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"Axtell, James"
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After Columbus : essays in the ethnohistory of colonial North America
This collection of essays--including four previously unpublshed--by one of our leading ethnohistorians examines a wide range of important and fascinating topics and will serve as an invaluable reader for students of ethnohistory and Native American history.
eBook
Beyond 1492
This is the third collection of essays by James Axtell, probably the most important ethnohistorian (dealing with American Indians and their relationship to white America) who is writing today. The new volume covers a wide range of topics dealing with American history, mainly in the 16th and 17th centuries. Axtell is concerned not only with the situation of American Indians, both before and after European colonization, but as well with the effect Indians had on the white immigrants and how the latter reacted. The 11 essay topics for the new volume are History as Imagination; First Encounters in North America; The Exploration of Norumbega; Native Reactions to the Invasion of America; The First Consumer Revolution; Jesuits in the Post-Columbian World; Humor in Ethnohistory; Europeans, Indians, and the Age of Discovery in American History Textbooks; The Columbian Mosaic in Colonial History; Moral Reflections on the Columbian Legacy; Beyond 1992. Much of the book focuses on the 500th anniversary of Columbus’s discovery of America, which will be observed in October 1992, with reflections on many aspects and ramifications of this event. The book will be published simultaneously with the observances in 1992.
eBook
The Educational Legacy of Woodrow Wilson
InThe Educational Legacy of Woodrow Wilson,James Axtell brings together essays by eight leading historians and one historically minded political scientist to examine the long, formative academic phase of Wilson's career and its connection to his relatively brief tenure in politics. Together, the essays provide a greatly revised picture of Wilson's whole career and a deeply nuanced understanding of the evolution of his educational, political, and social philosophy and policies, the ordering of his values and priorities, and the seamless link between his academic and political lives.
The contributors shed light on Wilson's unexpected rise to the governorship of New Jersey and the presidency, and how he prepared for elective office through his long study of government and the practice of academic politics, which he deemed no less fierce than that of Washington. In both spheres he was enormously successful, propelling a string of progressive reforms through faculty and legislative forums. Only after he was beset by health problems and events beyond his control did he fail to push his academic and postwar agendas to their logical, idealistic conclusions.
Contributors: James Axtell, College of William and Mary * Victoria Bissell Brown, Grinnell College * John Milton Cooper Jr., University of Wisconsin * Stanley N. Katz, Princeton University * W. Bruce Leslie, SUNY-Brockport * Adam R. Nelson, University of Wisconsin * Mark R. Nemec, Forrester Research * John R. Thelin, University of Kentucky * Trygve Throntveit, Harvard University
eBook
Rethinking pedagogic identities for Key Stage 3 general classroom music teacher education: an autoethnographic study
My role as a university-based, general classroom music teacher educator in England has become unclear, exacerbated by policies that have undermined the field of classroom music in schools and the role of universities in teacher education. Using self-critical inquiry enacted as critically reflexive autoethnography, I interrogated my professional practice to rethink my pedagogic identity. Theoretical perspectives, drawn from Bernstein and Bourdieu, were used to chart my shifting identity. This paper introduces a theorised model to illustrate a range of pedagogic identities for Key Stage 3 (KS3) general classroom music teacher education.
Journal Article
Beyond 1492: Encounters in Colonial North America: Encounters in Colonial North America
In this provocative and timely collection of essays--five published for the first time--one of the most important ethnohistorians writing today, James Axtell, explores the key role of imagination both in our perception of strangers and in the writing of history. Coinciding with the 500th anniversary of Columbus's discovery of America, this collection covers a wide range of topics dealing with American history. Three essays view the invasion of North America from the perspective of the Indians, whose land it was. The very first meetings, he finds, were nearly always peaceful. Other essays describe native encounters with colonial traders--creating the first consumer revolution--and Jesuit missionaries in Canada and Mexico. Despite the tragedy of many of the encounters, Axtell also finds that there was much humor in Indian-European negotiations over peace, sex, and war. In the final section he conducts searching analyses of how college textbooks treat the initial century of American history, how America's human face changed from all brown in 1492 to predominantly white and black by 1792, and how we handled moral questions during the Quincentenary. He concludes with an extensive review of the Quincentenary scholarship--books, films, TV, and museum exhibits--and suggestions for how we can assimilate what we have learned.
eBook
The Educational Vision of Woodrow Wilson
Before being elected governor of New Jersey and president of the United States, Woodrow Wilson was indisputably the most eloquent, influential, and perhaps controversial American university president in the first quarter—and arguably the first half—of the twentieth century. In leading Princeton to full university status and prominence between 1902 and 1910, he produced large numbers of polished and often witty speeches and writings on academic reform that generated as much national news and serious rethinking on other campuses as they did amazement and, eventually, alarm on his own. The boldness of his leadership and the imaginative consistency of
Book Chapter
From Shifting Sands to Disappearing in Dunes : Using Critically Reflexive Autoethnography to Rethink Place, Position and Purpose in General Classroom Music Teacher Education
My role as a university-based, general classroom music (GCM) teacher educator in England has become unclear, exacerbated by a number of policies that have undermined the field of classroom music (CM) in schools and the role of universities in teacher education. This research provided an opportunity to interrogate my professional practice and to rethink my place, position and purpose in the contemporary world of GCM teacher education. Critically reflexive autoethnography was used as a propaedeutic investigation for future critically reflexive action research (Weil, 1998; Hughes and Pennington, 2017). Concepts from Bourdieu (1977; 1986), particularly field, habitus and capital, were employed as theoretical lenses (Brookfield, 2017) through which to analyse personal perceptions of practice. Initial data was shared through purposeful autobiographic narratives (PANs). Each PAN in turn was analysed with reference to relevant literature to move my perspective from the personal, internal and autobiographic towards the social, external and ethnographic. A process of critiquing personal perspectives using relevant theoretical literature continued through a second stage of analysis, considering the key concepts of place, position and purpose using theoretical frameworks derived from Bourdieu and Bernstein. Theoretical perspectives from Biesta and Shulman then act as critical catalysts to initiate the framing of a signature pedagogy for GCM teacher education. Figures are used within the final chapters to frame personal theorising or contributions to knowledge. The concluding section was a process of integrated crystallisation where the rethinking or reconstructing of personal conceptual perceptions were acknowledged in light of new knowing gained from the research process.
Dissertation
