ISBN 10: 0812244133 / ISBN 13: 9780812244137
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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.

L'autore: Hilary E. Wyss is Hargis Associate Professor of American Literature at Auburn University.

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Descrizione libro University of Pennsylvania Press, 2012. Hardcover. Condizione libro: Good. Books have varying amounts of wear and highlighting. Usually ships within 24 hours in quality packaging. Satisfaction guaranteed. We are not able to ship internationally. Your satisfaction is guaranteed! Please note that items may contain writing and/or highlighting and may not include CDs, access cards, or other supplementary material. Items ship in quality packaging within 2 business days. Codice libro della libreria 8800034712458

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Descrizione libro University of Pennsylvania Press, 2012. Hardcover. Condizione libro: Good. Item may show signs of shelf wear. Pages may include limited notes and highlighting. Includes supplemental or companion materials if applicable. Access codes may or may not work. Connecting readers since 1972. Customer service is our top priority. Codice libro della libreria mon0000834116

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Descrizione libro University of Pennsylvania Press, United States, 2012. Hardback. Condizione libro: New. New.. 231 x 160 mm. Language: English . Brand New Book. 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. Codice libro della libreria AAJ9780812244137

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Descrizione libro University of Pennsylvania Press, United States, 2012. Hardback. Condizione libro: New. New.. 231 x 160 mm. Language: English . Brand New Book. 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. Codice libro della libreria AAJ9780812244137

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Descrizione libro University of Pennsylvania Press 2012-04-10, Pennsylvania, 2012. hardback. Condizione libro: New. Codice libro della libreria 9780812244137

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Descrizione libro University of Pennsylvania Press. Condizione libro: New. pp. 272 , 7 Illus. Codice libro della libreria 58068899

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