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English Letters and Indian Literacies : Reading, Writing, and New England Missionary Schools, 175-183 / Hilary E. Wyss.

By: Material type: TextTextSeries: Haney Foundation SeriesPublisher: Philadelphia : University of Pennsylvania Press, [2012]Copyright date: ©2012Description: 1 online resource (264 p.) : 7 illusContent type:
Media type:
Carrier type:
ISBN:
  • 9780812244137
  • 9780812206036
Subject(s): DDC classification:
  • 371.82997
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
Frontmatter -- Contents -- Preface -- Introduction. Technologies of Literacy -- Chapter 1. Narratives and Counternarratives: Producing Readerly Indians in Eighteenth- Century New England -- Chapter 2. The Writerly Worlds of Joseph Johnson -- Chapter 3. Brainerd's Missionary Legacy: Death and the Writing of Cherokee Salvation -- Chapter 4. The Foreign Mission School and the Writerly Indian -- After Words: Native Literacy and Autonomy -- Notes -- Works Cited -- Index -- Acknowledgments
Summary: As rigid and unforgiving as the boarding schools established for the education of Native Americans could be, the intellectuals who engaged with these schools-including Mohegans Samson Occom and Joseph Johnson, and Montauketts David and Jacob Fowler in the eighteenth century, and Cherokees Catharine and David Brown in the nineteenth-became passionate advocates for Native community as a political and cultural force. From handwriting exercises to Cherokee Syllabary texts, Native students negotiated a variety of pedagogical practices and technologies, using their hard-won literacy skills for their own purposes. By examining the materials of literacy-primers, spellers, ink, paper, and instructional manuals-as well as the products of literacy-letters, journals, confessions, reports, and translations-English Letters and Indian Literacies explores the ways boarding schools were, for better or worse, a radical experiment in cross-cultural communication.Focusing on schools established by New England missionaries, first in southern New England and later among the Cherokees, Hilary E. Wyss explores both the ways this missionary culture attempted to shape and define Native literacy and the Native response to their efforts. She examines the tropes of "readerly" Indians-passive and grateful recipients of an English cultural model-and "writerly" Indians-those fluent in the colonial culture but also committed to Native community as a political and cultural concern-to develop a theory of literacy and literate practice that complicates and enriches the study of Native self-expression. Wyss's literary readings of archival sources, published works, and correspondence incorporate methods from gender studies, the history of the book, indigenous intellectual history, and transatlantic American studies.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9780812206036

Frontmatter -- Contents -- Preface -- Introduction. Technologies of Literacy -- Chapter 1. Narratives and Counternarratives: Producing Readerly Indians in Eighteenth- Century New England -- Chapter 2. The Writerly Worlds of Joseph Johnson -- Chapter 3. Brainerd's Missionary Legacy: Death and the Writing of Cherokee Salvation -- Chapter 4. The Foreign Mission School and the Writerly Indian -- After Words: Native Literacy and Autonomy -- Notes -- Works Cited -- Index -- Acknowledgments

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

As rigid and unforgiving as the boarding schools established for the education of Native Americans could be, the intellectuals who engaged with these schools-including Mohegans Samson Occom and Joseph Johnson, and Montauketts David and Jacob Fowler in the eighteenth century, and Cherokees Catharine and David Brown in the nineteenth-became passionate advocates for Native community as a political and cultural force. From handwriting exercises to Cherokee Syllabary texts, Native students negotiated a variety of pedagogical practices and technologies, using their hard-won literacy skills for their own purposes. By examining the materials of literacy-primers, spellers, ink, paper, and instructional manuals-as well as the products of literacy-letters, journals, confessions, reports, and translations-English Letters and Indian Literacies explores the ways boarding schools were, for better or worse, a radical experiment in cross-cultural communication.Focusing on schools established by New England missionaries, first in southern New England and later among the Cherokees, Hilary E. Wyss explores both the ways this missionary culture attempted to shape and define Native literacy and the Native response to their efforts. She examines the tropes of "readerly" Indians-passive and grateful recipients of an English cultural model-and "writerly" Indians-those fluent in the colonial culture but also committed to Native community as a political and cultural concern-to develop a theory of literacy and literate practice that complicates and enriches the study of Native self-expression. Wyss's literary readings of archival sources, published works, and correspondence incorporate methods from gender studies, the history of the book, indigenous intellectual history, and transatlantic American studies.

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 24. Apr 2022)