fledgling field were fostered by developments in experimental psychology, but also in physiology, embryology, ethology, and sociology. Moreover, organized efforts to provide information about development to parents, educators, and public policy specialists further propagated support for developmental science. The evolution of the field in its first century has provided a substantial platform for future developmental research.

Teaching National Identity and Alterity

2018 ◽  
Vol 10 (1) ◽  
pp. 106-126
Author(s):  
Bahar Gürsel
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Twentieth Century ◽  
National Identity ◽  
Primary Schools ◽  
The United States ◽  
American Identity ◽  
The Other ◽  
Nineteenth Century America ◽  
Race Ethnicity

The swift and profound transformations in technology and industry that the United States began to experience in the late 1800s manifested themselves in school textbooks, which presented different patterns of race, ethnicity, and otherness. They also displayed concepts like national identity, exceptionalism, and the superiority of Euro-American civilization. This article aims to demonstrate, via an analysis of two textbooks, how world geography was taught to children in primary schools in nineteenth century America. It shows that the development of American identity coincided with the emergence of the realm of the “other,” that is, with the intensification of racial attitudes and prejudices, some of which were to persist well into the twentieth century.

Teaching the Novel in the Audio Age

PMLA ◽  
2020 ◽  
Vol 135 (2) ◽  
pp. 419-426
Author(s):  
James F. English
Keyword(s):  
United States ◽  
New York ◽  
Publishing Industry ◽  
The United States ◽  
First Century ◽  
The Novel ◽  
Adult Readers ◽  
Customer Base ◽  
The United Kingdom ◽  
Steep Decline

According to Practically Every Metric of the Publishing Industry, Audiobooks are Winning the Format Wars. The Codex continues its twenty-first-century struggle to maintain market share, and the e-book has plunged into a steep decline, but the audiobook goes from strength to strength. Sales in the United States are up threefold in the last decade and more than fifty percent just in the last two years (“New Survey”; Watson). In the United Kingdom, unit sales have doubled and revenues tripled since 2014 (“Michelle Obama”). Roughly a quarter of adults in the United States, and half of all adult readers, now listen to at least one audiobook a year. To service this swelling customer base, the industry is producing over five thousand new full-length recordings every month, ten times as many as a decade ago. Audible's studio division has become the largest employer of actors in the New York City area (Kozlowski).

Ferdinand Oyono's Une vie de boy on the World Literary Stage

PMLA ◽  
2013 ◽  
Vol 128 (1) ◽  
pp. 101-111
Author(s):  
David Chioni Moore
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Mother Tongue ◽  
The United States ◽  
Barack Obama ◽  
Langston Hughes ◽  
The Novel ◽  
Central Figure ◽  
The World ◽  
Data Point

Some of you know that my grandfather was a cook for the British in Kenya, and though he was a respected elder in his village, his employers called him “boy” for much of his life.—Barack Obama, president of the United States, speaking to the Parliament of Ghana, Accra, 11 July 2009How do you say khaki in fourteen languages? assuming that the answer is, in most cases, more or less khaki, what might that word mean? This question occurred to me three years ago as I was sitting in my Minnesota office with a student—a brilliant sophomore economics major from Hanoi—trying to understand a thorny text from Cameroon. The text before us was the Vietnamese translation of Ferdinand Oyono's landmark 1956 francophone anticolonial novel Une vie de boy, which I had been pondering for years. A central figure in the novel, the village's French commandant, was often depicted in “son short kaki” (“his khaki shorts”). Though I don't speak Vietnamese, I could make out enough of its modified Latin alphabet to recognize kaki several times in the 1997 translation. In seeking its Vietnamese meaning, I knew that at least six languages were already in play: kaki came to Oyono's French from English, which got the word in the mid-nineteenth century from Hindi-Urdu (where it means dust-colored), which got it from the Persian (transliterated “khakeh”), meaning dust (“Khaki”). What is more, Oyono's novel purports to be translated from the Ewondo, where kaki certainly meant something too. But in Vietnamese? My instinct was that khaki, at least in Vietnam, would signify what it did in Cameroon: the iconic colonial oppressor's fabric. But when my student, Phuong Vu, saw the word in Vietnamese, she immediately searched for an image on her laptop, then showed me a photo of the great anticolonial leader of Vietnam: the khaki-wearing Ho Chi Minh. Seeking a further data point, I asked my dean, the Somali scholar Ahmed Samatar, what khaki meant in his mother tongue. His reaction, too, was instant: “my grandfather was the first man in our village to wear khaki: it signifies modernity!” Khaki: one word, worldwide. But clearly not a monosignifying word, since it means, at minimum, dust, dust-colored, modernity, colonization, and anticolonial resistance. To paraphrase Langston Hughes, what kind of a translation can you make out of that?

Humanism and Literature

2020 ◽  
Author(s):  
Miriam Strube
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Liberal Arts ◽  
The United States ◽  
Literary Form ◽  
First Century ◽  
Fundamental Function ◽  
Intrinsic Connection ◽  
Humanist Education ◽  
Democratic Tradition

This chapter explores multiple connections between humanism and literature in Europe and the United States. The period covered extends from antiquity to the twenty-first century. The first part of the chapter discusses the intrinsic connection between literature and humanism, the humanist program and literary form, humanism institutionalizing literature since the Renaissance, and humanist education and liberal arts. The second part turns more directly to literary works (the nineteenth-century democratic tradition, Black humanism, and ecohumanism), presenting exemplary readings from humanist scholars. These readings show, first, how literature has continuously broadened the humanist focus, especially in terms of sociopolitical and intersectional themes, and second, that literature fulfills a fundamental function in humanist scholarship across the disciplines.

The Order of Signs: Perspectives on the Relationship between Language and Thought during the First Century of Widespread Sign Language Teaching

2020 ◽  
Vol 60 (4) ◽  
pp. 520-545 ◽  
Author(s):  
Sabine Arnaud
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Sign Language ◽  
Language Teaching ◽  
The United States ◽  
First Century ◽  
Speech Acquisition ◽  
Learning To Read ◽  
Language And Thought ◽  
The Relationship

While current debates oppose the cochlear implant's privileging of speech acquisition to teaching sign language, nineteenth-century debates, in contrast, opposed those who saw sign language as a tool for learning to read and write, and those who saw in it an autonomous language for organizing thought itself. Should the order of gestural signs follow written syntax? Or should it have its own coherence, that is, possibly a different syntax and order of enunciation? Starting with these questions, distinct teaching legacies developed, specifying which kinds of signs to use in which context and what role signs were to fulfill. This article focuses on French deaf and hearing teachers whose positions were influential throughout Europe and the United States, moving from Abbé de l'Epée's 1784 method to Rémi Valade's 1854 publication of the first sign language grammar.

scholarly journals A Quixotic Venture: Spanish-Philippine Poetry at the Turn of the 19th Century, or Resistance against Oblivion

HUMANIS ◽  
2021 ◽  
Vol 25 (4) ◽  
pp. 426
Author(s):  
Mario Sánchez Gumiel
Keyword(s):  
United States ◽  
Cultural Identity ◽  
The United States ◽  
The Philippines ◽  
Spanish Language ◽  
First Century ◽  
Close Reading ◽  
Spanish Colonization ◽  
The 19Th Century

This essay explores, by means of three Philippine poems written in Spanish during the first half of the twentieth century, the claim of a Philippine cultural identity sustained in the Spanish heritage. After a short overview of the Spanish colonization in the Philippines and the presence of the Spanish language in the archipelago, I will use Paul Friedrich’s theoretical approach on poetry as a source for the study of a culture. Then I will proceed to the examination of three poems written by Philippine writers: Fernando María Guerreros’ “A Hispania” (1913), Claro Mayo Recto’s “Las dalagas Filipinas” (1911), and Jesús Balmori’s “Blasón” (undated) by means of the close reading approach. In the exploration of this claim of a Philippine cultural identity rooted in the Spanish heritage, I additionally consider the role of the United States, and take into account some initiatives that have tried to continue the study of this literature throughout the twentieth and twenty-first century. I conclude that poetry is a valuable way to analyse culture, and, for the specific case of Spanish and the Philippines, I suggest that Spanish-Philippine poetry helps know the heritage of Spanish in the archipelago

The End of Isolation: Britain, Germany and Japan, 1900–1902 (The Alexander Prize Essay)

1963 ◽  
Vol 13 ◽  
pp. 103-121
Author(s):  
G. W. Monger
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
British Empire ◽  
The United States ◽  
Great Power ◽  
The Novel ◽  
New Developments ◽  
Great Pressure ◽  
Prize Essay

At the end of the nineteenth century the British Empire was under great pressure. Several factors had combined to produce this: the Franco-Russian Alliance of 1894, which had united her two most dangerous antagonists; the growth of powerful new fleets like the Russian, German and American; the decline of ancient non-European monarchies like China, Persia and Morocco, and the appearance in their place of a power vacuum. But none of these new developments would have been so threatening without the novel interest of the great continental nations, and of the United States, in Imperial and naval expansion. Before, Britain had been the only Great Power able or willing to give such issues priority in the formation of her policies. Now she was no longer alone, and the new competition seemed to threaten the very existence of her Empire.

The Body and Invisible Man

2016 ◽  
Author(s):  
Patrice Rankine
Keyword(s):  
United States ◽  
Black Body ◽  
Public Spaces ◽  
The United States ◽  
The Body ◽  
First Century ◽  
The Novel ◽  
Invisible Man ◽  
Therapeutic Value ◽  
Black President

Patrice Rankine’s “The Body and Invisible Man: Ralph Ellison’s Novel in Twenty-First-Century Performance and Public Spaces,” contrasts the artistic uses of physicality in Invisible Man the novel with its 2012 play adaptation. Rankine argues that the stage version’s “focus on the corporeal reality of race” complements what the novel can do to facilitate social or political progress: in short, “there is therapeutic value in ‘staging’ or reliving such experiences.” Staging Invisible Man extends Ellison’s relevance in an age where, though the United States had a black president, the very novelty of the black body illustrates how infrequently that body is seen and hence integrated into society. Rankine distinguishes the novel form as an appeal to reason in contrast to theater, with its emotional or visceral draw, without privileging the novel over its adaptation to the stage.

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