AboutAndrew Newman is an Associate Professor of English, affiliated with the History Department, at Stony Brook University. Originally from Queens, NY, he has been teaching at Stony Brook since 2005.
EducationPhD: University of California, English
MA: University of Chicago, Comparative Literature
BA: Binghamton University
Work Shared in CORE
Articles and Chapters in Books
- Captive Readers: Literacy and Allegory in Colonial Encounters. Chapel Hill: University of North Carolina Press for the Omohundro Institute of Early American History and Culture, forthcoming Fall 2018.
- On Records: Delaware Indians, Colonists, and the Media of History and Memory. Lincoln, NE: University of Nebraska Press, 2012.
- Newman, Andrew. “‘Lifestyles of the Rich and Famous’: The Great Gatsby in the 1980s.” Changing English, vol. 25, no. 2, Apr. 2018, pp. 208–15. Taylor and Francis+NEJM, doi:10.1080/1358684X.2018.1458212.
- “Captivity: From Babylon to Indian Country.” In Blackwell Companion to American Literature, edited by Theresa Strouth Gaul, Vol. I. Malden, MA: Wiley Blackwell, Forthcoming.
- “Indigeneity and Early American Literature.” Oxford Research Encyclopedia of Literature 27 Feb. 2017. Web.
- “‘It Couldn’t Be Robbery To Steal That’: Artistic Appropriation and Twain’s ‘Jumping Frog.’” College Literature 42, no. 3 (2015): 396–419. (Co-Authored with Brandi So)
- “Early Americanist Grammatology: Definitions of Writing and Literacy.” In Colonial Mediascapes: Sensory Worlds of the Early Americas, edited by Matt Cohen and Jeffrey Glover, 76–98. Lincoln, NE: University of Nebraska Press, 2014.
- “Closing the Circle: Mapping a Native Account of European Land Fraud.” In Early American Cartographies, edited by Martin Bruckner, 248–75. Chapel Hill: The University of North Carolina Press for the Omohundro Institute of Early American History and Culture, 2011.
- “Fulfilling the Name: Catherine Tekakwitha and Marguerite Kanenstenhawi (Eunice Williams).” Legacy: A Journal of American Women Writers 28, no. 2 (2011): 232–56.
- “‘Light Might Possibly Be Requisite’: Edgar Huntly, Regional History, and Historicist Criticism.” Early American Studies: An Interdisciplinary Journal 8, no. 2 (Spring 2010): 322–57.
- “The Walam Olum: An Indigenous Apocrypha and Its Readers.” American Literary History 22, no. 1 (2010): 26–56.
- “Sublime Translation in the Novels of James Fenimore Cooper and Walter Scott.” Nineteenth-Century Literature 59, no. 1 (June 1, 2004): 1–26.
- “Captive on the Literacy Frontier: Mary Rowlandson, James Smith, and Charles Johnston.” Early American Literature 38, no. 1 (2003): 31–65.
Short Articles Book Reviews
- “The Dido Motif in Accounts of Early Modern European Imperialism.” Itinerario: International Journal on the History of European Expansion and Global Interaction. 41.1 (2017): 129–150.
- Ned Landsman and Andrew Newman eds. The Worlds of Lion Gardiner: Special Issue of Early American Studies 10:2 (May 2011).
- Lion Gardiner, “Relation of the Pequot Warres” Early American Studies 10:2 (May 2011) 462-489.
- Newman, Andrew. “Anglo-American Women Writers and Representations of Indianness, 1629–1824 by Cathy Rex (Review).” Tulsa Studies in Women’s Literature, vol. 35, no. 2, Dec. 2016, pp. 531–33. Project MUSE, doi:10.1353/tsw.2016.0039.
- Native Acts: Indian Performance, 1603–1832, edited by Joshua David Bellin and Laura L. Mielke. Early American Literature 49.3 (2014): 821–824.
- The Four Deaths of Acorn Whistler: Telling Stories in Colonial America by Joshua Piker. Journal of American History 101.1 (2014): 240–241.
- English Letters and Indian Literacies: Reading, Writing, and New England Missionary Schools, 1750—1830 by Hilary Wyss. New England Quarterly 86.1 (2013): 149-152.
- Fugitive Empire: Locating Early American Imperialism by Andy Doolen and The Backcountry and the City: Colonization and Conflict in Early America by Ed White. Early American Literature 41: 3 (2006) 592-600
- Dry Bones and Indian Sermons by Kristina Bross. William and Mary Quarterly 61:4 (2004) 747-750
ProjectsThe High-School Canon: Literary and Civic Education, 1938-2018
The High-School Canon analyses educational materials such as lesson plans and reading guides to demonstrate how since the WWII era book literature-instruction has aimed to influence the perspectives and beliefs of American high-school students. This analysis reveals the classroom implementation of philosophical and policy ideas about the value of literature in a democratic society. As a reception-study, this project investigates pedagogical interpretations of book-length curricular mainstays at different cultural moments: The Scarlet Letter in the 1960s; To Kill a Mockingbird in the 1990’s. Carrying to the present, The High-School Canon illuminates the often unexamined assumptions and factors underlying the selection and teaching of literary works today.