04737nam 2200733 a 450 991046347440332120211014004830.01-283-89875-60-8122-0603-710.9783/9780812206036(CKB)3170000000046173(OCoLC)822017938(CaPaEBR)ebrary10642747(SSID)ssj0000597369(PQKBManifestationID)11941367(PQKBTitleCode)TC0000597369(PQKBWorkID)10577158(PQKB)11541363(MiAaPQ)EBC3441995(MdBmJHUP)muse17547(DE-B1597)449559(OCoLC)979954231(DE-B1597)9780812206036(Au-PeEL)EBL3441995(CaPaEBR)ebr10642747(CaONFJC)MIL421125(EXLCZ)99317000000004617320111205d2012 uy 0engurcn|||||||||txtccrEnglish letters and Indian literacies[electronic resource] reading, writing, and New England missionary schools, 1750-1830 /Hilary E. Wyss1st ed.Philadelphia University of Pennsylvania Pressc20121 online resource (264 p.)Haney Foundation SeriesBibliographic Level Mode of Issuance: Monograph0-8122-4413-3 Includes bibliographical references (p. [231]-241) and index.Front matter --Contents --Preface --Introduction. Technologies of Literacy --Chapter 1. Narratives and Counternarratives: Producing Readerly Indians in Eighteenth- Century New England --Chapter 2. The Writerly Worlds of Joseph Johnson --Chapter 3. Brainerd's Missionary Legacy: Death and the Writing of Cherokee Salvation --Chapter 4. The Foreign Mission School and the Writerly Indian --After Words: Native Literacy and Autonomy --Notes --Works Cited --Index --AcknowledgmentsAs rigid and unforgiving as the boarding schools established for the education of Native Americans could be, the intellectuals who engaged with these schools-including Mohegans Samson Occom and Joseph Johnson, and Montauketts David and Jacob Fowler in the eighteenth century, and Cherokees Catharine and David Brown in the nineteenth-became passionate advocates for Native community as a political and cultural force. From handwriting exercises to Cherokee Syllabary texts, Native students negotiated a variety of pedagogical practices and technologies, using their hard-won literacy skills for their own purposes. By examining the materials of literacy-primers, spellers, ink, paper, and instructional manuals-as well as the products of literacy-letters, journals, confessions, reports, and translations-English Letters and Indian Literacies explores the ways boarding schools were, for better or worse, a radical experiment in cross-cultural communication. Focusing on schools established by New England missionaries, first in southern New England and later among the Cherokees, Hilary E. Wyss explores both the ways this missionary culture attempted to shape and define Native literacy and the Native response to their efforts. She examines the tropes of "readerly" Indians-passive and grateful recipients of an English cultural model-and "writerly" Indians-those fluent in the colonial culture but also committed to Native community as a political and cultural concern-to develop a theory of literacy and literate practice that complicates and enriches the study of Native self-expression. Wyss's literary readings of archival sources, published works, and correspondence incorporate methods from gender studies, the history of the book, indigenous intellectual history, and transatlantic American studies.Haney Foundation series.Indians of North AmericaEducationNew EnglandIndians of North AmericaNew EnglandIntellectual lifeIndians of North AmericaMissionsNew EnglandWritten communicationNew EnglandHistoryLiteracyNew EnglandHistoryElectronic books.Indians of North AmericaEducationIndians of North AmericaIntellectual life.Indians of North AmericaMissionsWritten communicationHistory.LiteracyHistory.371.829/97Wyss Hilary E1051267MiAaPQMiAaPQMiAaPQBOOK9910463474403321English letters and Indian literacies2481644UNINA