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Cracking the World System: Mediating Public Pedagogies From Southern Illinois University Carbondale OpenSIUC Dissertations Theses and Dissertations 5-1-2016 CRACKING THE WORLD SYSTEM: MEDIATING PUBLIC PEDAGOGIES FROM THE “WORLD REVOLUTION” OF 1848 James Kepley Anderson Southern Illinois University Carbondale, [email protected] Follow this and additional works at: http://opensiuc.lib.siu.edu/dissertations Recommended Citation Anderson, James Kepley, "CRACKING THE WORLD SYSTEM: MEDIATING PUBLIC PEDAGOGIES FROM THE “WORLD REVOLUTION” OF 1848" (2016). Dissertations. Paper 1201. This Open Access Dissertation is brought to you for free and open access by the Theses and Dissertations at OpenSIUC. It has been accepted for inclusion in Dissertations by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. CRACKING THE WORLD SYSTEM: MEDIATING PUBLIC PEDAGOGIES FROM THE “WORLD REVOLUTION” OF 1848 by James K. Anderson B.S., University of Illinois at Urbana-Champaign, 2008 M.A., University of Illinois Springfield, 2010 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Doctor of Philosophy Mass Communication and Media Arts Southern Illinois University Carbondale In the Graduate School May 2016 DISSERTATION APPROVAL CRACKING THE WORLD SYSTEM: MEDIATING PUBLIC PEDAGOGIES FROM THE “WORLD REVOLUTION” OF 1848 By James Kepley Anderson A Dissertation Submitted in Partial Fullfillment of the Requirements for the Degree of Doctorate of Philosophy in Mass Communication and Media Arts Approved by: Dr. Walter Metz, Cinema and Photography, committee chair Dr. Jyotsna Kapur, Cinema and Photography Dr. Dong Han, School of Journalism Dr. Jean-Pierre Reed, Sociology Dr. Amie Kincaid, Communication, University of Illinois Springfield Graduate School Southen Illinois University Carbondale Approved April 4, 2016 AN ABSTRACT OF THE DISSERTATION OF JAMES ANDERSON, for the Doctor of Philosophy degree, in MASS COMMUNICATION AND MEDIA ARTS, presented on April 4, 2016, at Southern Illinois University Carbondale TITLE: CRACKING THE WORLD SYSTEM: MEDIATING PUBLIC PEDAGOGIES FROM THE “WORLD REVOLUTION” OF 1848 This project adopts the framework of World Systems Analysis [WSA], formulated by global sociologist Immanueal Wallerstein, to take the entire world system as the unit of analysis. Drawing on the work of Paulo Freire, the seminal theorist of critical pedagogy, this project couples WSA with the analytic lens of public pedagogy to overcome the limitations associated with the critical application of the concept of ideology and with the application of various postmodern critiques. Primary media sources are used for purposes of critical political economy, to outline the contours of economic changes and class formations from the first world revolution. A detailed descriptive history of the revolutions that swept across Europe in 1848 recovers narratives from that critical juncture. I discuss prominent public pedagogies via analysis of primary print media sources like the London Times. Focusing on hegemonic shifts in the world system around 1848, I throw light on movement-media cracks in the British Empire, while also uncovering oft-ignored resistance, insurrections and utopian experiments in the Americas. Pedagogies of conspiracy theory and Manifest Destiny legitimated US aggression against Mexico as the former took initial steps toward becoming a world system superpower. Problems and pedagogies from 1848 are also updated and examined in light of the contemporary society- media context to consider cracks in the existing system and learn from the past new possible paths out of the world system’s terminal structural crisis. i ACKNOWLEDGMENTS This project and my successful completion of the doctoral program at Southern Illinois University Carbondale would not have been possible without my committee chair, Dr. Walter Metz. He and I both had to make it past multiple hurdles on the road to finishing this dissertation. We tripped, spectacularly in some instances, over a few along the way. Yet we persevered. Sometimes the process was like pulling teeth; other times it underscored how exciting and powerful it can be to write, research and learn in heterodox ways with someone who is willing to attempt to bring widely disparate ideas into a disucssion. Dr. Amie Kincaid, the “Doc,” who chaired my master’s thesis committee back in 2010, has been one of the biggest supporters of my work for years, and I am thankful she could be part of the dissertation committee to help see me through this. Her insights on theory and methodology proved invaluable. Despite his theoretical precision occasionally at odds with my efforts to couple different frameworks, Dr. Jean-Pierre Reed provided a sociological perspective and constructive criticism ultimately crucial for revising this manuscript at several stages. I could not have found an outside committee member more animated and enthusiastic during the different defenses and meetings throughout the process. Dr. Dong Han constantly raised key concerns about important aspects of the project, and his observations prompted me to acknowledge and when possible to address shortcomings, omissions or inadequacies in the manuscript. Dr. Jyotsna Kapur was both my harshest critic and strongest supporter, perhaps simultaneously. Not only was I strongly influenced by some of the scholarship I was exposed to – not to mention by the dialogue – in her classroom during my PhD program coursework, but I learned a lot from her comments throughout all stages of this project. If I later publish all or part of this manuscript, it will be thanks in large part to her. I need to thank Judith A. Downie, the Humanities and Archives Librarian & Government Documents ii Coordinator at California State University San Marcos, who provided detailed explanations of how to access electronic newspaper archives through the CSU system and how to circumvent e- form obstacles to request print copies of obscure books via inter-library loan. Staff at Morris Library on SIUC campus also deserve many thanks for maintaining microform readers and making extensive newspaper archives available on microfilm. I also want to thank several stunning scholars, journalists and writers who provided me guidance and/or encouragement while I worked on this project, namely Caroline McKusick, Jennifer Johnson, Kara Dellacioppa, Kari Lydersen and Aviva Chomsky. I would be woefully remiss not to thank my mother, Dana Anderson, for all of her support, especially as regards my scholarly pursuits. Likewise, I want to thank my sister Carrie for the same. My younger sister, Kathryn J. Anderson, gave me the inspiration and encouragement necessary to finish this project, and I remain indescribably proud of her for innumerable reasons. Good friends like Iclal Alev Degim, Kevin Taylor, Eli Kramer, Sam Meister, Alex Macias, TJ Smith, Nathan Reed, Kiran Bharthapudi, Noah Springer, Sam Robinson, Kelly Caringer, Bret Seferian and Matt Ryg also enabled me to keep going through tough times. Finally, I have to thank my fellow déclassé rabble – Phil Brewer, Nick Smaligo, Kody Smoker, Sarah Baumgarten and Cody Roach – for teaching me what militant public pedagogy means; you all are amazing friends, comrades, intellectuals and a constant inspiration. iii TABLE OF CONTENTS CHAPTER PAGE ABSTRACT ................................................................................................................................... i ACKNOWLEDGMENTS ............................................................................................................ ii CHAPTERS Chapter One: Communicating Cracks in the System ................................................................... 1 Introduction ............................................................................................................................. 1 Chapter Two: Theorizing the World System and Public Pedagogy ............................................. 6 Introduction to World Systems Analysis ................................................................................ 6 Introduction to Public Pedagogy ............................................................................................. 8 World Systems Analysis of 1848 through the Lens of Public Pedagogy ............................. 16 Chapter Three: Critique of the Political Economy of 1848 ........................................................ 19 Introduction ........................................................................................................................... 19 Cracking Theories of Hegemony and the Hegemony of Radical Theories .......................... 19 Conditions of Crisis, Class Formation and Movement Cycles circa 1848 ........................... 27 Liberalism, Free Trade and Crisis: How Hegemony Functioned Around 1848 ................... 31 Abject Poverty and Finance Capital In and Emerging From Crisis...................................... 38 Chapter Four: WSA of Public Pedagogies during the World Revolution of 1848 ..................... 52 Introduction ........................................................................................................................... 52 Revolt in Italian States: First European Revolutions of 1848 ............................................... 54 Fear of Revolution in the Hegemonic Foreign Press ....................................................... 56 The Church, Italian Unity and Autonomous Actions ...................................................... 67 France in 1848: From Revolution to History Repeating
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