Low s Evangeline which was a mandated high school "TEXT IN THE PHILIPPINES UNDER US OCCUPATION CHAPTER THREE "in the Philippines under US occupation Chapter Three the narratives created by the American teachers who went to the Philippines and images *In The Popular Press Of *the popular press of teachers It is here that teaching which was mostly a male profession in the US is envisioned as female moral uplift and contrasted as a carrot to the stick of US male soldiers As she explains White feminity in other words stood as a signifier Of Benevolent Rule Bringing benevolent rule bringing it a paradigm of imperial omesticity meant to eclipse the military conflict as a family Gendered Citizenships drama of errant children and benevolent mothers 111 Chapter Four turns to Carlos Bulosan s America Is in the Heart She explains Bulosan establishes an epistemological break in which his readers find the traces of an imperial education that knowledge project whose effect can only be such contradictions and logical inccomensurabilities 33 The majorownfall of this book is the cover I m sure goodreads will let you see the cover It is the image of Topsy Alien Disclosure at Area 51 discussed in Chapter 2 I read this book on an airplane and spent the whole time trying to keep the cover foldedown and away from public view Having the image in the book is important to understanding the argument in Chapter 2 and I can see why the analysis of the image captures Wesling s central argument However I was not at all comfortable reading a book in public with such a magnified racist image on it and I wasn t sure that leisurely reading this book in public would have one than promote the acceptance of racist images circulating in public spaces Can t you just imagine some sort of horrific hipster fad where 19th Century racist images suddenly start adorning handbags Having this image as the cover simply sensationalizes the image rather than offers the analysis and critiue contained within the covers. Ire with education but also emonstrates that the rearticulation of American literary studies through the imperial occupation in the Philippines served to actually Alchemic define and strengthen the field Empire's Proxy boldly argues that the practical and ideological work of colonialominance figured into the emergence of the field of American literature and that the consolidation of a canon of American literature was intertwined with the administrative and intellectual tasks of colonial managemen.
READ & DOWNLOAD Empireas ProxyI m new to Goodreads but I have to say that I like this book not surprising This book makes a significant intervention as to how
understand US educational systems and institutionalization of the study of US literature The focus of this book is the relationship between American literature and US imperialism in the Philippines According to Meg Wesling US Literature is empire s proxy Wesling iscusses the focus on benevolent assimilation teachers and schools in the Philippines in the context of the rising 19th C sense of US literature as moral uplift As she explains in the introduction Almost immediately American *teachers were thrust into the foreground as agents of the project *were thrust into the foreground as agents of the project a iscourse of education for self government meant to justify a prolonged colonial occupation and to mask the violent resistance to US intervention 4 She further explains the architects of the US occupation envisioned the colonial project as a pedagogical mission in which Filipinos were not a subject population but pupils who would benefit from the care of American teachers as representative of the moral cultural and political superiority of the United States 5 The use of literature in the occupation promoted a sense that American literature was sufficiently sophisticated it was offered as evidence of Anglo "Saxon superiority justifying colonizalizism it operated pedagogically as a form of moral uplift to colonized subjects " superiority justifying colonizalizism it operated pedagogically as a form of moral uplift to colonized subjects of course it furthered a narrative of American exceptionalism whereby Spanish and British colonialism was contrasted to the benevolence of American school teachers ignoring the violent repression of civilians and guerilla fighters alikeWesling argues than that the initial formations of the field of American literature as it became institutionalized in schools across the United States in the last years of the nineteenth century Part of the American Literatures Initiative SeriesIn the late nineteenth century American teachers escended on the Philippines which had been newly purchased by the US at the end of the Spanish American War Motivated by President McKinley's project of benevolent assimilation they established a school system that centered on English language and American literature to advance the superiority of the Anglo Saxon tradition which was held up as justification for the US's civilizing mission and. .WE UNDERSTAND US EDUCATIONAL SYSTEMS AND
Ere shaped in part in response to *The Ideological Political And Material Practices Of *ideological political and material practices of United States extraterritorial expansion after the Spanish American War 6 The literary education offered in the Philippines was supposed to assimilate colonized subjects to the values of an emergent middle class America This lead the way to what Wesling calls the pedagogical public sphere in which the literary was envisioned across the US as working to extend the values of the white middle class as it ifferentiated those values from the cultural traditions of other populations that were selectively included or excluded from recognition within the national body 25 Thus literature is an important part
the story of US education as social containment Her book contains a comparison of the operations and pedagogical aims of schools opened for freedmen in the South schools opened for Native American children and the schools the US opened in Puerto Rico Hawaii and the PhilippinesHer first chapter follows arguments about linguistic chaos the lack of a single unifying language that was used as an argument against Philippine sovereignty and to promote English as a language that would civilize the colonial subjects envisioned as childpupils She points out the contradiction that the United States at its origin was a polyglot nation and that this uality in no way preempted its capacity to eclare independence from Britain 53Chapter Two looks at an image published at the start of US occupation that rew on its readers familiarity with Uncle Tom s Cabin The image portrayed Uncle Sam as Miss Feely and the Philippines as slave child Topsy Wesling s argument is that literature in this time period was envisioned as a Philippines as slave child Topsy Wesling s argument is that literature in this time period was envisioned as a Eva who could transform Topsy when Miss Feely cannot It is also worth noting that this chapter contains a lengthy Women and Sustainable Agriculture: Interviews With 14 Agents of Change discussion of Longfel. Offered as a promise of moral uplift and political advancement Meanwhile on American soil the field of American literature was just beingeveloped and fundamentally though invisibly efined by this new extraterritorial expansionDrawing on a wealth of material including historical records governmental ocuments from the War Department and the Bureau of Insular Affairs curriculum guides memoirs of American teachers in the Philippines and 19th century literature Meg Wesling not only links emp.of the story of US education as social containment Her book contains a