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Bram Hubbell
For the 2nd day of focusing on the Period 5 (1750-1900) revolutions, how do we as teachers frame the Revolutions in ways that challenge or reinforce traditional hegemonies?
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Cynthia Platou 23 Jan 19
Replying to @bramhubbell
A2 I would like to bring in the indigenous movements like Tupac Amaru’s that have been recently been suggested. Perhaps ask Ss to compare with Sepoy revolt might be another way to reframe?
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Bram Hubbell 24 Jan 19
Replying to @PlatouWorld
I’m not sure I would make that comparison (I prefer comparisons of contemporary events). What I think is intriguing is that both the Indian Rebellion (it was more than Sepoys) & Tupac Amaru Revolt were broad-based “indigenous” uprisings
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Eric Beckman 23 Jan 19
Replying to @bramhubbell
A2: Narrating an Age of Revolution as caused by a European Enlightenment reinforces Eurocentrism, even if Haitian Revolution and Latin American Wars of independence get equal time in class.
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Angela A. Lee 23 Jan 19
Replying to @ERBeckman @bramhubbell
I went to a seminar/symposium or workshop awhile ago that showed the connection of West African traditions found in the Haitian revolution - I wish I could find it! I intended to do more research, put the material aside, so didn’t put it in my Haitian Rev folder
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Cynthia Platou 23 Jan 19
Replying to @bramhubbell
A2 I continue the conversation of the revolutions into the abolitionist movement, maroons and circle around with the story of the Amistad and the dilemma it presented to the US govt.
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