The rivers of the Texas Panhandle, the Canadian, and the forks of the Red break through the Cap Rock at the eastern edge of the Staked Plains. It’s rough, bleak country, with few trees and a great expanse of sky. Storms that form on the Great Plains and in the Rocky Mountains sweep through with nothing much to slow them down. And the small dusty towns that serve this vast ranchland cling to the waterways as they have for over a hundred years, since their early settlement. Their names aren’t well known now, but they were once focal points in a rugged country where buffalo hunters, trail drivers, outlaws, and ordinary folks alike passed through.
Rufe LeFors was one such "ordinary" man. With his father and older brothers, he was among the first to settle this country, drawn to West Texas by tales of open land and good grass. His life story, set down near the end of his long and adventurous life, is the best sort of insider's history, the chronicle of a life lived fully amid the exciting events and rough landscape of the frontier's final years.
Rufe LeFors recorded his story over the course of a decade, finishing up in 1941 in his eighty-first year. His memoirs span the period from the War between the States to the early twentieth century, when the Panhandle was still scarcely settled, a true frontier. In his time LeFors was trail driver, pony express rider, and rancher. He traveled for a year with Arrington's Texas Rangers, and he wore the badge of deputy sheriff in the wild west town of Old Mobeetie. He rode a fast horse after claims in the Cherokee Strip, spent time as a horse trader, and finally settled in Lawton, Oklahoma, where, after some twenty years as a deputy, he was elected to the office of sheriff.
LeFors knew how to tell a story. Whether it is an account of an outlaw's capture or the rescue of a white girl from prairie fire by a Comanche brave, he weaves into his narrative all the color, drama, and character of the event. His version of the death of Billy the Kid adds another perspective to that much celebrated episode in western history. His encounters with Temple Houston, the governor's flamboyant son, rancher Charles Goodnight, and Ranger Captain Arrington add to our fund of knowledge about those legendary frontier figures. LeFors wanted to get the facts—as he remembered them—straight. With his sharp eye for texture and detail and keen ear for language and timing, he created a narrative that wonderfully captures the flavor of his life and exciting times.
The central issue Bush finds in these works is how their authors have dealt with the authority of Mormon Church leaders. As she puts it in her preface, "I use the phrase 'faithful transgression' to describe moments in the texts when each writer, explicitly or implicitly, commits herself in writing to trust her own ideas and authority over official religious authority while also conceiving of and depicting herself to be a 'faithful' member of the Church." Bush recognizes her book as her own act of faithful transgression. Writing it involved wrestling, she states, "with my own deeply ingrained religious beliefs and my equally compelling education in feminist theories that mean to liberate and empower women."
Faithful Transgressions examines a remarkable group of authors and their highly readable and entertaining books. In producing the first significant book-length study of Mormon women's autobiographical writing, Bush rides a wave of memoir publishing and academic interest in autobiography and other life narratives. As she elucidates these works in relation to the religious tradition that played a major role in shaping them, she not only positions them in relation to feminist theory and current work on women's life writings but ties them to the long literary tradition of spiritual autobiography.
Documentaries have increasingly used the first person, with a number of prominent filmmakers finding critical and commercial success with this intimate approach. Jewish filmmakers have particularly thrived in this genre, using it to explore disparate definitions of the self in relation to the larger groups of family and community.
In First Person Jewish, Alisa S. Lebow examines more than a dozen films from Jewish artists to reveal how the postmodern impulse to turn the lens inward intersects provocatively (and at times unwittingly) with historical tropes and stereotypes of the Jew. Focusing her efforts on Jewish filmmakers working on the margins, Lebow analyzes the work of Jonathan Caouette, Chantal Akerman, and Alan Berliner, among others, also including a discussion of her own first person film Treyf (1998), made with Cynthia Madansky. The filmmakers in this study, Lebow argues, are confronting a desire to both define and reimagine contemporary Jewishness.
Using a multidisciplinary approach to first person films, Lebow shows how this form of self-expression is challenging both autobiography and documentary and, in the process, changing the art of cinema and recording the cultural shifts of our time.
Alisa S. Lebow is a filmmaker and lecturer in film and TV studies at Brunel University.
A trenchant examination of the political dynamics of autobiography in education.
How do historically marginalized groups expose the partiality and presumptions of educational institutions through autobiographical acts? How are the stories we tell used to justify resistance to change or institutional complacency? These are the questions Wendy S. Hesford asks as she considers the uses of autobiography in educational settings. This book demonstrates how autobiographical acts-oral, written, performative, and visual-play out in vexed and contradictory ways and how in the academy they can become sites of cultural struggle over multicultural education, sexual harassment, institutional racism, hate speech, student activism, and commemorative practices.
Within the context of Oberlin, a small liberal arts college in Ohio, and beginning with a speak-out organized by Asian American students in 1995, this book looks at the uses of autobiographical practices in empowering groups traditionally marginalized in academic settings. Investigating the process of self-representation and the social, spatial, and discursive frames within which academic bodies and identities are constituted, Framing Identities explores the use of autobiographical acts in terms of power, influence, risks involved, and effectiveness. Hesford does not endorse autobiography as an unequivocal source of empowerment, however. Instead, she illustrates how autobiographical practices in the academy can mobilize competing and often irreconcilable interests. Hesford argues that by integrating self-reflection into cultural, rhetorical, and material analyses-and encouraging students to do the same-teachers not only will largely justify attention to the personal in the classroom, they will help their communities move beyond a naive identity politics. Framing Identities provides a model for teacher-researchers across the disciplines (education, English, composition, cultural studies, women’s studies, to name a few) to investigate the contradictory uses and consequences of autobiography at their own institutions, and to carve out new pedagogical spaces from which they and their students can emerge as social, political, and intellectual subjects.READERS
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