Search results for ""Author Tiffany Potter""

In contemporary pop culture, the pursuits regarded as the most frivolous are typically understood to be more feminine in nature than masculine. This collection illustrates how ideas of the popular and the feminine were assumed to be equally naturally intertwined in the eighteenth century, and the ways in which that association facilitates the ongoing trivialization of both. Top scholars in eighteenth-century studies examine the significance of the parallel devaluations of women's culture and popular culture by looking at theatres and actresses; novels, magazines, and cookbooks; and populist politics, dress, and portraiture. They also assess how eighteenth-century women have been re-imagined in contemporary historical fiction, films, and television, from the works of award-winner Beryl Bainbridge to Darcymania and Pride and Prejudice and Zombies. By reconsidering the cultural and social practices of eighteenth-century women, this fascinating volume reclaims the ostensibly trivial as a substantive cultural contribution.

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Elizabeth Cooper's The Rival Widows, or Fair Libertine provides a unique opportunity to restore to scholarly and pedagogical attention a neglected female writer and a play with broad and significant implications for studies of eighteenth-century history, culture and gender. Following the adventures of Lady Bellair, a "glowing, joyous young Widow," the storyline regenders standard expectations about desire, marriage, libertinism and sentiment. The play has not been reprinted since 1735; therefore this old-spelling edition gives scholars access to an important but neglected resource for studies of women writers and eighteenth-century theatre. In an original and extensive introduction, Tiffany Potter presents cultural and historical information that highlights the scholarly implications of this newly available play. She offers a brief biographical sketch of the playwright; a summary of sources for specific elements of the play; an overview of the theatrical climate of the time (with particular focus on the conditions leading to the Licensing Act of 1737); a discussion of the place of women in eighteenth-century society; a summary of symbiotic cultural discourses of libertinism and sensibility in the early eighteenth century; and a discussion of the general cultural significance of Cooper's demonstration of the malleability of prescriptive gender roles. Further value is added to this edition through its appendices, which reproduce documents relating to the playwright Elizabeth Cooper and to the Licensing Act of 1737 (including the text of the Act itself).

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Pontiac, or Ponteach, was a Native American leader who made war upon the British in what became known as Pontiac's Rebellion (1763 to 1766). One of the earliest accounts of Pontiac is a play, written in 1766 by the famous frontier soldier Robert Rogers, of the Rangers. Ponteach, or the Savages of America is one of the only early dramatic works composed by an author with personal knowledge of the Indigenous nations of North America. Important both as a literary work and as a historical document, Ponteach interrogates eighteenth-century Europe's widespread ideological constructions of Indigenous peoples as either innocent and noble savages, or monstrous and violent Others. Presented for the first time in a fully annotated edition, Ponteach takes on questions of nationalism, religion, race, cultural identity, gender, and sexuality; the play offers a unique perspective on the Rebellion and on the emergence of Canadian and American identities. Tiffany Potter's edition is supplemented by an introduction that critically and contextually frames the play, as well as by important appendices, including Rogers' ethnographic accounts of the Great Lakes nations.

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In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.

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A Narrative of the Life of Mrs. Mary Jemison offers a remarkable perspective on eighteenth-century America. A white settler by birth, Mary Jemison was taken captive as a child in 1758 and adopted by two Seneca sisters. Refusing offers to return to settler society, she chose to spend the remainder of her life as a Seneca wife, mother, and respected community member. In 1823, the now-elderly Jemison shared her life story with white American writer James Seaver, who published it as a captivity narrative the following year. Conscious of the impacts of Seaver’s editorial hand, this edition foregrounds Jemison’s voice while also recentering Indigenous perspectives through an informative introduction and an illuminating selection of contextual materials.

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In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.

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