Global humanities reader: Volume 3 Engaging modern worlds and perspectives
Gespeichert in:
| Weitere Verfasser: | , , , |
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| Format: | Buch |
| Sprache: | English |
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Asheville
The University of North Carolina
[2022]
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xxix, 627 Seiten Illustrationen |
| ISBN: | 9781469666389 |
Internformat
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| adam_text | Contents by Chronology Acknowledgments xi xv General Editors’ Welcome, Katherine C. Zubko and Keya Maitra Getting to Know the Elephant How to Use this Book xix xix xxiv Modern Worlds: An Historical Cross-Cultural Introduction, Tracey Rizzo Comprehensive Timeline 32 re/orienting from Books That Have Influenced Me by Chandrasekhara Venkata Raman 37 from Hatata by Zera Yacob 44 from “Letter to the Grand Duchess Christina” by Galileo Galilei 54 “The Negro Digs Up His Past” by Arturo (Arthur) Schomburg 62 “The Painter” and from Negro Sculpture by Hannah Höch and Carl Einstein 70 “Response to Ernest Renans Criticism of Islam” by Jamal al-Din Al-Afghani 84 from “Response to the Very Illustrious ‘Sor Philotea’” by Sor Juana Inés de la Cruz 92 i
vi Contents Selections from the Writings of Albert Einstein: 99 “Internationalism of Science” “What I Believe” “Religion and Science” “Letter to Sigmund Freud” “Conversation with Rabindranath Tagore” from “Self-Portrait of K’ang-hsi (The Emperor)” by K’ang-hsi 115 “Teaching and Telling Stories” (“Contar”) by Gabriela Mistral 112. from A Voicefrom the South by Anna Julia Cooper 129 NARRATING from Annihilation ofCaste by Bhimrao Ramji Ambedkar 14г “A’n’t I a Woman” and “Address to the First Annual Meeting of the American Equal Rights Association” by Sojourner Truth 152 from The Berlin Stories by Christopher Isherwood 159 Cherokee Sources during the Removal Period: 175 1785 Treaty of Hopewell (US Government Document) Petitions of the Cherokee Women’s Councils, 1817,1818, led by Nanye’hi (Nancy Ward) “Memorial of the Cherokee Indians” (Cherokee Nation) “Address of the Committee and Council of the Cherokee Nation, in General Council Convened, to the People of the United States” by Lewis Ross et al. “I, Too” by Langston Hughes 196 from The Interesting Narrative ofthe Life ofOlaudah Equiano or Gustavus Vassa, the African by Olaudah Equiano 200 “Letter from Benjamin Banneker and Thomas Jefferson’s Response” by Benjamin Banneker and Thomas Jefferson 208
Contents from Narrative ofthe Life ofFrederick Douglass, an American Slave and from “What to the Slave is the Fourth ofJuly?” by Frederick Douglass 216 from Nisei Daughter by Monica Sone 226 from “Speaking Out Against Lynching” by Ida B. Wells 232 from Still Alive: A Holocaust Girlhood Remembered by Ruth Klüger 238 from “Strivings of the Negro People” by W. E. B. Du Bois 247 “White Things” by Anne Bethel Spencer 254 JUSTICE “Declaration of Independence of the Democratic Republic of Vietnam” by Ho Chi Minh 258 “Declaration of Rights of Woman and Citizen” by Olympe de Gouges 263 “Declaration of Sentiments” by Elizabeth Cady Stanton 271 from “The Emancipation ofWomen: Argentina 1876” by Maria Eugenia Echenique and Josefina Pelliza de Sagasta 278 “The History of the Chinese Revolution” (Written January 29,1923) by Sun Yat-sen 287 “Letter to the United States President Andrew Jackson, 1831” by Tuskeneah 294 from “Message to the Congress of Angostura” bySimónBolívar 300 from “A New Guatemala” by Juan José Arévalo 307 from “The Rights of Women” by Sayyid Ahmad Khan 314 from A Vindication ofthe Rights ofWoman by Mary Wollstonecraft 320 “What I Believe” and “Speech Against Conscription and War” by Emma Goldman 336 vii
viii Contents REPOSITIONING from Ariel by José Enrique Rodó 353 “Correspondences between Gandhi and Tagore” by Mohandas Karamchand Gandhi and Rabindranath Tagore 359 from Democracy in America by Alexis de Tocqueville 373 “An Exhortation to Progress” by Mustafa Kemal (Ataturk) 384 from “Our América” by José Marti 389 from “Reminiscences of the Drafting of the New Constitution” by Itõ Hirobumi 403 from The Soul ofthe Indian by Ohiyesa 412 from “Transferring the New Civilization to the Islamic Peoples” by Şemseddin Sami Frashëri 420 from Turkey Faces West by Halidé Edib 426 from “Why I Am a Pagan” by Zitkala-Sa 434 WORKING “Address at the World’s Fair in Atlanta” by Booker T. Washington 440 from Black Bolshevik by Harry Haywood 447 “Grinding Song” (Tigrayan) 453 from Manifesto ofth e Communist Party by Karl Marx 458 “The Principles of Anarchism” by Lucy Parsons 479 Selections from the Writings of Marcus Garvey: 489 “Negro Progress Postulates Negro Government” “The World as It Is: Insulting Negro Womanhood” “The World as It Is: The Internal Prejudices of Negroes” “Let the Negro Accumulate Wealth: It Will Bring Him Power”
Contents from “The Structure of Class and Caste” by Jorge Juan and Antonio de Ulloa 496 from The War and Its Effect upon Women by Helena Marie Swanwick 500 from “The Worker’s Union” by Flora Tristan 506 POWER from Imperialism: The Highest Stage ofCapitalism by Vladimir Lenin 512 from Mein Kampf by Adolf Hitler 518 from The Origins of Totalitarianism by Hannah Arendt 527 from The Political and Social Doctrine ofFascism by Benito Mussolini 533 “The Revolution and the Negro” by Cyril Lionel Robert (C. L. R.) James from The Second Sex by Simone de Beauvoir 554 Sultana’s Dream by Rokeya Sakhawat Hossain from The Well ofLoneliness by Radclyffe Hall 573 from The Wretched ofthe Earth by Frantz Fanon 579 Sources and Permissions Tag Glossary Index 615 605 597 560 541 ix
HUMANITIES INCLUSIVE PEDAGOGY The Global Humanities Reader is a collaboratively edited collection of primary source w ith studentcentered support features. It serves as the core curriculum of the Lniversitv of orth Carolina Asheville s almost-sixn-vear-old interdisciplinary Humanities Program. Its three volumes— Enga^in^ Ancient Gorlds and Perspectives (Volume i). Engaging Premodern Aorlds anti Perspectives (Volume 2. u and Ending Modern IVorlds and Perspectives (Volume ț)—offer accessible ways to explore facets of human subjectivity and interconnectedness across cultures, times, and places. In highlighting the Strucks and resilient strategies for surviving and thriving from multiple perspectit es and positionalities, and through diverse voices, these volumes course correct from humanities textbooks that remain Westerncentric. One of the main features of the Global Plumaiiities Reader is a sustained and nuanccd focus on culm ating rhe ability՜ to ask question՝ — to inquire—while enhancing culturally՜ ayvare. reflective, and interdisciplinare՜ engagements yvith the materials. Ihe editorial team created a thoroughly՜ interactive text with rhe follotving unique features that уу ork together to actualize student success: • Cross-cultural historical introductions to each volume • Comprehensive and source-specific timelines highlighting periods, events, and people around the world • An introduction for each source yvith bolded key՜ terms and questions to facilitate active engagement • Primeti anil Rcadv questions ՛ PARs—questions just before and after a reading that activate
student՝ ον՝ n knoyy ledtic and skills • Inquiry Corner— question՝ consisting of four ty pes: Content, Comparative, Critical, and Connection • Bevond the Classroom—explore Иоуѵ ideas discussed in sources can apply՜ to broader social contexts, such a՝ job. career, project team՝ or professional communities • ( dossarv of lag՝—topical hubs that point to exciting new connections across multiple sources Ihcsc volumes reflect the central role of Humanities in deepening an empathic understanding of human experience and cultivating culturally՜ appropriate and community -centered problem-solving skills that help Lis flourish as global and local citizens.
|
| adam_txt |
Contents by Chronology Acknowledgments xi xv General Editors’ Welcome, Katherine C. Zubko and Keya Maitra Getting to Know the Elephant How to Use this Book xix xix xxiv Modern Worlds: An Historical Cross-Cultural Introduction, Tracey Rizzo Comprehensive Timeline 32 re/orienting from Books That Have Influenced Me by Chandrasekhara Venkata Raman 37 from Hatata by Zera Yacob 44 from “Letter to the Grand Duchess Christina” by Galileo Galilei 54 “The Negro Digs Up His Past” by Arturo (Arthur) Schomburg 62 “The Painter” and from Negro Sculpture by Hannah Höch and Carl Einstein 70 “Response to Ernest Renans Criticism of Islam” by Jamal al-Din Al-Afghani 84 from “Response to the Very Illustrious ‘Sor Philotea’” by Sor Juana Inés de la Cruz 92 i
vi Contents Selections from the Writings of Albert Einstein: 99 “Internationalism of Science” “What I Believe” “Religion and Science” “Letter to Sigmund Freud” “Conversation with Rabindranath Tagore” from “Self-Portrait of K’ang-hsi (The Emperor)” by K’ang-hsi 115 “Teaching and Telling Stories” (“Contar”) by Gabriela Mistral 112. from A Voicefrom the South by Anna Julia Cooper 129 NARRATING from Annihilation ofCaste by Bhimrao Ramji Ambedkar 14г “A’n’t I a Woman” and “Address to the First Annual Meeting of the American Equal Rights Association” by Sojourner Truth 152 from The Berlin Stories by Christopher Isherwood 159 Cherokee Sources during the Removal Period: 175 1785 Treaty of Hopewell (US Government Document) Petitions of the Cherokee Women’s Councils, 1817,1818, led by Nanye’hi (Nancy Ward) “Memorial of the Cherokee Indians” (Cherokee Nation) “Address of the Committee and Council of the Cherokee Nation, in General Council Convened, to the People of the United States” by Lewis Ross et al. “I, Too” by Langston Hughes 196 from The Interesting Narrative ofthe Life ofOlaudah Equiano or Gustavus Vassa, the African by Olaudah Equiano 200 “Letter from Benjamin Banneker and Thomas Jefferson’s Response” by Benjamin Banneker and Thomas Jefferson 208
Contents from Narrative ofthe Life ofFrederick Douglass, an American Slave and from “What to the Slave is the Fourth ofJuly?” by Frederick Douglass 216 from Nisei Daughter by Monica Sone 226 from “Speaking Out Against Lynching” by Ida B. Wells 232 from Still Alive: A Holocaust Girlhood Remembered by Ruth Klüger 238 from “Strivings of the Negro People” by W. E. B. Du Bois 247 “White Things” by Anne Bethel Spencer 254 JUSTICE “Declaration of Independence of the Democratic Republic of Vietnam” by Ho Chi Minh 258 “Declaration of Rights of Woman and Citizen” by Olympe de Gouges 263 “Declaration of Sentiments” by Elizabeth Cady Stanton 271 from “The Emancipation ofWomen: Argentina 1876” by Maria Eugenia Echenique and Josefina Pelliza de Sagasta 278 “The History of the Chinese Revolution” (Written January 29,1923) by Sun Yat-sen 287 “Letter to the United States President Andrew Jackson, 1831” by Tuskeneah 294 from “Message to the Congress of Angostura” bySimónBolívar 300 from “A New Guatemala” by Juan José Arévalo 307 from “The Rights of Women” by Sayyid Ahmad Khan 314 from A Vindication ofthe Rights ofWoman by Mary Wollstonecraft 320 “What I Believe” and “Speech Against Conscription and War” by Emma Goldman 336 vii
viii Contents REPOSITIONING from Ariel by José Enrique Rodó 353 “Correspondences between Gandhi and Tagore” by Mohandas Karamchand Gandhi and Rabindranath Tagore 359 from Democracy in America by Alexis de Tocqueville 373 “An Exhortation to Progress” by Mustafa Kemal (Ataturk) 384 from “Our América” by José Marti 389 from “Reminiscences of the Drafting of the New Constitution” by Itõ Hirobumi 403 from The Soul ofthe Indian by Ohiyesa 412 from “Transferring the New Civilization to the Islamic Peoples” by Şemseddin Sami Frashëri 420 from Turkey Faces West by Halidé Edib 426 from “Why I Am a Pagan” by Zitkala-Sa 434 WORKING “Address at the World’s Fair in Atlanta” by Booker T. Washington 440 from Black Bolshevik by Harry Haywood 447 “Grinding Song” (Tigrayan) 453 from Manifesto ofth e Communist Party by Karl Marx 458 “The Principles of Anarchism” by Lucy Parsons 479 Selections from the Writings of Marcus Garvey: 489 “Negro Progress Postulates Negro Government” “The World as It Is: Insulting Negro Womanhood” “The World as It Is: The Internal Prejudices of Negroes” “Let the Negro Accumulate Wealth: It Will Bring Him Power”
Contents from “The Structure of Class and Caste” by Jorge Juan and Antonio de Ulloa 496 from The War and Its Effect upon Women by Helena Marie Swanwick 500 from “The Worker’s Union” by Flora Tristan 506 POWER from Imperialism: The Highest Stage ofCapitalism by Vladimir Lenin 512 from Mein Kampf by Adolf Hitler 518 from The Origins of Totalitarianism by Hannah Arendt 527 from The Political and Social Doctrine ofFascism by Benito Mussolini 533 “The Revolution and the Negro” by Cyril Lionel Robert (C. L. R.) James from The Second Sex by Simone de Beauvoir 554 Sultana’s Dream by Rokeya Sakhawat Hossain from The Well ofLoneliness by Radclyffe Hall 573 from The Wretched ofthe Earth by Frantz Fanon 579 Sources and Permissions Tag Glossary Index 615 605 597 560 541 ix
HUMANITIES INCLUSIVE PEDAGOGY The Global Humanities Reader is a collaboratively edited collection of primary source w ith studentcentered support features. It serves as the core curriculum of the Lniversitv of \orth Carolina Asheville's almost-sixn-vear-old interdisciplinary Humanities Program. Its three volumes— Enga^in^ Ancient Gorlds and Perspectives (Volume i). Engaging Premodern Aorlds anti Perspectives (Volume 2. u and Ending Modern IVorlds and Perspectives (Volume ț)—offer accessible ways to explore facets of human subjectivity and interconnectedness across cultures, times, and places. In highlighting the Strucks and resilient strategies for surviving and thriving from multiple perspectit es and positionalities, and through diverse voices, these volumes course correct from humanities textbooks that remain Westerncentric. One of the main features of the Global Plumaiiities Reader is a sustained and nuanccd focus on culm ating rhe ability՜ to ask question՝ — to inquire—while enhancing culturally՜ ayvare. reflective, and interdisciplinare՜ engagements yvith the materials. Ihe editorial team created a thoroughly՜ interactive text with rhe follotving unique features that уу ork together to actualize student success: • Cross-cultural historical introductions to each volume • Comprehensive and source-specific timelines highlighting periods, events, and people around the world • An introduction for each source yvith bolded key՜ terms and questions to facilitate active engagement • Primeti anil Rcadv questions ՛ PARs—questions just before and after a reading that activate
student՝ ον՝ n knoyy ledtic and skills • Inquiry Corner— question՝ consisting of four ty pes: Content, Comparative, Critical, and Connection • Bevond the Classroom—explore Иоуѵ ideas discussed in sources can apply՜ to broader social contexts, such a՝ job. career, project team՝ or professional communities • ( dossarv of lag՝—topical 'hubs that point to exciting new connections across multiple sources Ihcsc volumes reflect the central role of Humanities in deepening an empathic understanding of human experience and cultivating culturally՜ appropriate and community -centered problem-solving skills that help Lis flourish as global and local citizens. |
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