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Enregistrement W277123614

British Romantics and Native Americans: The Araucanians of Chile

2008· article· en· W277123614 sur OpenAlex
Tim Fulford

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Notice bibliographique

RevueStudies in Romanticism · 2008
Typearticle
Langueen
DomaineArts and Humanities
ThématiqueCultural and Social Studies in Latin America
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésColonialismEmpireRomanceOrientalismHistoryLiteratureSociologyAncient historyArtArchaeology
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

SINCE EDWARD SAID'S GROUNDBREAKING ORIENTALISM (1978), MUCH OF the critical impetus within Romantic Studies has been in the area of colonialism and its effects. Developments have been in two directions: in one a number of scholars have questioned the binary relationship implicit in the work of Said and a number of his early followers, showing that not only was knowledge of the East not simply the largely textual and backward-looking production that Said described, but also that it involved many more varied kinds of encounter than first envisaged. (1) The East was a matter of multiple relationships--medical, scientific and consumerist as well as intellectual, taking place in the English shires as well as the Deccan plateau. (2) Some, at least, of these relationships disturbed Britons' notion of who they were rather than confirmed them in a sense of superiority. Some questioned rather than aided the priorities of empire-builders. Some involved Britons and Orientals living beyond their previous identities in cultures to which they had emigrated. The effects of these relationships were registered in literary discourse: sometimes, indeed, that discourse sketched out such relationships for British readers. In a second direction, historians have investigated the effects on culture and literature of Britain's involvements in other parts of the world. The Romantic era was not only the period in which Britain acquired an Indian empire, but also that in which it extended its reach to Australia, New Zealand and the South Seas, to Northern Canada, and to Africa. The accounts of explorers and colonial officials, writing from what Mary Louise Pratt and Peter Hulme influentially termed 'contact zones' (areas of uncertainty, where people of different cultures met) saturated print culture--and turned the indigenous people of these places into objects of fascinated enquiry. (3) These people were, not, however, represented as being the same, or even similar, to Orientals (stereotypical or otherwise). Different accounts were made of them, reflecting Britons' understanding of their cultural specificity but also mirroring Britons' different cultural and political involvement in these regions. It is the purpose of this article to examine in detail some previously neglected accounts that emerged from a relatively little-studied involvement--the involvement in South America. I hope thereby to reveal the formative role that British depictions of Amerindians had in some of the writing we have come to regard as quintessentially Romantic. In the process, I hope, I will show that these 'Occidentalist' depictions produced more varied and less stable relationships than Said suggested were true of Orientalist discourse. As the nineteenth century dawned, Britons thought of themselves as the most civilized and enlightened people on earth. Yet despite the spread of British manufactures, technology and culture across North America, the East Indies, Africa and the Pacific, they had to admit that they still knew very little about South America. Dominated since the sixteenth century by Spain and Portugal, the Hispanic New World was effectively closed to foreigners for fear that they would try to grab its wealth for themselves. Britons knew by report that, after the conquests of the Aztecs, by Cortez, and the Incas, by Pizarro, the Indians had been enslaved and worked to death in the lucrative silver mines. They knew of the enconmienda and mita laws, which bound Native Americans to labor on the land that had been taken by the colonist, Creole elite. And some knew about the Jesuit missionaries who brought Indians into villages (called Reductions) for extensive re-education. Yet Britons' version of South America was compounded from historians who mostly relied on sixteenth-century narratives of the conquest. Representations of Indians, especially, depended on eyewitness accounts that were over 250 years old. So few Britons had gained entry in person, and as Nigel Leask has noted, a traveller claimed in 1824 that the last English account of Mexico had been published in Charles I's reign. …

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Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesÉtudes des sciences et des technologies
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Qualitatif · Signal consensuel: Qualitatif
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,204
Score d'incertitude au seuil0,998

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0010,005
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,085
Tête enseignante GPT0,297
Écart entre enseignants0,212 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle