Race, Resistance, and the Laws of Slavery Sean Kim Butorac a Dissertation Submitted in Partial Fulfillme
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Intertextual Abolitionists: Frederick Douglass, Lord Byron, and the Print, Politics, and Language of Slavery
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 6-2019 Intertextual abolitionists: Frederick Douglass, Lord Byron, and the print, politics, and language of slavery Jake Spangler DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Spangler, Jake, "Intertextual abolitionists: Frederick Douglass, Lord Byron, and the print, politics, and language of slavery" (2019). College of Liberal Arts & Social Sciences Theses and Dissertations. 273. https://via.library.depaul.edu/etd/273 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. Intertextual Abolitionists: Frederick Douglass, Lord Byron, and the Print, Politics, and Language of Slavery A Thesis Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts June 2019 BY Jake C. Spangler Department of English College of Liberal Arts and Social Sciences DePaul University Chicago, Illinois This project is lovingly dedicated to the memory of Jim Cowan Father, Friend, Teacher Table of Contents Dedication / i Table of Contents / ii Acknowledgements / iii Introduction / 1 I. “I Could Not Deem Myself a Slave” / 9 II. The Heroic Slave / 26 III. The “Files” of Frederick Douglass / 53 Bibliography / 76 Acknowledgements This project would not have been possible without the support of several scholars and readers. -
Julia Faisst, Phin Beiheft
PhiN Beiheft | Supplement 5/2012: 71 Julia Faisst (Siegen) Degrees of Exposure: Frederick Douglass, Daguerreotypes, and Representations of Freedom1 This essay investigates the picture-making processes in the writings of Frederick Douglass, one of the most articulate critics of photography in the second half of the nineteenth century. Through his fiction, speeches on photography, three autobiographies, and frontispieces, he fashioned himself as the most "representative" African American of his time, and effectively updated and expanded the image of the increasingly emancipated African American self. Tracing Douglass's project of self-fashioning – both of himself and his race – with the aid of images as well as words is the major aim of this essay. Through a close reading of the historical novella "The Heroic Slave," I examine how the face of a slave imprints itself on the photographic memory of a white man as it would on a silvered daguerreotype plate – transforming the latter into a committed abolitionist. The essay furthermore uncovers how the transformation of the novella's slave into a free man is described in terms of various photographic genres: first a "type," Augustus Washington (whose life story mirrors that of Douglass) changes into a subject worthy of portraiture. As he explored photographic genres in his writings, Douglass launched the genre of African American fiction. Moreover, through his pronounced interest in mixed media, he functioned as an immediate precursor to modernist authors who produced literature on the basis of photographic imagery. Overall, this essay reveals how Douglass performed his own progress within his photographically inflected writings, and turned both himself and his characters into free people. -
The Denmark Vesey Conspiracy Conceptualizing Crime and Religion in Slaveholding Societies Paul Schneider-Krumpus
The Denmark Vesey Conspiracy Conceptualizing Crime and Religion in Slaveholding Societies Paul Schneider-Krumpus This project was supported by the University of Minnesota Undergraduate Research Opportunities Program Premise of Research Through the UROP program, I have conducted an historical documentary analysis of the Denmark Vesey conspiracy, an alleged plot of slave rebellion that was exposed in Charleston, South Carolina in 1822. This research is meant to be part of Professor Katherine Gerbner’s wider research on the construction of religion and crime in relation to New World slavery. Little documentation of the alleged plot exists outside of court documents from the trials of the accused, and so these were especially important source materials. New strides are being made in the understanding of the Denmark Vesey conspiracy, as professional historians continue to accumulate sources and construct new and fuller interpretations of the events. Objective of Research The objective of this research was to use primary sources relevant to the Denmark Vesey conspiracy to learn about the relationships between law, religion, and the institution of slavery in the antebellum American South, particularly in relation to slave revolts. Considering the religious nature of the plot, its conspirators, its suppressors, and the very society it took place in, the Denmark Vesey conspiracy is especially suited to an analysis of this sort. Compared to other slave revolts, this plot is only lightly studied. It could be essential to understanding other North American slave revolts though; the number of people involved is alleged to be well over 6,000, which would make it one of the largest uprisings ever conceived of in this part of the world. -
RIVERFRONT CIRCULATING MATERIALS (Can Be Checked Out)
SLAVERY BIBLIOGRAPHY TOPICS ABOLITION AMERICAN REVOLUTION & SLAVERY AUDIO-VISUAL BIOGRAPHIES CANADIAN SLAVERY CIVIL WAR & LINCOLN FREE AFRICAN AMERICANS GENERAL HISTORY HOME LIFE LATIN AMERICAN & CARIBBEAN SLAVERY LAW & SLAVERY LITERATURE/POETRY NORTHERN SLAVERY PSYCHOLOGICAL ASPECTS OF SLAVERY/POST-SLAVERY RELIGION RESISTANCE SLAVE NARRATIVES SLAVE SHIPS SLAVE TRADE SOUTHERN SLAVERY UNDERGROUND RAILROAD WOMEN ABOLITION Abolition and Antislavery: A historical encyclopedia of the American mosaic Hinks, Peter. Greenwood Pub Group, c2015. 447 p. R 326.8 A (YRI) Abolition! : the struggle to abolish slavery in the British Colonies Reddie, Richard S. Oxford : Lion, c2007. 254 p. 326.09 R (YRI) The abolitionist movement : ending slavery McNeese, Tim. New York : Chelsea House, c2008. 142 p. 973.71 M (YRI) 1 The abolitionist legacy: from Reconstruction to the NAACP McPherson, James M. Princeton, NJ: Princeton University Press, c1975. 438 p. 322.44 M (YRI) All on fire : William Lloyd Garrison and the abolition of slavery Mayer, Henry, 1941- New York : St. Martin's Press, c1998. 707 p. B GARRISON (YWI) Amazing Grace: William Wilberforce and the heroic campaign to end slavery Metaxas, Eric New York, NY : Harper, c2007. 281p. B WILBERFORCE (YRI, YWI) American to the backbone : the life of James W.C. Pennington, the fugitive slave who became one of the first black abolitionists Webber, Christopher. New York : Pegasus Books, c2011. 493 p. B PENNINGTON (YRI) The Amistad slave revolt and American abolition. Zeinert, Karen. North Haven, CT : Linnet Books, c1997. 101p. 326.09 Z (YRI, YWI) Angelina Grimke : voice of abolition. Todras, Ellen H., 1947- North Haven, Conn. : Linnet Books, c1999. 178p. YA B GRIMKE (YWI) The antislavery movement Rogers, James T. -
Teacher's Guide Look What a Wonder a Gospel Musical by Walter
Teacher’s Guide Look What a Wonder A gospel musical by Walter Robinson FROM THE EXECUTIVE DIRECTOR In a Facing History and Ourselves classroom, students discover, in the words of German historian Detlev J.K. Peukert, that "the shadowy figures that look out at us from the tarnished mirror of history are – in the final analysis -- ourselves." The arts play a central role in helping students make that connection, for it is through the arts that they begin to see themselves in others. It is also through the arts that they develop empathy, the ability to see the world through someone else's eyes. President John F. Kennedy once told Americans that arts raise our spirits, deepen our insights, and enhance our self-comprehension. As Facing History students view the past through music, art, drama, and literature, many find their own voice and begin to tell their own stories: stories linked to their identity, their sense of who they are, and the dreams of what they might become. Look What a Wonder , Walter Robinson's gospel musical, reveals the way the arts can raise universal questions through an exploration of a particular history. It is a story that explores many of the themes central to a Facing History course: identity and voice, courage and resilience, freedom and justice, and decision-making and choice. We are grateful to Seth and Beth Klarman for sponsoring this event and giving this performance as a gift to our community. Margot Stern Strom Executive Director 1 Teacher’s Guide Look What a Wonder A gospel musical by Walter Robinson FROM THE COMPOSER I am thrilled that you will have the opportunity to hear Look What a Wonder . -
Michael Woods on the Denmark Vesey Affair: a Documentary History
Douglas R. Egerton, Robert L. Paquette, eds.. The Denmark Vesey Affair: A Documentary History. Gainesville: University Press of Florida, 2017. 982 pp. $150.00, cloth, ISBN 978-0-8130-6282-2. Reviewed by Michael E. Woods Published on H-SC (August, 2017) Commissioned by David W. Dangerfield (University of South Carolina - Salkehatchie) Monuments are polestars of public memory. surrection scare, including private correspon‐ In 2014, the installation of a Denmark Vesey stat‐ dence and newspaper articles; the post-trial back‐ ue in Charleston, South Carolina, inspired discus‐ lash, including the passage of repressive legisla‐ sion and disagreement. Vesey, a formerly en‐ tion, the destruction of the AME Church, and the slaved carpenter, was convicted and executed solidification of proslavery political doctrines; (along with thirty-four alleged accomplices) in and the enduring conflict over commemoration. 1822 for plotting with Charleston slaves to rise up The diversity of source material enables readers and escape to Haiti. As the Reverend Joe Darby to situate the Vesey affair in a broad chronologi‐ observed, Vesey is now remembered variously as cal, geographic, and political context. The editors’ a “dangerous terrorist” and a “freedom fghter” notes, which reflect years of painstaking research, (p. 798). The same is true of fgures like Nat Turn‐ are equally insightful and will be especially in‐ er and John Brown. What makes Vesey uniquely valuable for readers who are new to the subject. contentious in academic circles is a second debate Yet this book is not simply a document read‐ over whether his plot existed at all. er; it is an intervention in a ferce historiographi‐ The Denmark Vesey Affair: A Documentary cal controversy over the very existence of a Vesey- History, edited by Douglas R. -
Contested Symbolism in the Flags of New World Slave Risings
Contested Symbolism in the Flags of New World Slave Risings Steven A. Knowlton Throughout the summer of 1800, an enslaved blacksmith of Richmond, Virginia, named Gabriel conspired with fellow bondspeople to rise in arms and fight for their freedom. Among his plans was a scheme to paint a flag with the phrase “Death or Liberty” to be carried at the head of the column that would march into the city.1 Gabriel’s slogan inverted the words of his fellow Virginian Patrick Henry, whose famous oration on the eve of the American Revolution concluded, “Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take, but as for me, give me liberty or give me death!”2 It is a well-known irony of history that among those who fought for American independence from British rule—and couched their rhetoric in terms of “freedom” and “liberty”—were some of the largest slaveholders on the continent, including Henry.3 In popular memory, their struggle against King George III has been valorized, but so have the efforts of those who sought emancipation for slaves. For example, historical markers now stand at key locations in Gabriel’s career, and the Richmond History Center has made an artist’s conception of Gabriel’s image one of fifty key objects that define the city’s story.4 (Figure 1) As Gabriel’s adaptation of Henry’s rhetoric demonstrates, opposing parties are known to assign conflicting meanings to shared symbols; flags are among the most prominent of these, as documented throughout vexillological literature.5 Slaves who engaged in violent conflict with their masters often used flags mod- eled on those of their oppressors. -
Dangerous Spirit of Liberty: Slave Rebellion, Conspiracy, and the First Great Awakening, 1729-1746
Dangerous Spirit of Liberty: Slave Rebellion, Conspiracy, and the First Great Awakening, 1729-1746 by Justin James Pope B.A. in Philosophy and Political Science, May 2000, Eckerd College M.A. in History, May 2005, University of Cincinnati M.Phil. in History, May 2008, The George Washington University A Dissertation submitted to The Faculty of The Columbian College of Arts and Sciences of The George Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January 31, 2014 Dissertation directed by David J. Silverman Professor of History The Columbian College of Arts and Sciences of The George Washington University certifies that Justin Pope has passed the Final Examination for the degree of Doctor of Philosophy January 10, 2014. This is the final and approved form of the dissertation. Dangerous Spirit of Liberty: Slave Rebellion, Conspiracy, and the Great Awakening, 1729-1746 Justin Pope Dissertation Research Committee: David J. Silverman, Professor of History, Dissertation Director Denver Brunsman, Assistant Professor of History, Committee Member Greg L. Childs, Assistant Professor of History, Committee Member ii © Copyright 2014 by Justin Pope All rights reserved iii Acknowledgments I feel fortunate to thank the many friends and colleagues, institutions and universities that have helped me produce this dissertation. The considerable research for this project would not have been possible without the assistance of several organizations. The Gilder Lehrman Institute of American History, the Maryland Historical Society, the Cosmos Club Foundation of Washington, D.C., the Andrew Mellon Fellowship of the Virginia Historical Society, the W. B. H. Dowse Fellowship of the Massachusetts Historical Society, the Thompson Travel Grant from the George Washington University History Department, and the Colonial Williamsburg Foundation Research Fellowship all provided critical funding for my archival research. -
Rebellions in America.Indd
enslaved Africans. They didn’t Enslaved Africans Rebel speak English. It would usually Enslaved Africans plotted insurrections. take 6-8 months before they could speak English. Like other Enslaved Africans in the North Fight enslaved Africans they didn’t A rebellion would only have a chance have any maps, and didn’t know to succeed if Africans were armed. where they were. Whether they Unfortunately whites had more weapons, were on a plantation in Georgia since it was against the law for an African or Louisiana, it might take years to own a weapon. before they knew whether they were close to a free state or far In 1712 enslaved Africans were able to arm away. themselves. Twenty-fi ve enslaved Africans with guns and clubs decided to burn down But back home in Africa, the homes of white enslavers in New York many of these “new” enslaved City. Nine whites were killed in the attack. Africans had been warriors or Eventually, soldiers arrived and they leaders, and they were not defeated the rebelling Africans. Eighteen willing to accept slavery. Africans involved in the rebellion were Drums were used by killed. Whenever a rebellion was defeated Africans in America to Stono Rebellion usually everyone involved in the rebellion communicate and orga- One African, a man named was executed. nize. Jemmy, organized a rebellion in by using drums Africans could 1739. Jemmy had just recently Born in Africa, Enslaved in America communicate. At the time been kidnapped and brought Not every enslaved African planned a whites would have to walk or to America from Angola. -
When Sons Remember Their Fathers
Swarthmore College Works History Faculty Works History Winter 1997 When Sons Remember Their Fathers Bruce Dorsey Swarthmore College, [email protected] Follow this and additional works at: https://works.swarthmore.edu/fac-history Part of the History Commons Let us know how access to these works benefits ouy Recommended Citation Bruce Dorsey. (1997). "When Sons Remember Their Fathers". Kenyon Review. Volume 19, Issue 1. 162-166. https://works.swarthmore.edu/fac-history/120 This work is brought to you for free by Swarthmore College Libraries' Works. It has been accepted for inclusion in History Faculty Works by an authorized administrator of Works. For more information, please contact [email protected]. BRUCE DORSEY WHEN SONS REMEMBER THEIR FATHERS Fathering the Nation: American Genealogies of Slavery and Freedom. By Russ Castronovo. Berkeley: University of California Press, 1995. 295 pp. $32.00. Over the past half decade, historians of American culture have been attracted to two quite disparate avenues of inquiry, one involving a heightened understanding of memory and the second expanding the parameters of gender to include the meanings of masculinity. Certainly the mythic and cultural significance of the "Founding Fathers" for a generation of Americans on the eve of the Civil War offers a rich field for exploring both of these. An understanding of the "Founding Fathers" demands an analysis of the relationships between fathers and sons (both real and metaphorical) as well as the manner in which different antebellum Americans constructed -
1. Slavery, Resistance and the Slave Narrative
“I have often tried to write myself a pass” A Systemic-Functional Analysis of Discourse in Selected African American Slave Narratives Tobias Pischel de Ascensão Dissertation zur Erlangung des Grades eines Doktors der Philosophie am Fachbereich Sprach- und Literaturwissenschaft der Universität Osnabrück Hauptberichterstatter: Prof. Dr. Oliver Grannis Nebenberichterstatter: Prof. Dr. Ulrich Busse Osnabrück, 01.12.2003 Contents i Contents List of Tables iii List of Figures iv Conventions and abbreviations v Preface vi 0. Introduction: the slave narrative as an object of linguistic study 1 1. Slavery, resistance and the slave narrative 6 1.1 Slavery and resistance 6 1.2 The development of the slave narrative 12 1.2.1 The first phase 12 1.2.2 The second phase 15 1.2.3 The slave narrative after 1865 21 2. Discourse, power, and ideology in the slave narrative 23 2.1 The production of disciplinary knowledge 23 2.2 Truth, reality, and ideology 31 2.3 “The writer” and “the reader” of slave narratives 35 2.3.1 Slave narrative production: “the writer” 35 2.3.2 Slave narrative reception: “the reader” 39 3. The language of slave narratives as an object of study 42 3.1 Investigations in the language of the slave narrative 42 3.2 The “plain-style”-fallacy 45 3.3 Linguistic expression as functional choice 48 3.4 The construal of experience and identity 51 3.4.1 The ideational metafunction 52 3.4.2 The interpersonal metafunction 55 3.4.3 The textual metafunction 55 3.5 Applying systemic grammar 56 4. -
East Branch of the Cooper River, 1780-1820: Panopticism and Mobility Lisa Briggitte Randle University of South Carolina
University of South Carolina Scholar Commons Theses and Dissertations 2018 East Branch of the Cooper River, 1780-1820: Panopticism and Mobility Lisa Briggitte Randle University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Anthropology Commons Recommended Citation Randle, L.(2018). East Branch of the Cooper River, 1780-1820: Panopticism and Mobility. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4962 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. East Branch of the Cooper River, 1780-1820: Panopticism and Mobility By Lisa Briggitte Randle Bachelor of Arts University of South Carolina, 1979 Master of Arts University of South Carolina, 1990 Master of Arts University of South Carolina, 2009 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Anthropology College of Arts and Sciences University of South Carolina 2018 Accepted by: Kenneth G. Kelly, Major Professor Leland Ferguson, Committee Member Michael E. Hodgson, Committee Member Kimberly Simmons, Committee Member Terrance Weik, Committee Member Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Lisa Briggitte Randle, 2018 All Rights Reserved. ii DEDICATION I am honored to dedicate this dissertation to my friend and mentor, Dr. Leland G. Ferguson, for initiating the East Branch of the Cooper River Project and for his wise words of support when the completion of this dissertation seemed overwhelming. iii ACKNOWLEDGEMENTS This dissertation would not have been possible without the financial support of the University of South Carolina’s African American Professorial Program, the Anthropology Department’s Dorothy O’Dell Travel Grant, and a grant from the Archaeological Society of South Carolina.