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KeywordAfrican American Studies
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AbstractAmerican Dolorologies presents a theoretically sophisticated intervention into contemporary equations of subjectivity with trauma. Simon Strick argues against a universalism of pain and instead foregrounds the intimate relations of bodily affect with racial and gender politics. In concise and original readings of medical debates, abolitionist photography, Enlightenment philosophy, and contemporary representations of torture, Strick shows the crucial function that evocations of “bodies in pain” serve in the politicization of differences. This book provides a historical contextualization of contemporary ideas of suffering, sympathy, and compassion, thus establishing an embodied genealogy of the pain that is at the heart of American democratic sentiment. Print versions available for purchase at https://sunypress.edu/Books/A/American-Dolorologies
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Using African American Vernacular English and Hip Hop Nation language to teach standard American English.Ticco, Julie E. (2015)In American schools, teachers frequently enforce Standard American English (SAE) without teaching students about the nonstandard dialects they may speak, such as African American Vernacular English (AAVE) or Hip Hop Nation Language (HHNL) (Alim, 2007; Wheeler, 2010). This only makes students more protective over their linguistic identity and less willing to learn SAE (Alim, 2007). Thus, defending and valuing all students’ dialects should be a priority for a teacher in order to preserve their students’ linguistic identities. The opportunity to provide students with a bidialectal environment is present, but when schools focus on SAE, very few curricula on non-standard dialects are created or used (Alim, 2007; Kelly, 2013; Messier, 2012; Godley & Escher, 2012). In addition, there is also a lack of resources that address students and English Language Learners (ELLs) in a bidialectal environment. Without these resources, even well-intentioned teachers cannot properly execute an ideal bidialectal classroom. This project was created to solve these issues by providing a resource for teachers of AAVE and HHNL speakers. This project’s curriculum will specifically help students in two ways: they will better understand AAVE and SAE features and when to use each dialect, and they will hold onto their linguistic and cultural identities. This curriculum will also be unique in that it will also address the needs of ELLs who may be in environments where, while they are learning the English language, they are also learning local dialects (e.g., AAVE). The fifty lesson plan curriculum addresses 10th grade English Language Arts, Music, and Social Studies standards.
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American Economic Imperialism and the Spanish-American War EraCorey, Mary E.; Beaman, Allan T.; The College at Brockport (2013-07-01)American history and education always viewed the Spanish-American War era of 1898 as a time when imperialism unexpectedly became foreign policy. However, American imperialism would differ from the form it took in European countries. America would promote a “noble imperialism” that would elevate the culture of these new territories to the greatness that America represented. This notion appeared daily in the Rochester Democrat and Chronicle during 1898. As time passed, the historiography of this era changed to provide more evidence of economic and military imperialism underlying American actions. Also, evidence about American brutality during the pacification of the Philippines came to light. Modern education can no longer focus on small pinpoints of history now that we have the technology to find ever increasing amounts of information. Many educators and historians agree that the use of modern technological devises and a focus on the whole story can engage the 21st century student.