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• W1984318858 abstract "Diversity, Radical Roots, Transformation, Disturbing the Peace, Loose Change--the titles of past presidential addresses to the American Studies Association invoked inspired challenges to the status quo, to the conventional, to what passed and passes for common sense. In addition to these creative provocations and imagined transformations, my predecessors took stock of the current state of American studies, intellectually and institutionally. I shall try to follow their lead. My own engagement with American studies dates from my days as a graduate student in the American Civilization Program at New York University. Already the field I encountered in the late 1960s was not, if it ever had been, the monolithic American studies described by Jesse Lemisch as a triumphant exceptionalism, celebrating the United States' supposed unity, consensus, classlessness, lack of conflict. 1 True, in the courses that I took with Paul Baker, who fifteen years later would be with Charles Bassett the first recipient of the Mary Turpie Award, we were still reading Gabriel, Tyler, Curti, and Matthiessen. These were the magisterial texts that Linda Kerber, in her presidential address eleven years ago, cited as typical of the post-World War II curriculum. But we did not swim entirely in these Olympian waters. Concurrently with Matthiessen's formalist analyses, stocked with the traditional [End Page 1] literary colossi, we spent time with Edmund Wilson's Patriotic Gore, precursor of the new historicism. There we met up with Harriet Beecher Stowe, George Fitzhugh, Charlotte Forten, Ulysses Grant, and Mary Chesnut. Meanwhile, Constance Rourke guided us through the subterranean riches of American Humor, where legends, folktales, and stock characters were for Rourke what MTV, Harlequin romances, and skateboarding would become for today's cultural studies. And also beyond what then constituted the canon, we engaged the likes of Margaret Fuller's Woman in the Nineteenth Century, W. E. B. DuBois's Souls of Black Folk, and Randolph Bourne's essays in the New Republic, the Atlantic Monthly, and the Seven Arts. For me reading Bourne had the most immediate impact. At least four collections of Bourne's essays appeared as America's involvement in Vietnam escalated. It was Lillian Schlissel's richly evocative The World of Randolph Bourne that determined me upon my course. I would write my master's essay on Bourne, arguing for his contemporary relevance. Bourne's impassioned opposition to the entry of the United States into World War I resonated most powerfully with the times. But his personae also included Bourne the educational reformer who wanted the nation's schools to teach students to claim learning for themselves; Bourne the cosmopolitan idealist, who celebrated a Trans-National America based on diversity and multiple identities; and Bourne the cultural revolutionary, who looked with equal skepticism on the genteel tradition and the New Humanism, calling instead for an indigenous literature that spoke from and to the experiences of all Americans. Today, nearly three decades later, I see more clearly that Bourne's expansiveness had real if predictable limits--his transnationalism included only ethnic Americans of European origin, his indigenous literature was entirely white and almost exclusively male. But I still insist that Bourne has much value. I hear echoes of this self-styled literary radical in those who celebrate experimentation in music, painting, and architecture, in those who call for historical and literary canons more in keeping with a multicultural America, and in those who make explicit the connection between culture and politics. Several of my predecessors have remarked upon the transformative impact of American studies that my personal history also illustrates. Making the boundary into the center, as Michael Cowan has labeled our project, freed us to choose from a variety of self-definitions and [End Page 2] theoretical locations available on the periphery. In contrast to academic colleagues who follow only one well-trod disciplinary route, we can choose to be 'multidisciplinary,' 'anti-disciplinary..." @default.
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• W1984318858 date "2000-01-01" @default.
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• W1984318858 title "Taking Stands: American Studies at Century's End Presidential Address to the American Studies Association, October 29, 1999" @default.
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• W1984318858 doi "https://doi.org/10.1353/aq.2000.0007" @default.
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