Peter Stanton | University of Alaska Southeast (original) (raw)
I am a high school history educator currently writing a book on the Tlingit nineteenth century. As an undergraduate, I wrote a thesis on Tlingit-American interactions during the second half of the nineteenth century, which provides the foundation for my coming book. My interests include subaltern, colonial, and Indigenous histories, particularly during the long nineteenth century.
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Papers by Peter Stanton
The idea of the subaltern evokes people subject to marginalization and relationships of dominance... more The idea of the subaltern evokes people subject to marginalization and relationships of dominance who nevertheless possess agency and a history of their own. Historians have often neglected the voice of the subaltern, because of entrenched biases in sources and historiography, and because of fixation on grand narratives of global change. This paper evaluates the study of the subaltern and the place of Africa in global histories, seeking out how historians might best recenter their work on these essential topics. The paper then puts these ideas into practice by examining how subaltern men and women, and in particular slaves, soldiers, and migrants, drove historical processes in the colonies of French West Africa. Although subalternity fundamentally shaped the lives of millions of West Africans, the nature of these individuals' participation in colonial structures fundamentally shaped global history. Stanton 1
Teaching Documents by Peter Stanton
This assignment required my high school world history students (ninth through eleventh grade) to ... more This assignment required my high school world history students (ninth through eleventh grade) to analyze up to eleven different documents (artifacts, monuments, and selections from written works) and use them to respond to one or more big questions about the definition of civilization, the possibility of civilizations having developed without the Neolithic Revolution, and the impact of the Neolithic Revolution.
The idea of the subaltern evokes people subject to marginalization and relationships of dominance... more The idea of the subaltern evokes people subject to marginalization and relationships of dominance who nevertheless possess agency and a history of their own. Historians have often neglected the voice of the subaltern, because of entrenched biases in sources and historiography, and because of fixation on grand narratives of global change. This paper evaluates the study of the subaltern and the place of Africa in global histories, seeking out how historians might best recenter their work on these essential topics. The paper then puts these ideas into practice by examining how subaltern men and women, and in particular slaves, soldiers, and migrants, drove historical processes in the colonies of French West Africa. Although subalternity fundamentally shaped the lives of millions of West Africans, the nature of these individuals' participation in colonial structures fundamentally shaped global history. Stanton 1
This assignment required my high school world history students (ninth through eleventh grade) to ... more This assignment required my high school world history students (ninth through eleventh grade) to analyze up to eleven different documents (artifacts, monuments, and selections from written works) and use them to respond to one or more big questions about the definition of civilization, the possibility of civilizations having developed without the Neolithic Revolution, and the impact of the Neolithic Revolution.