Chris Hallinan and Barry Judd, Emerald, Popular Media. Going Blue in the Bluegrass State? Remembering U. It Still Matters more. Short Fiction. The Sound of Coal more. Appalachian Studies , Southern Studies U. Eastern Kentucky in Four Figures more. Mending the Centaur more. Existential Werewolves Rev. For contemporary readers, European and English travel and exploration narratives reveal considerably more about how Western writers understood their place in the cosmos, their aspirations, their fears, and their biases, than they do about the peoples who were often the denigrated subjects of such works.
As Deleuze and Guattari suggest, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world; the book assures the deterriorialization of the world, but the world effects a reterritorialization of the book, which in turn deterritorializes itself in the world.
European leaders—members of the nobility, Church officials, and intellectuals—generally viewed non-European Others as formidable obstacles to the European imperial project.
In addition to marshalling military forces to wage wars of pacification and conquest, the Portuguese, Spanish, Dutch, French, and English proved to be particularly adept in the dissemination and control of knowledge and the meaning-making techniques brought to bear most conspicuously in the form of manuscripts, broadsides, leaflets, and printed books.
As Richard Cole notes, "one of the earliest books to be printed on the Gutenberg press in was a short tract by Paulinus Chappe, which described the Byzantine struggle against the Turks and the fall of Cyprus.
These changes seem to correspond to the gradual expansion of the European book trade spurned by steadily increasing literacy rates throughout Europe during this period. The contrast in literary style apparent in these texts can be discerned when distinguishing works composed to provide religious leaders, military commanders, and royal administrators with "actionable intelligence," and those written and distributed to more diverse readerships in Europe and England.
Texts produced through the sixteenth century are typified by the use of a concise colonial rhetoric and are generally free of the demonizing imagery common to works published from the early seventeenth century on.
Viewed in terms of the affect that such texts had upon readers, those produced before the sixteenth century seem to depend primarily on the use of illocutionary acts for their literary effectiveness, manifested in the form of assertives, directives, expressives, and declaratives. In contrast to these early narratives, subsequent works are distinguished in terms of the perlocutionary, or psychological, effect intended on the reader.
What is significant about this shift is not simply an issue of the linguistic function of syntactic markers present in each set of texts, but the broader implications of what Deleuze and Guattari address in their criticism of "the abstract machine that connects a language to the semantic and pragmatic contents of statements, to collective assemblages of enunciation, to a whole micropolitics of the social field.
For Caxton as well as his readers, the forthright statement that the Turks had taken Constantinople conveyed the troubling facts well enough. On another level, Caxton's use of this term acts as a not-so-subtle reminder of the holy mission of the Crusades. Accordingly, Caxton's text and those that immediately followed are generally free of the sensationalized, extravagant, and degrading depictions that were to become prominent features of subsequent literary works.
In these early texts, however, the Other is primarily defined according to a set of marginalized cultural signifiers, which were evoked whenever writers referred to "turkes," with the occasional use of other descriptive modifiers, such as "infydeles" and "hethen. Within the social field of European and English literary discourse, Turks and Moors, and later Native Americans, became knowable primarily through a system of representation predicated upon a dialectic of culturally defined binary oppositions, or what Homi Bhabha has termed, "the recognition of cultural and racial difference and its disavowal.
Provides the central feature of the colonialist cognitive framework and colonialist literary representation: the Manichean allegory—a field of discursive, yet interchangeable oppositions between white and black, good and evil, superiority and inferiority, civilization and savagery, intelligence and emotion, rationality and sensuality, self and Other, subject and object.
As with their North American successors, the development of Turkish and Barbary captivity narratives in Early Modern English and European literature demonstrates how, according to Rosylyn Knutson, "non-Europeans and non-Christians were.
Turkish piracy during the era of the Crusades. Based on the reiteration of demonizing imagery and the rhizomatic "lines of flight" embedded in a wide variety of texts produced in the seventeenth century and after, it is clear that such works left an indelible imprint on American perceptions of the Other. Through the maintenance and extension of the "internally structured archive" produced from these texts, the elliptical reiteration of the sensational and exotic portrayals of people of the Orient and North Africa became entrenched in historical, scientific, and ecclesiastical discourses.
Such depictions, codified through the power of the printed word, were endowed with a sense of presence adding to the veneer of historical legitimacy, which functioned as what Hayden White refers to as a "literature of fact. In the case of the captivity narrative of Mary Rowlandson, this would include the ways in which her captivity was disseminated not only as testimony to the abject savagery of the Pokanoket, Narragansett, and the other allied tribes the English were engaged with during King Philip's War, but more broadly as an illustration of the motif of Indian savagism, which continued to have affective influence well into the twentieth century.
It is out of the discursive context created by early American captivity narratives, and those they necessarily informed, that a structurally coherent, or "fixed," system of Indian representation was articulated. Bhabha's analysis illuminates the complex manner by which descriptive classifications such as the savage, barbarian, infidel, or pagan are naturalized by focusing not merely on the way regimes of knowledge are established, which is one of Said's primary concerns, but through their diachronic transmission within colonial discourses.
Derrida initiates his critical intervention by addressing the concept of fixity, not only in terms of how it is manifested in discourse, but through an analysis of what it necessarily assumes; that is to say, the process in which "one writes in order to communicate something to those who are absent.
The rhizomatic literary exchange evident in early American writing resulted in a cartographical shift of the colonial gaze from the dungeons and galleys of Constantinople, North Africa, and the Mediterranean to the dark, inhospitable forests of the northeast woodlands.
Ellen G. Citing an array of archival sources she estimates captive populations as high as "25, to 35, by the late sixteenth century. As with writers who depicted the horrors of Turkish captivity, a number of the earliest writers who sought to represent Indian cultures and people of the New World did so based not upon their own experiences and observations, but by drawing on the accumulated archive of transatlantic literary representations predicated upon the play of intertextual regression.
Jean Baudrillard has characterized this process as "an uninterrupted circuit without reference or circumference. The Indian captivity narrative as an adapted literary form dates to the earliest periods of European exploration in the New World.
Hans Staden's firsthand account, Geschichte eines Landes. Peter Hulme, writing in "Columbus and the Cannibals," draws attention to the seemingly ubiquitous representation of cannibalism attributed to Native societies of the New World.
In an effort to historicize processes of colonial signification and othering, Hulme traces the term, "canibale," to the journals of Columbus, in which the term was first used in his description of the hostile Caribs. Interestingly, as is also the case with the Rowlandson narrative, as Hulme points out, the "actual text on which we presume Columbus to have inscribed that name," along with the original manuscript copy, is no longer in existence.
Nineteenth-century engraving of Caribs participating in cannibalism. In the account of the attack on Lancaster by Pokanoket, Narragansett, and Nipmuc Indians found in the opening pages of the Rowlandson narrative, the innermost fears of isolated colonists are vividly expressed, providing readers with a terrifying portrait of Indian savagery.
Like many of its European and English predecessors, a first person narrative voice is employed to reinforce the perceived veracity of eyewitness testimony, which functions as a hegemonic instrument of historical validation. Rowlandson's narrative voice reinforces the unexpectedness of the frenzied attack from the perspective of a terrified settler barricaded inside a burning garrison in a way that cannot be achieved in historical texts such as those of William Hubbard and Increase Mather.
Mar 2nd, He goes on long winded tangents unrelated to the material and consistently interrupts his students especially the women during so-called class discussion.
He's supposedly a respected figure in Native American studies, but gave us an incorrect definition of Two-Spirit. Gets personally offended if you leave to use the restroom and docs your grade. Beware of pop quizzes Tough grader. Jan 9th, Gives good feedback Respected Clear grading criteria. Dec 17th, Stratton is one of my favorite teachers at DU. All his classes are very discussion based, and are always interesting. I've had him for four separate classes, and I learned more from each one of those classes than I did for any other class I took at DU.
He always chooses great books, and assigns a reasonable amount of reading. Gives good feedback Participation matters Amazing lectures. Nov 14th, He just rambles all class about essentially nothing, and then gives extremely specific reading quizzes that you won't pass unless you've close read the section twice. Gives solid writing advice, but other than that his classes aren't worth the trouble. Gives good feedback Tough grader.
Jan 8th, I've had two separate classes with Prof. Stratton and I would happily take another course with him. He is a tough-love type of professor, where he can be both supportive and harsh in his feedback. Because of this, some of my best work I've ever written was written for his class.
His classes are always thought-provoking and, the material, relevant. Gives good feedback Get ready to read Participation matters. Jan 5th, Billy is the true gem of the Eng dept at DU. You will learn more in 10 weeks that a whole year of other professors. I have taken any class I can with him, and have become a better student and read texts others wouldn't dare to teach.
He gives quizzes, so read carefully and thoughtfully. He recognizes effort, so give your all to succeed. Dec 11th, I had Dr. Stratton for 3 classes and each one was so good. I always learned so much. Obviously there is going to be a lot of reading, but its never an impossible amount to get done, its more what is expected of a college course. Sep 4th, Native American Literature is one of the best classes taught by the English department.
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