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Imagined Homelands: British Poetry in the Colonies, by Jason R. Rudy

2020· article· en· W4365808232 on OpenAlex

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A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueVictorian Studies · 2020
Typearticle
Languageen
FieldArts and Humanities
TopicPostcolonial and Cultural Literary Studies
Canadian institutionsnot available
Fundersnot available
KeywordsPoetryHomelandContext (archaeology)ColonialismHistoryEmigrationLiteratureArt historyArtPoliticsLawArchaeology

Abstract

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Reviewed by: Imagined Homelands: British Poetry in the Colonies by Jason R. Rudy Isobel Armstrong (bio) Imagined Homelands: British Poetry in the Colonies, by Jason R. Rudy; pp. xii + 247. Baltimore: Johns Hopkins University Press, 2017, $49.95, £37.00. Adam Lindsay Gordon, Caroline Leakey, Fidelia Hill, Charles Sangster, Henry Lawson, Andrew Barton “Banjo” Paterson, and Charles G. D. Roberts: these nineteenth-century poets are not familiar figures even to specialists of Victorian poetry. But they have a prominent place in Jason Rudy’s Imagined Homelands: British Poetry in the Colonies, a study of settler poetry and poems of emigration in three countries—Canada, South Africa, and Australia—on three continents. This book is a must not only for critics of Victorian poetry but also for all scholars working in the long nineteenth century. Rudy has opened a new field: he has mastered the poetry and print culture archives of his three continents, their colonial histories, and their different cultures of settlement. He explores the prolific publication of colonizing poetry over the century and makes it meaningful. His aim is to move away from Anglocentric readings and to repudiate accounts of colonial poetry that disparage both its derivative forms and its sentimental excess. [End Page 161] His overarching argument is that emigrant poetry both articulated and assuaged settler experience of dislocation by creating a sense of community and collective understanding through imagining the new territory as a homeland, relocating the values of the old country in a new context. Benedict Anderson’s Imagined Communities: Reflections on the Origin and Spread of Nationalism (1983) is recalled in the title, but Rudy has in mind the circulation of affect as the bonding agent rather than abstract theorization of community. Generic familiarity and derivative material in well-worn meters capable of being reworked and resignified in and for new spaces is therefore a positive advantage, rather than a weakness. Secondariness references the Britain left behind, while making possible new redactions of experience and nation. An outstanding example is Felicia Hemans’s “The Homes of England” (1827), which was reworked on the three continents. Rudy’s limpid expository style opens up his theme across six chapters. The first considers poetry in the newspapers published aboard emigrant ships for their so-called community in transit, often amounting to a third of the contents. Poetry, in the awful conditions of up to four months at sea, was a source of consolation in three ways: it drew upon the reanimating possibilities of parody; it gave expression to nostalgia by exploring captivity and exile and so reconstituting Britain; and it newly explored the place of culture in a settler community. This is a fine chapter, with some brilliant readings of parodies of Alfred Tennyson’s “Maud” (1855) and Thomas Hood’s “The Song of the Shirt” (1843). Chapters 2, 3, and 4 are all concerned with authenticity, plagiarism, the recirculation of genre, and the extent to which a derivative poetry can create structures of affect that both recall the country of origin and resituate new experience. Rudy shows how Lindsay Gordon’s “From the Wreck” (1870) reworks Robert Browning’s “How We Brought the Good News from Aix to Ghent” (1845) in an agonistic context. He shows how Scottish dialect is used to underwrite communal consciousness. He takes the example of the American William Cullen Bryant’s “To a Waterfowl” (1818) and “The Indian Girl’s Lament” (c. 1832) to show how, as the same poems migrate across South Africa and Australia, they are not cloned, but recontextualized. He shows how second generation and so-called native-born poets such as Australian Thomas Henry Kendall and Canadian Oliver Goldsmith respond ambivalently to their immigrant status, questioning whether an authentic life is possible. Leakey more successfully understands her experience by repurposing genre. Indeed, the successful poet reproduces Britain in a new context by reproducing sentiment, Rudy argues, so that poetry becomes political and social work. The final two chapters move in a slightly different direction. Chapter 5, “Colonial Laureates,” explores the way in which poets established a local culture of poetry. Although loyalist, local poets did not align themselves with elite and aristocratic elements of British political traditions even...

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Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.419
Threshold uncertainty score0.487

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.048
GPT teacher head0.242
Teacher spread0.194 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it