The creation of a new school system in the Philippines in 1898 and educational reforms in occupied Japan, both with stated goals of democratization, speaks to a singular vision of America as savior, following its politics of violence with benevolent recuperation. The pedagogy of recovery—in which schooling was central and natives were forced to accept empire through education—might have shown how Americans could be good occupiers, but it also created projects of Orientalist racial management: Filipinos had to be educated and civilized, while the Japanese had to be reeducated and “de-civilized.”
In Campaigns of Knowledge, Malini Schueller contrapuntally reads state-sanctioned proclamations, educational agendas, and school textbooks alongside political cartoons, novels, short stories, and films to demonstrate how the U.S. tutelary project was rerouted, appropriated, reinterpreted, and resisted. In doing so, she highlights how schooling was conceived as a process of subjectification, creating particular modes of thought, behaviors, aspirations, and desires that would render the natives docile subjects amenable to American-style colonialism in the Philippines and occupation in Japan.
The contributors address a range of topics, paying particular attention to the dynamics of gender and race. Their essays include a surprising reading of the ostensibly liberal movies Wag the Dog and Three Kings, an exploration of the rhetoric surrounding the plan to remake the military into a high-tech force less dependent on human bodies, a look at the significance of the popular Left Behind series of novels, and an interpretation of the Abu Ghraib prison photos. They scrutinize the national narrative created to justify the U.S. invasions of Afghanistan and Iraq, the ways that women in those countries have responded to the invasions, the contradictions underlying calls for U.S. humanitarian interventions, and the role of Africa in the U.S. imperial imagination. The volume concludes on a hopeful note, with a look at an emerging anti-imperialist public sphere.
Contributors. Omar Dahbour, Ashley Dawson, Cynthia Enloe, Melani McAlister, Christian Parenti, Donald E. Pease, John Carlos Rowe, Malini Johar Schueller, Harilaos Stecopoulos
When exploring the links between America and postcolonialism, scholars tend to think either in terms of contemporary multiculturalism, or of imperialism since 1898. This narrow view has left more than the two prior centuries of colonizing literary and political culture unexamined.
Messy Beginnings challenges the idea of early America’s immunity from issues of imperialism, that its history is not as “clean” as European colonialism. By addressing the literature ranging from the diaries of American women missionaries in the Middle East to the work of Benjamin Franklin and Nathaniel Hawthorne, and through appraisals of key postcolonial theorists such as Edward Said, Gayatri Spivak, and Homi Bhabha, the contributors to this volume explore the applicability of their models to early American culture.
Messy Beginnings argues against the simple concept that the colonization of what became the United States was a confrontation between European culture and the “other.” Contributors examine the formation of America through the messy or unstable negotiations of the idea of “nation.”
The essays forcefully show that the development of “Americanness” was a raced and classed phenomenon, achieved through a complex series of violent encounters, legal maneuvers, and political compromises. The complexity of early American colonization, where there was not one coherent “nation” to conquer, contradicts the simple label of imperialism used in other lands. The unique approach of Messy Beginnings will reshape both pre-conceived notions of postcolonialism, and how postcolonialists think about the development of the American nation.
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