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Selected AbstractsWine, Ethnography, and French HistoryCULTURE, AGRICULTURE, FOOD & ENVIRONMENT, Issue 1-2 2004Associate Professor Kolleen M. Guy Vintages and Traditions: An Ethnohistory of Southwest French Wine Cooperatives. Robert C. Ulin. Washington, DC: Smithsonian Institution Press, 1996. Cultivating Dissent: Work, Identity, and Praxis in Rural Languedoc. Winnie Lem. Albany: State University of New York Press, 1999. [source] Leo Cherne, Neoconservative (But Don't Tell Anyone)DIPLOMATIC HISTORY, Issue 4 2004John Ehrman Books reviewed: Andrew F. Smith. Rescuing the World: The Life and Times of Leo Cherne. Albany, NY: State University of New York Press, 2002. xvi + 223 pp. Notes, Selected Bibliography, Index. $26.50 (cloth). [source] Teaching & Learning Guide for: Victorian Life WritingLITERATURE COMPASS (ELECTRONIC), Issue 5 2007Valerie Sanders Author's Introduction The Victorian period was one of the great ages for life-writing. Though traditionally renowned for its monumental ,lives and letters', mainly of great men, this was also a time of self-conscious anxiety about the genre. Critics and practitioners alike were unsure who should be writing autobiography, and whether its inherent assertiveness ruled out all but public men as appropriate subjects. It was also a period of experimentation in the different genres of life-writing , whether autobiography, journals, letters, autobiographical novels, and narratives of lives combined with extracts from correspondence and diaries. Victorian life-writing therefore provides rich and complex insights into the relationship between narrative, identity, and the definition of the self. Recent advances in criticism have highlighted the more radical and non-canonical aspects of life-writing. Already a latecomer to the literary-critical tradition (life-writing was for a long time the ,poor relation' of critical theory), auto/biography stresses the hidden and silent as much as the mainstream and vocal. For that reason, study of Victorian life-writing appeals to those with an interest in gender issues, postcolonialism, ethnicity, working-class culture, the history of religion, and family and childhood studies , to name but a few of the fields with which the genre has a natural connection. Author Recommends A good place to start is the two canonical texts for Victorian life-writing: George P. Landow's edited collection, Approaches to Victorian Autobiography (Athens, OH: Ohio University Press, 1979) and Avrom Fleishman's Figures of Autobiography: The Language of Self-Writing in Victorian and Modern England (Berkeley and Los Angeles, CA: University of California Press, 1983). These two re-ignited interest in Victorian life-writing and in effect opened the debate about extending the canon, though both focus on the firmly canonical Ruskin and Newman, among others. By contrast, David Amigoni's recently edited collection of essays, Life-Writing and Victorian Culture (Aldershot: Ashgate 2006) shows how far the canon has exploded and expanded: it begins with a useful overview of the relationship between lives, life-writing, and literary genres, while subsequent chapters by different authors focus on a particular individual or family and their cultural interaction with the tensions of life-writing. As this volume is fairly male-dominated, readers with an interest in women's life-writing might prefer to start with Linda Peterson's chapter, ,Women Writers and Self-Writing' in Women and Literature in Britain 1800,1900, ed. Joanne Shattock (Cambridge: Cambridge University Press, 2001), 209,230. This examines the shift from the eighteenth-century tradition of the chroniques scandaleuses to the professional artist's life, domestic memoir, and spiritual autobiography. Mary Jean Corbett's Representing Femininity: Middle-Class Subjectivity in Victorian and Edwardian Women's Autobiographies (New York, NY: Oxford University Press, 1992) begins with material on Wordsworth and Carlyle, but ,aims to contest the boundaries of genre, gender, and the autobiographical tradition by piecing together a partial history of middle-class women's subjectivities in the nineteenth and early twentieth centuries' (3). Corbett is particularly interested in the life-writing of actresses and suffragettes as well as Martineau and Oliphant, the first two women autobiographers to be welcomed into the canon in the 1980s and 90s. Laura Marcus's Auto/biographical Discourses, Theory, Criticism, Practice (Manchester and New York, NY: Manchester University Press, 1994) revises and updates the theoretical approaches to the study of life-writing, stressing both the genre's hybrid qualities, and its inherent instability: in her view, it ,comes into being as a category to be questioned' (37). Another of her fruitful suggestions is that autobiography functions as a ,site of struggle' (9), an idea that can be applied to aesthetic or ideological issues. Her book is divided between specific textual examples (such as the debate about autobiography in Victorian periodicals), and an overview of developments in critical approaches to life-writing. Her second chapter includes material on Leslie Stephen, who is also the first subject of Trev Lynn Broughton's Men of Letters, Writing Lives: Masculinity and Literary Auto/biography in the Late Victorian Period (London: Routledge, 1999) , her other being Froude's controversial Life of Carlyle. With the advent of gender studies and masculinities, there is now a return to male forms of life-writing, of which Martin A. Danahay's A Community of One: Masculine Autobiography and Autonomy in Nineteenth-Century Britain (Albany, NY: State University of New York Press, 1993) is a good example. Danahay argues that nineteenth-century male autobiographers present themselves as ,autonomous individuals' free of the constraints of social and familial contexts, thus emphasizing the autonomy of the self at the expense of family and community. Online Materials My impression is that Victorian life-writing is currently better served by books than by online resources. There seem to be few general Web sites other than University module outlines and reading lists; for specific authors, on the other hand, there are too many to list here. So the only site I'd recommend is The Victorian Web: http://.victorianweb.org/genre/autobioov.html This Web site has a section called ,Autobiography Overview', which begins with an essay, ,Autobiography, Autobiographicality and Self-Representation', by George P. Landow. There are sections on other aspects of Victorian autobiography, including ,Childhood as a Personal Myth', autobiography in Dickens and Elizabeth Barrett Browning, and a list of ,Suggested Readings'. Each section is quite short, but summarizes the core issues succinctly. Sample Syllabus This sample syllabus takes students through the landmarks of Victorian life-writing, and demonstrates the development of a counter-culture away from the mainstream ,classic male life' (if there ever was such a thing) , culminating in the paired diaries of Arthur Munby (civil servant) and Hannah Cullwick (servant). Numerous other examples could have been chosen, but for those new to the genre, this is a fairly classic syllabus. One week only could be spent on the ,classic male texts' if students are more interested in pursuing other areas. Opening Session Open debate about the definition of Victorian ,life-writing' and its many varieties; differences between autobiography, autobiographical fiction, diary, letters, biography, collective biography, and memoir; the class could discuss samples of selected types, such as David Copperfield, Father and Son, Ruskin's Praeterita, and Gaskell's Life of Charlotte Brontė. Alternatively, why not just begin with Stave Two of Dickens's A Christmas Carol (1843), in which the First Spirit takes Scrooge back through his childhood and youth? This is a pretty unique type of life-writing, with Scrooge ,laughing and crying' as his childhood and youth are revealed to him in a series of flashbacks (a Victorian version of ,This is Your Life?'). The dual emotions are important to note at this stage and will prompt subsequent discussions of sentimentality and writing for comic effect later in the course. Week 2 Critical landmarks: discussion of important stages in the evolution of critical approaches to life-writing, including classics such as Georges Gusdorf's ,Conditions and Limits of Autobiography', in Autobiography: Essays Theoretical and Critical, ed. James Olney (Princeton, NJ: Princeton University Press, 1980), 28,47; Philippe Lejeune's ,The Autobiographical Pact', in On Autobiography, ed. Paul John Eakin, trans. Katherine Leary (original essay 1973; Minneapolis: University of Minnesota Press, 1989), 3,30; and Paul De Man's ,Autobiography as De-Facement', Modern Language Notes 94 (1979): 919,30. This will provide a critical framework for the rest of the course. Weeks 3,4 Extracts from the ,male classics' of Victorian life-writing: J. S. Mill's Autobiography (1873), Ruskin's Praeterita (1885,89), and Newman's Apologia pro Vita Sua (1864). What do they think is important and what do they miss out? How open or otherwise are they about their family and personal lives? Are these essentially ,lives of the mind'? How self-aware are they of autobiographical structures? Are there already signs that the ,classic male life' is fissured and unconventional? An option here would be to spend the first week focusing on male childhoods, and the second on career trajectories. Perhaps use Martin Danahay's theory of the ,autonomous individual' (see above) to provide a critical framework here: how is the ,Other' (parents, Harriet Taylor) treated in these texts? Weeks 5,6 Victorian women's autobiography: Harriet Martineau's Autobiography (1877) and Margaret Oliphant's Autobiography (1899): in many ways these are completely unalike, Martineau's being ordered around the idea of steady mental growth and public recognition, while Oliphant's is deeply emotional and disordered. Can we therefore generalize about ,women's autobiography'? What impact did they have on Victorian theories of life-writing? Students might like to reconsider Jane Eyre as an ,autobiography' alongside these and compare scenes of outright rebellion. The way each text handles time and chronology is also fascinating: Martineau's arranged to highlight stages of philosophical development, while Oliphant's switches back and forth in a series of ,flashbacks' to her happier youth as her surviving two sons die ,in the text', interrupting her story. Week 7 Black women's autobiography: how does Wonderful Adventures of Mrs Seacole in Many Lands (1857) differ from the Martineau and Oliphant autobiographies? What new issues and genre influences are introduced by a Caribbean/travelogue perspective? Another key text would be Harriet Jacobs's Incidents in the Life of a Slave-Girl (1861). How representative and how individual are these texts? Do these authors see themselves as representing their race as well as their class and sex? Week 8 Working-class autobiography: Possible texts here could be John Burnett's Useful Toil (Allen Lane, 1974, Penguin reprint); Carolyn Steedman's edition of John Pearman's The Radical Soldier's Tale (Routledge, 1988) and the mini oral biographies in Henry Mayhew's London Labour and the London Poor (1861,62) (e.g., the Water-Cress Seller). There is also a new Broadview edition of Factory Lives (2007) edited by James R. Simmons, with an introduction by Janice Carlisle. This contains four substantial autobiographical texts (three male, one female) from the mid-nineteenth century, with supportive materials. Samuel Bamford's Passages in the Life of a Radical (1839,42; 1844) and Early Days (1847,48) are further options. Students should also read Regenia Gagnier's Subjectivities: A History of Self-Representation in Britain 1832,1910 (Oxford University Press, 1991). Week 9 Biography: Victorian Scandal: focus on two scandals emerging from Victorian life-writing: Gaskell's Life of Charlotte Brontė (1857) (the Branwell Brontė/Lady Scott adultery scandal), and Froude's allegations of impotence in his Life of Carlyle (1884). See Trev Broughton's ,Impotence, Biography, and the Froude-Carlyle Controversy: ,Revelations on Ticklish Topics', Journal of the History of Sexuality, 7.4 (Apr. 1997): 502,36 (in addition to her Men of Letters cited above). The biographies of the Benson family written about and by each other, especially E. F. Benson's Our Family Affairs 1867,1896 (London: Cassell, 1920) reveal the domestic unhappiness of the family of Gladstone's Archbishop of Canterbury, Edward White Benson, whose children and wife were all to some extent homosexual or lesbian. Another option would be Edmund Gosse's Father and Son (1907) in which the son's critical stance towards his father is uneasy and complex in its mixture of comedy, pity, shame, and resentment. Week 10 Diaries: Arthur Munby's and Hannah Cullwick's relationship (they were secretly married, but lived as master and servant) and diaries, Munby: Man of Two Worlds: The Life and Diaries of Arthur Munby, ed. Derek Hudson (John Murray, 1972), and The Diaries of Hannah Cullwick: Victorian Maidservant, ed. Liz Stanley (New Brunswick, NJ: Rutgers University Press, 1984): issues of gender and class identity; the idealization of the working woman; the two diaries compared. Half the class could read one diary and half the other and engage in a debate about the social and sexual fantasies adopted by each diarist. It would also be sensible to leave time for an overview debate about the key issues of Victorian life-writing which have emerged from this module, future directions for research, and current critical developments. Focus Questions 1To what extent does Victorian autobiography tell an individual success story? Discuss with reference to two or three contrasting examples. 2,All life writing is time writing' (Jens Brockmeier). Examine the way in which Victorian life-writers handle the interplay of narrative, memory, and time. 3To what extent do you agree with the view that Victorian life-writing was ,a form of communication that appeared intimate and confessional, but which was in fact distant and controlled' (Donna Loftus)? 4,Bamford was an autobiographer who did not write an autobiography' (Martin Hewitt). If autobiography is unshaped and uninterpreted, what alternative purposes does it have in narrating a life to the reader? 5,Victorian life-writing is essentially experimental, unstable, and unpredictable.' How helpful is this comment in helping you to understand the genre? [source] Stones through the WindowAMERICAN ANTHROPOLOGIST, Issue 3 2006DON KALB Civilizing Globalization: A Survival Guide. Richard Sandbrook, ed. Albany: State University of New York Press, 2003. 279 pp. Globalization, the State, and Violence. Jonathan Friedman, ed. Walnut Creek, CA: AltaMira Press, 2003. 389 pp. [source] The Remote Borderland: Transylvania in the Hungarian Imagination.AMERICAN ANTHROPOLOGIST, Issue 2 2004DONNA GOLDSTEIN The Remote Borderland: Transylvania in the Hungarian Imagination. Lįszló Kürti. New York: State University of New York Press, 2001. 259 pp. [source] Men of Uncertainty: The Social Organization of Day Laborers in Contemporary Japan.AMERICAN ANTHROPOLOGIST, Issue 4 2002Kalman Applbaum Men of Uncertainty: The Social Organization of Day Laborers in Contemporary Japan. Tom Gill. Albany: State University of New York Press, 2001. 263 pp. [source] Pigs, Profits, and Rural CommunitiesAMERICAN ANTHROPOLOGIST, Issue 1 2000Jane H. Adams Pigs, Profits, and Rural Communities. Kendall M. Thu and E. Paul Durrenberger. eds. Albany: State University of New York Press, 1998. 20X pp. [source] The Military and Militarism in Israeli SocietyAMERICAN ETHNOLOGIST, Issue 3 2001Madelaine Adelman The Military and Militarism in Israeli Society. Edna Lomsky-Feder and Eyal Ben-Ari. eds. Albany: State University of New York Press, 1999. 323 pp., index. [source] Elusive Culture: Schooling, Race, and Identity in Global TimesAMERICAN ETHNOLOGIST, Issue 4 2000Douglas Foley Elusive Culture: Schooling, Race, and Identity in Global Times. Daniel A. Yon. Albany: State University of New York Press, 2000. ix. 175 pp., notes, bibliography, index. [source] Teaching & Learning Guide for: Can a Darwinian Be a Christian?RELIGION COMPASS (ELECTRONIC), Issue 3 2008Gregory W. Dawes Author's Introduction The article was provoked by recent discussion of the so-called ,conflict thesis': the idea that the Christian faith and the findings of modern science are necessarily at odds. This thesis is generally attributed to John William Draper (1811,1882) and Andrew Dickson White (1832,1918). Recent opposition to their work dates from a 1979 publication by James Moore. Moore argues that the warfare metaphor employed by Draper and White misrepresents the historical reality, by suggesting that the religion and science debates were clashes between distinct groups of people who were sharply polarized and violently antagonistic. Since then, similar criticisms have been made by historians, such as David Livingstone, Ronald Numbers, and David Lindberg. A key question here is: what does the conflict thesis entail? If it holds that Christian thinkers have invariably opposed scientific progress, while the defenders of science have been non-believers, it would be demonstrably false. But there exist more interesting forms of conflict thesis, which are philosophical rather than historical. These suggest that there is some tension between what Christians have traditionally believed and the findings of modern science, particularly Darwin's theory of evolution by natural selection. Even if the two are not, strictly speaking, incompatible, the truth of one may constitute evidence against the truth of the other. Darwin's theory also undercuts traditional arguments from design, and highlights the epistemological divide between religious and scientific conceptions of authority. Online Materials The following sites contain audio and video files, as well as text and images. 1. http://www.meta-library.net/history/intro-frame.html This is a useful overview of the historical debate by Ronald Numbers, with links to other sites. Most presenters follow Moore in opposing the conflict thesis, narrowly defined, but neglect the conflicts that my article highlights. 2. http://www.pbs.org/wgbh/nova/id/program.html Here one can view an excellent, 2-h PBS television documentary on the Dover, Pennsylvania trial in December 2005 regarding the teaching of ,intelligent design' (ID) in public schools. 3. http://www.butler.edu/clergyproject/rel_evol_sun.htm This is a letter signed by more than 11,000 clergy, arguing that there is no conflict between religion and science, and encouraging (among other things) the liturgical celebration of evolution by natural selection. 4. http://www.discovery.org/csc/ At the other end of the theological spectrum, this is the website of the Discovery Institute, devoted to opposing Darwinism and promoting ,intelligent design' (ID). Controversially, it presents ID as a scientific theory, rather than a religious doctrine. 5. http://www.asa3.org/ Somewhere between the Clergy Letter Project and the Discovery Institute lies the American Scientific Affiliation (ASA). The ASA ,does not take a position when there is honest disagreement between Christians', so it embraces a variety of perspectives. Sample Syllabus The following could form the basis for a graduate seminar on religion and science, focusing on the Darwinian controversies. One could, for instance, devote two classes to each of these topics. 1. The Draper-White Thesis I recommend reading extracts from the two writers thought to be responsible for the conflict thesis, to establish what each actually said. John William Draper, The History of the Conflict between Religion and Science, International Scientific Series 13 (London: Henry S. King & Co., 1875), chap. 8. Andrew Dickson White, A History of the Warfare of Science with Theology in Christendom (1896; New York, NY: Dover Publications, 1960), vol. 1, chap. 1. 2. Criticism of the Draper-White Thesis Either of the following readings from historians critical of Draper and White's work would be a useful starting point for discussion. James R. Moore, The Post-Darwinian Controversies: A Study of the Protestant Struggle to Come to Terms with Darwin in Great Britain and America, 1870,1900 (Cambridge: Cambridge University Press, 1979), chap. 1. David N. Livingstone, ,Re-placing Darwinism and Christianity', in David C. Lindberg and Ronald L. Numbers (eds.), When Science and Christianity Meet, pp. 183,202 (Chicago, IL: University of Chicago Press, 2003). 3. The Incompatibility Thesis Many authors attempt to show that Darwinism and Christianity and compatible. But it would be useful to examine Pope John Paul II's statement on this topic, along with some responses by biologists and philosophers. John Paul II, ,The Pope's Message on Evolution and Four Commentaries', The Quarterly Review of Biology, 72:4 (1997): 375,406. 4. The Evidential Thesis Students might enjoy reading and discussing the following article by a leading evolutionary biologist. George C. Williams, ,Mother Nature Is a Wicked Old Witch', in Matthew H. Nitecki and Doris V. Nitecki (eds.), Evolutionary Ethics, 217,31 (Albany, NY: State University of New York Press, 1993). 5. The Replacement Thesis This is an important but often neglected book. Students would benefit from reading at least the first chapter. Neal C. Gillespie, Charles Darwin and the Problem of Creation (Chicago, IL: University of Chicago Press, 1979), chap. 1. 6. The Faith and Reason Thesis The following article by a well-known historian and philosopher of science touches on some of the key issues. Ernan McMullin, ,Evolution and Special Creation', Zygon 28:3 (1993): 299,335. Focus Questions 1There exist many Christian thinkers who accept Darwin's theory of evolution by natural selection. Does that mean there is no conflict between Darwinism and Christianity? 2Taken at face value, Genesis 1,3 tells the story of the origins of the world and of human beings. What aspects of that story would you consider essential to the Christian faith? 3If we have an entirely natural explanation of the origins of complex living organisms, do we still have reasons to believe in a creator God? 4If God could have created complex living beings by a simple command, why would he choose a lengthy and wasteful process such as natural selection? 5Could a Christian regard the existence of God in the same way as a scientific hypothesis, that is to say, to be accepted only in so far as it is supported by the evidence? Seminar Activity I would suggest a debate, in which students sympathetic to the creationist position are asked to defend Darwin's theory, while students sympathetic to evolution are asked to argue against it. [source] | ||||||||||