front cover of American Women Poets of the Nineteenth Century
American Women Poets of the Nineteenth Century
Edited by Cheryl Walker
Rutgers University Press, 1992
This publication marks the first time in a hundred years that a wide range of nineteenth-century American women's poetry has been accessible to the general public in a single volume. Included are the humorous parodies of Phoebe Cary and Mary Weston Fordham and the stirring abolitionist poems of Lydia Sigourney, Frances Harper, Maria Lowell, and Rose Terry Cooke. Included, too, are haunting reflections on madness, drug use, and suicide of women whose lives, as Cheryl Walker explains, were often as melodramatic as the poems they composed and published. In addition to works by more than two dozen poets, the anthology includes ample headnotes about each author's life and a brief critical evaluation of her work. Walker's introduction to the volume provides valuable contextual material to help readers understand the cultural background, economic necessities, literary conventions, and personal dynamics that governed women's poetic production in the nineteenth century.
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front cover of Indian Nation
Indian Nation
Native American Literature and Nineteenth-Century Nationalisms
Cheryl Walker
Duke University Press, 1997
Indian Nation documents the contributions of Native Americans to the notion of American nationhood and to concepts of American identity at a crucial, defining time in U.S. history. Departing from previous scholarship, Cheryl Walker turns the "usual" questions on their heads, asking not how whites experienced indigenous peoples, but how Native Americans envisioned the United States as a nation. This project unfolds a narrative of participatory resistance in which Indians themselves sought to transform the discourse of nationhood.
Walker examines the rhetoric and writings of nineteenth-century Native Americans, including William Apess, Black Hawk, George Copway, John Rollin Ridge, and Sarah Winnemucca. Demonstrating with unique detail how these authors worked to transform venerable myths and icons of American identity, Indian Nation chronicles Native American participation in the forming of an American nationalism in both published texts and speeches that were delivered throughout the United States. Pottawattomie Chief Simon Pokagon’s "The Red Man’s Rebuke," an important document of Indian oratory, is published here in its entirety for the first time since 1893.
By looking at this writing through the lens of the best theoretical work on nationality, postcoloniality, and the subaltern, Walker creates a new and encompassing picture of the relationship between Native Americans and whites. She shows that, contrary to previous studies, America in the nineteenth century was intercultural in significant ways.
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front cover of Transforming the Academy
Transforming the Academy
Faculty Perspectives on Diversity and Pedagogy
Willie-LeBreton, Sarah
Rutgers University Press, 2016
In recent decades, American universities have begun to tout the “diversity” of their faculty and student bodies. But what kinds of diversity are being championed in their admissions and hiring practices, and what kinds are being neglected? Is diversity enough to solve the structural inequalities that plague our universities? And how might we articulate the value of diversity in the first place? 
 
Transforming the Academy begins to answer these questions by bringing together a mix of faculty—male and female, cisgender and queer, immigrant and native-born, tenured and contingent, white, black, multiracial, and other—from public and private universities across the United States. Whether describing contentious power dynamics within their classrooms or recounting protests that occurred on their campuses, the book’s contributors offer bracingly honest inside accounts of both the conflicts and the learning experiences that can emerge from being a representative of diversity. 
 
The collection’s authors are united by their commitment to an ideal of the American university as an inclusive and transformative space, one where students from all backgrounds can simultaneously feel intellectually challenged and personally supported. Yet Transforming the Academy also offers a wide range of perspectives on how to best achieve these goals, a diversity of opinion that is sure to inspire lively debate. 
 
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