From: Rachel B Martin <mart0167@gold.tc.umn.edu>
Subject: 68 as whitewash
Re Bob Buzzanco's suggestion: For another take on Wallerstein's
world-systems approach, see Michele Wallace "Reading 1968: The Great
American Whitewash." She takes careful aim at the dominant whiteness of
"60s" analyses in a way I've found extremely useful. The original
publication (1988) escapes me, but it is included in Wallace' collection
_Invisibility Blues_: from (?) to theory (Verso, 199_)
Rachel Martin,
Dep't of History
University of Minnesota
mart0167@gold.tc.umn.edu
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[2]
From: epm2@lehigh.edu (TED MORGAN)
Subject: Re: 1968
If Marc's going to use Maggie's suggestion of that Time article on 1968, I'd
recommend (humbly, of course) he include the segment of my Vietnam Generation
article where I review that article as part of the mythical post-60s pastiche.
That was VOl 6, #s 1+2, p. 17ff (though a section was inadvertently excised &
will be published in full in the next issue --I don't think the Time section
was)...
Ted Morgan
================================
Department of Political Science
Maginnes Hall #9
Lehigh University
Bethlehem, PA 18015
epm2@lehigh.edu
phone: (610) 758-3345
fax: (610) 758-6554
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[3]
From: Tom Condit <tomcondit@igc.apc.org>
Subject: Re: 1968
I like Maggie's reply. I would merely say that I think Ronald Fraser's book
would be the best place to begin on 1968 because it is an *international*
survey. An enormous amount of stuff written about the 1960s reduces itself
to garbage by treating everything from a purely U.S. viewpoint, with at best
side references to those countries the U.S. was directly attacking. Fraser
deals with the world movement, which is very important for context. He's a
little weak because he talks almost exclusively about students, who were the
whole show so far as the media was concerned but actually a minority of the
movement.
Tom
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[4]
From: "Matthew J. Countryman" <mcountry@umich.edu>
Subject: Re: 1968
I have had a lot of success asking students to interview people who came
of age during the 1960's (relatives, teachers, etc.) as a way to connect
mythic events (urban riots, political assasinations etc.) to the
experiences of real people. Students especially like it since most of
them saying that their takingmy 60's course in order to better understand
their parents
Matthew Countryman
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