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Zeitschriftenartikel zum Thema „Wheatley“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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1

Von Cannon, Jordan L. „Engraved Legacies: Bringing Phillis Wheatley’s Idle Pose to the Classroom“. College Literature 51, Nr. 1 (Januar 2024): 29–53. http://dx.doi.org/10.1353/lit.2024.a917863.

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Abstract: This essay considers Scipio Moorhead’s 1773 portrait of Phillis Wheatley, Wheatley’s poem “To S.M. A Young African Painter” and the mutual legacy of these two artists. Focusing on the idle pose, I argue that Wheatley explores the relationship between the critic and poet in connection with literary reputation. I draw on theories of idleness (as affect, suspended action) as well as gender, labor, and race in order to argue that Wheatley’s writing reveals her active role in image-making by paradoxically capturing an idle moment, allowing students to contextualize her intellectual labor within the legacy of her authorship.

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Bennett, Paula. „Phillis Wheatley's Vocation and the Paradox of the “Afric Muse”“. PMLA/Publications of the Modern Language Association of America 113, Nr. 1 (Januar 1998): 64–76. http://dx.doi.org/10.2307/463409.

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Traditionally, criticism on Phillis Wheatley has emphasized her conformity to neoclassic conventions, failing to explore the depth of her commitment to Western culture or her resistance to colonial society. Building on recent studies that have focused on Wheatley's use of double voicing to mediate racial and political issues in her poetry, I examine how Wheatley exploits neoclassic conventions to rage at the limitations she felt prevented her from practicing her vocation fully. Wheatley sought to authorize her poetry in a culture that refused to legitimize her talent and accomplishments. Throughout her oeuvre she insists on her paradoxical identity as an “Afric muse” and stresses the peculiar spiritual and epistemic authority this oxymoronic identity gives her. Wheatley could not condemn her forcible transport to America, despite her abhorrence of slavery. Enlarged as well as oppressed by her society, she experienced a clash of competing ethnic allegiances that for her became a fructifying authenticity.

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3

Ford, James Edward. „Notes on Black Ekphrasis“. Early American Literature 58, Nr. 3 (2023): 591–618. http://dx.doi.org/10.1353/eal.2023.a909701.

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Abstract: This essay argues for Phillis Wheatley and Scipio Moorhead as early contributors to the tradition of Black Ekphrasis. This essay frames "To S.M. [Scipio Moorhead], a Young African Painter, on Seeing his Works," as both an instance and a theorization of Black Ekphrasis. Wheatley's commentary leads to a consideration of the painter and poet's bond under the tyranny of slavery. By way of the Damon-Pythias myth, Wheatley links Black Ekphrasis to the collective pursuit of freedom.

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Seputri, Dyny Wahyu, Iffah Fikzia und Krisna Sujiwa. „The Analysis of Racism toward African-American as seen in Selected Phillis Wheatley’s Poems“. Rubikon : Journal of Transnational American Studies 9, Nr. 2 (01.11.2022): 207. http://dx.doi.org/10.22146/rubikon.v9i2.74205.

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The issues of race, racism and discrimination always become the canter of the study of the African-American community, for example in literature. An example of African-American Literature that described those things is written by Phillis Wheatley. In her poems that were influenced by the Neoclassicism era, entitled: “On being brought from AFRICA to AMERICA'' and “To the Right Honourable William, Earl of Dartmouth”, she delivered the issues of race and racism. This paper aims to analyze racism toward African-America as described in Phillis Wheatley’s poems. The researcher employed a qualitative descriptive method in which the collected data were analyzed, interpreted, and described to answer the objective of the study. The primary data in this undergraduate thesis are two selected poems by Wheatley and the supporting data were taken from books, articles, journals, online sources, and other sources. The researcher applied African-American criticism to answer the objective of the research. The Researchers use three basic tenets of African-American criticism (Everyday Racism, The Social Construction of Race and Voice of color). The findings show Wheatley’s poems portray the life of an African American who experienced racism first-hand. The concept of racism in the two selected poems from Wheatley’s has correlation with 3 concepts of racism of African-American criticism, those are: Everyday racism, The Social Construction of Race, Voice of color.

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Reynolds, Anne, und Grayson H. Wheatley. „A Student's Imaging in Solving a Nonroutine Task“. Teaching Children Mathematics 4, Nr. 2 (Oktober 1997): 100–104. http://dx.doi.org/10.5951/tcm.4.2.0100.

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Imagery is increasingly being recognized as important in children's sense-making activity in mathematics (Brown and Wheatley 1989, Reynolds and Wheatley 1992), yet Wheatley (1991, 34) indicates, “Although a few teachers may supplement mathematics instruction with spatial activities, most students rarely have opportunities to use imagery in school mathematics classes”.

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6

McKay, Nellie Y. „Guest Column: Naming the Problem That Led to the Question “Who Shall Teach African American Literature?”; or, Are We Ready to Disband the Wheadey Court?“ PMLA/Publications of the Modern Language Association of America 113, Nr. 3 (Mai 1998): 359–69. http://dx.doi.org/10.1632/s0030812900061307.

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We whose names are underwritten, do assure the World, that the poems in the following Page, were (as we verily believe,) written by phillis, a young Negro Girl, who was but a few Years since, brought an uncultivated Barbarian from Africa. […] She has been examined by some of the best Judges, and is thought qualified to write them.Attestation in Phillis Wheatley'sPoems on Various Subjects, Religious and MoralThe poems written by this young negro bear no endemial marks of solar fire or spirit. They are merely imitative; and, indeed, most of those people have a turn for imitation, though they have little or none for invention.Anonymous reviewer of Wheatley's poems in 1764 (Shields 267)It was not natural. And she was the first. […] Phillis Miracle Wheatley: The first Black human being to be published in America. […] But the miracle of Black poetry in America, the difficult miracle of Black poetry in America, is that we have been rejected […] frequently dismissed […] because, like Phillis Wheatley, we have persisted for freedom. […] And it was not natural. And she was the first. […] This is the difficult miracle of Black poetry in America; that we persist, published or not, and loved or unloved: we persist.June Jordan (252, 254, 261)More than two hundred years have gone by since the spring of 1773, when Phillis Wheatley, subject of the epigraphs of this essay, an African slave girl and the first person of her racial origin to publish a book in North America, collected her best poems and submitted them to public scrutiny. In search of authentication, she appeared with them before eighteen white men of high social and political esteem, “the best Judges” for such a case in colonial Boston. Wheatley's owners and supporters arranged this special audience to promote her as a writer. According to popular wisdom of the time, Africans were intellectually incapable of producing literature. None of the Anglo-Americans beyond her immediate circle could imagine her reading and writing well enough to create poetry.

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7

Lee, J. D. „The other Wheatley“. Indexer: The International Journal of Indexing: Volume 24, Issue 1 24, Nr. 1 (01.04.2004): 2–5. http://dx.doi.org/10.3828/indexer.2004.24.1.2.

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8

Vilches, Oscar E. „John C. Wheatley“. Physics Today 39, Nr. 9 (September 1986): 73–74. http://dx.doi.org/10.1063/1.2815154.

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9

de la Cruz, F. „Memories of Wheatley“. Physics Today 40, Nr. 4 (April 1987): 116–18. http://dx.doi.org/10.1063/1.2819999.

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10

Zuck, Rochelle Raineri. „Poetic Economics: Phillis Wheatley and the Production of the Black Artist in the Early Atlantic World“. Ethnic Studies Review 33, Nr. 2 (01.01.2010): 143–68. http://dx.doi.org/10.1525/esr.2010.33.2.143.

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This essay reads Wheatley as a key participant in the shifting economic and emotional relationships between artists, audiences, and texts that we now associate with romanticism. To recover facets of the role that the black artist played in the romantic movement(s), I examine three “portraits” of Wheatley-the poetic spectacle managed by her promoters, the actual portrait that appeared as the frontispiece for her Poems on Various Subjects, and the portrait that Wheatley herself created through her poetry. These portraits chart the tensions that circulated around the figure of the black African artist 111 the eighteenth-century Atlantic world, tensions between genius and “barbarity,” originality and imitation, exteriority and interiority, and artistic expression and commodification. These binaries have often characterized the terrain of Wheatley studies, marking opposing positions and points of contention. I argue for a different way of reading, one that sees the figure of Phillis Wheatley as produced through the interplay of all of these forces within the context of the early black Atlantic. Wheatley and her work exposed both the emphasis on “authentic” self-expression through art and the ways in which the mental life of the artist became available to the reader as a consumer product. She created a different vision of the black artist than that which commonly circulated in the eighteenth-century Atlantic world, one that fused Christian discourse with romantic elements of imagination, Nature, and the poetic sublime, yet remained distant from and somewhat inaccessible to white readers.

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11

Bly, Antonio T. „“By her unveil’d each horrid crime appears”: Authorship, Text, and Subtext in Phillis Wheatley’s Variants Poems“. Textual Cultures 9, Nr. 1 (04.12.2015): 112–41. http://dx.doi.org/10.14434/tc.v9i1.20117.

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In 1773, Phillis Wheatley’s Poems on Various Subjects, Religious and Moral appeared print. Ever since the publication of her book of neoclassic verse, the African-born poet has been a controversial figure in American History. At the center of the controversy is the question of whether or not the mother of the African American literary tradition criticized slavery. While some scholars have denounced Wheatley for not addressing the institution; others argue that her work represented a subtle critique. Ironically, missing in this discourse are the poet’s diacritical marks that underscores not only the power of words to mean, but also subversive readings—both of which are the focus of this essay.

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12

Pannell, Clifton W. „PAUL WHEATLEY, AN APPRECIATION“. Urban Geography 21, Nr. 3 (April 2000): 271–75. http://dx.doi.org/10.2747/0272-3638.21.3.271.

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13

Tara Bynum. „Phillis Wheatley on Friendship“. Legacy 31, Nr. 1 (2014): 42. http://dx.doi.org/10.5250/legacy.31.1.0042.

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14

Berry, Brian J. L., und Donald C. Dahmann. „Paul Wheatley, 1921–1999“. Annals of the Association of American Geographers 91, Nr. 4 (Dezember 2001): 734–47. http://dx.doi.org/10.1111/0004-5608.00272.

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15

Christensen, Samantha. „Nadia Wheatley: Australia ⋆ Author“. Bookbird: A Journal of International Children's Literature 52, Nr. 2 (2014): 3. http://dx.doi.org/10.1353/bkb.2014.0088.

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16

Anderson, AC, und R. E. Sarwinski. „Professor John C Wheatley“. Cryogenics 26, Nr. 10 (Oktober 1986): 574–75. http://dx.doi.org/10.1016/0011-2275(86)90127-x.

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17

Wheatley, David. „The Wheatley Stress Profile“. Stress Medicine 9, Nr. 1 (Januar 1993): 5–9. http://dx.doi.org/10.1002/smi.2460090104.

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18

Coe, Charles. „Examination (for Phillis Wheatley)“. Labor 21, Nr. 1 (01.03.2024): 10. http://dx.doi.org/10.1215/15476715-10948881.

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19

Nunley, Tamika. „The Intellectual World of Phillis Wheatley and the Politics of Genius“. Journal of Women's History 36, Nr. 1 (März 2024): 105–28. http://dx.doi.org/10.1353/jowh.2024.a920131.

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Abstract: This article examines the life and work of Phillis Wheatley and her interlocutors to consider how African-descended people conceptualized liberty and formed an intellectual community during the American Revolution. Her poetry and epistolary exchanges, shared with a range of acquaintances in the Atlantic World, reveal an intellectual universe that she created for herself and one that drew her into the political spotlight. Leaders of the founding generation began to question the intellectual possibilities for an African girl in ways that held political implications for the future of slavery. I argue that Wheatley's life and work opens critical avenues for exploring intellectualism as an aspiration of Black life in early America, and that her world of ideas sheds light on the possibilities of Black girlhood in the late eighteenth century.

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20

Talsma, Gary, und Jim Hersberger. „STAR Experimental Geometry: Working with Mathematically Gifted Middle School Students“. Mathematics Teacher 83, Nr. 5 (Mai 1990): 351–57. http://dx.doi.org/10.5951/mt.83.5.0351.

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Issues concerning the proper mathematics content for gifted students have been addressed by many researchers, including Harpel (1983), Hersberger and Wheatley (1980), Stanley (1980), Wavrik (1980), and Wheatley (1983). One area of agreement is that geometry is an essential and insufficiently covered area of mathematics content for gifted students. In this article, we describe a course for mathematically gifted middle school students, including the instructional approaches used, along with some exemplary materials.

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Chowdhury1, Rowshan Jahan. „Restriction, Resistance, and Humility:“. Crossings: A Journal of English Studies 10 (01.08.2019): 47–56. http://dx.doi.org/10.59817/cjes.v10i.79.

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Anglo-American and French feminists focus on women’s equality, women’s experience as writers, and feminine writing. Proponents of black feminism, by contrast, position black women in fundamentally different ways from white women and offer the concept of intersectionality which calls for including women of all races in feminist concerns. Adopting this feminist approach, my paper uses a retrospective analytical methodology and aims at establishing a connection between two women poets of early America: Anne Bradstreet and Phillis Wheatley. Anne Bradstreet writes about her experience of being a wife and mother, and overall makes statements about the patriarchal confinement imposed on women in her society in The Tenth Muse (1650). She had to succumb to the patriarchal Puritan society by writing poems secretly. Yet, she defies the “carping tongues” with her “mean pen.” Phillis Wheatley, an enslaved poet, published Poems on Various Subjects (1773) where she, like Bradstreet, wrote with a devotional homage to Christianity, but her poems also criticize those who “view [her] sable race with scornful eye.” Though superior to most whites in her intellectual and literary accomplishments, Wheatley is clearly never their social equal and remains enslaved. Wheatley and Bradstreet, being brought to a new world from their land of origin, encounter a complex “phallocentric” world. They oscillate between the two places and struggle to survive amidst the tripartite challenge of womanhood, motherhood, and patriarchal gender norms. The recent feminist discussions in academia mostly ignore how these two female poets fight intellectual battles and resist the patriarchal tradition, breaking the imposed silence and thus, gaining agency. Using feminist and gender theory, I examine their experiences as women and present a comparative analysis of the approaches that Bradstreet, as a white woman of the Puritan society, and Wheatley, as a black woman of the age of enlightenment, employ to assert their existence through writing.

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22

Santos, Jose de Paiva dos. „Nação, raça e identidade em Poems on Various Subjects, Religious and Moral, de Phillis Wheatley“. Aletria: Revista de Estudos de Literatura 28, Nr. 3 (15.10.2018): 83–102. http://dx.doi.org/10.17851/2317-2096.28.3.83-102.

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Este artigo discute alguns poemas da escritora afro-americana Phillis Wheatley, publicados em Poems on Various Subjects, Religious and Moral, no contexto dos debates em pauta no século XVIII acerca da humanidade dos negros. O argumento principal é que, embora sutil em suas observações devido a sua posição social frágil, Wheatley faz uso da poesia para confrontar interpretações racistas de textos bíblicos, bem como de teorias pseudocientíficas que visavam caracterizar o sujeito negro como intelectualmente e culturalmente inferior ao euro-americano. A análise demonstra que Wheatley se posiciona com autoridade diante dessas afirmações, tornando-se assim precursora de movimentos de vindicação da cultura negra que ganhariam proeminência mais tarde em narrativas autobiográficas de escravos, sermões, canções folclóricas e ensaios abolicionistas. As reflexões sobre raça, religião, nação e cidadania que norteiam a análise se baseiam, principalmente, em teorizações desenvolvidas por Henry Louis Gates, Jr., Eddie S. Glaude, Jr. e Joanna Brooks.

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عدنان موسى العاني, موسى. „إِنــمــوذج (Wheatley)وفــاعــلـيته بـمـستـوى الـطُــموح الـريـاضي ودِقـة مـهــارتي الارسـال الـطــويل والـتـمـريـرة لأبـعــد مـسافة بـكُــرة الـطـائـرة لــطُــلاب الخـامِــس الأدَبــي“. Sports Culture 15, Nr. 1 (30.06.2024): 361–74. http://dx.doi.org/10.25130/sc.24.1.23.

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حُــدد الـبحــث بهدفين هما إعـداد وحدات تعليمية وفـقاً لإِنــمــوذج (Wheatley) ولمعرفة فـاعــلـية هذا الإِنــمــوذج بــمستـوى الـطُـموح الـرياضي ودقـة مـهـارتي الكُــرة الـطائـرة الـمـبحـوثة، وشمل فرضي البحث بـوجـود فـروقاً بدلالة احصائية بين نتيجة الإختبار القَبلي والبَعــدي لمجـموعــتـي البحث وكذلك وجود فـروقاً بدلالة احصائية بين هاتين المجموعــتين بنتيجة الاختبار البَعـدي بــمستـوى الـطُـموح الـرياضي ودقـة مـهـارتي كُــرة الـطائـرة، إستُعمل المنهج التجريبي لملاءمته طبيعة البحـث، تمثـلت عـينة الدراسة بطلاب صف خـامِــس أدَبــي بإعدادية عانه لـلـبنين لـلعـام الـدراسـي (2021_2022) وعــددهـم (24) طالب، قُـسمّوا لمجـموعــتين ضابطة تمثل مجموعة (1) وتجريبية مجموعة (2) وكلاهـما تتألف من (12) طالب، أُجـري لهُّما إخـتباراً قـبلياً لمقــياس مستـوى الـطُـموح الـرياضي ومَهـارَتي الكُــرة الطــائـرة، طبقـت مجموعة (1) أنمُــوذج مُــدرس الـمادة وطبقــت مجـموعة (2) إنمُــوذج (Wheatley)، نُفِذ الـمنهج الـتعـلـيمي في سبع أسـابـيع وإسـبـوعــياً درسـين، وعـــولجـت الـنتائج بالوسائـل الاحصائيـة وإستُنتج بأنَّ الـنموذجين المستخدمين لها فاعلية واضحة ومتباينة بــمستـوى الـطُـموح الـرياضي ودقـة مـهـارتي الـكُــرة الـطائـرة، وأظهـر إنمُــوذج (Wheatley) تطـوراً ملحوظاً بالمتغيرات الـمـبحـوثة، وأُوصي بإستخدام النماذج الحـديثة والابـتعاد عن النماذج التقـليدية.

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H.K.B. „THE INDEXER Thirty years ago“. Indexer: The International Journal of Indexing: Volume 19, Issue 2 19, Nr. 2 (01.10.1994): 110. http://dx.doi.org/10.3828/indexer.1994.19.2.8.

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25

Grabo, Norman S., und William H. Robinson. „Phillis Wheatley and Her Writings“. Tulsa Studies in Women's Literature 5, Nr. 2 (1986): 316. http://dx.doi.org/10.2307/464003.

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26

Williams, Kenny J. „THE POEMS OF PHILLIS WHEATLEY.“ Resources for American Literary Study 19, Nr. 2 (01.01.1993): 317–19. http://dx.doi.org/10.2307/26366794.

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Williams, Kenny J. „THE POEMS OF PHILLIS WHEATLEY.“ Resources for American Literary Study 19, Nr. 2 (01.01.1993): 317–19. http://dx.doi.org/10.2307/resoamerlitestud.19.2.0317.

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28

Richards, Phillip M. „Phillis Wheatley and Literary Americanization“. American Quarterly 44, Nr. 2 (Juni 1992): 163. http://dx.doi.org/10.2307/2713039.

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29

Walker, Marilyn. „The Defense of Phillis Wheatley“. Eighteenth Century 52, Nr. 2 (2011): 235–39. http://dx.doi.org/10.1353/ecy.2011.0017.

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30

Mosher, David. „A reply to Mr. Wheatley“. Theoria 28, Nr. 3 (11.02.2008): 308–12. http://dx.doi.org/10.1111/j.1755-2567.1962.tb00330.x.

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31

Swift, Gregory W. „Wheatley, John C. • 1927–1986“. Journal of the Acoustical Society of America 80, Nr. 4 (Oktober 1986): 1265. http://dx.doi.org/10.1121/1.393781.

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32

Harris, Will. „Phillis Wheatley: A Muslim Connection“. African American Review 48, Nr. 1-2 (2015): 1–15. http://dx.doi.org/10.1353/afa.2015.0002.

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33

Duffy, Timothy. „Phillis Wheatley Dreams in Latin“. Pleiades: Literature in Context 39, Nr. 2 (2019): 2. http://dx.doi.org/10.1353/plc.2019.0093.

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34

Charles, Monty. „Bernard Miles Wheatley (1923–2014)“. Journal of Radiological Protection 34, Nr. 3 (September 2014): 713–15. http://dx.doi.org/10.1088/0952-4746/34/3/713.

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35

Thorne, Mike. „Editorial: The Bernard Wheatley Award“. Journal of Radiological Protection 35, Nr. 3 (September 2015): E13—E14. http://dx.doi.org/10.1088/0952-4746/35/3/e13.

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36

Blake, Doreen. „Wheatley winners: women come second?“ Indexer 17, Nr. 2 (Oktober 1990): 122–23. http://dx.doi.org/10.3828/indexer.1990.17.2.12.

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37

Rincón-Gallardo, Santiago. „Learning and Living in Times of Collapse: Interview with Margaret Wheatley“. Revista Latinoamericana de Estudios Educativos 54, Nr. 1 (11.01.2024): 213–24. http://dx.doi.org/10.48102/rlee.2024.54.1.616.

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Carretta, Vincent. „“Phillis Wheatley's First Effort”“. PMLA/Publications of the Modern Language Association of America 125, Nr. 3 (Mai 2010): 795–97. http://dx.doi.org/10.1632/pmla.2010.125.3.795.

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Biographical Research at the Massachusetts Historical Society has Discovered in The 1773 Diary of Jeremy Belknap (1744-98), a Congregationalist clergyman, what is likely a text by Phillis Wheatley that predates any known before now. Belknap's diary is interleaved in Bickerstaff's Boston Almanack. For the Year of Our Lord, 1773. The last page includes a twenty-word poem in Belknap's hand that he identifies as “Phillis Wheatley's first Effort———-AD 1765. EE 11.” Belknap transcribes the text twice. The first version is in three lines, as if he could not decide whether it was prose or poetry, with an inserted two-word phrase placed above the first line and located by a caret below it:Unto SalvationMrsThacher's Son is gonê her Daughter tooso I concludeThey are both gone to be renewed

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39

Musa de Noronha Lemes, Jorel. „Escapando da narrativa de Plutarco: uma reconstrução da vida de Demétrio, o Sitiador de Cidades“. Romanitas - Revista de Estudos Grecolatinos, Nr. 17 (25.09.2021): 191–98. http://dx.doi.org/10.17648/rom.v0i17.35414.

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40

Molina, Ignacio. „Reseña: Pat Wheatley – Charlotte Dunn, Demetrius the Besieger, Oxford, Oxford University Press, 2020, 528 pp [ISBN 9780198836049]“. Karanos. Bulletin of Ancient Macedonian Studies 3 (01.12.2020): 185–86. http://dx.doi.org/10.5565/rev/karanos.56.

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41

Lee, David. „Judging indexes“. Indexer: The International Journal of Indexing: Volume 22, Issue 4 22, Nr. 4 (01.10.2001): 191–94. http://dx.doi.org/10.3828/indexer.2001.22.4.7.

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42

Cambron-McCabe, Nelda. „Challenging the Current Organization of Schools“. Journal of Research on Leadership Education 1, Nr. 1 (April 2006): 1–3. http://dx.doi.org/10.1177/194277510600100110.

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Levernier, James A. „THE COLLECTED WORKS OF PHILLIS WHEATLEY“. Resources for American Literary Study 19, Nr. 2 (01.01.1993): 320–22. http://dx.doi.org/10.2307/26366796.

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Levernier, James A. „THE COLLECTED WORKS OF PHILLIS WHEATLEY“. Resources for American Literary Study 19, Nr. 2 (01.01.1993): 320–22. http://dx.doi.org/10.2307/resoamerlitestud.19.2.0320.

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Flanzbaum, Hilene. „Unprecedented Liberties: Re-Reading Phillis Wheatley“. MELUS 18, Nr. 3 (1993): 71. http://dx.doi.org/10.2307/468067.

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46

Richardson, James. „On Seeing Your Portrait, Phillis Wheatley“. Callaloo 22, Nr. 4 (1999): 975. http://dx.doi.org/10.1353/cal.1999.0186.

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47

Shields, John C. „Wheatley, Dante, and the Latin Question“. African American Review 48, Nr. 1-2 (2015): 17–31. http://dx.doi.org/10.1353/afa.2015.0006.

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48

Cathcart, R., und J. Wilson. „Response to Doshi, Wheatley and Bridger“. Clinical Otolaryngology 32, Nr. 5 (19.09.2007): 404–5. http://dx.doi.org/10.1111/j.1749-4486.2007.01526.x.

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49

Daunt, John G., und John P. Harrison. „Professor John C. Wheatley (1927?1986)“. Journal of Low Temperature Physics 65, Nr. 1-2 (Oktober 1986): i. http://dx.doi.org/10.1007/bf00685398.

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50

Tulenko, Abigail. „Scholarship as Love’s Work: Catherine Wheatley’s Stanley Cavell and Film“. Film Matters 12, Nr. 3 (01.12.2021): 187–89. http://dx.doi.org/10.1386/fm_00190_5.

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Review of: Stanley Cavell and Film: Scepticism and Self-Reliance at the Cinema, Catherine Wheatley (2019)London: Bloomsbury Publishing, 307pp., ISBN: 9781350191358 (pbk), $35.96, ISBN: 9781788310253 (hbk), $108.00

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