![]() A less discussed consequence of the rebellion was the British government’s new demand for ethnographic photographs in order to categorize people as a means for effective colonial rule. The rebellion resulted in the dissolution of the East India Company, which had ruled India since the Battle of Plassey in 1757, and India became a British Crown colony. Indian soldiers rose up in a rebellion that spread throughout north India and were brutally suppressed by the British in 1858. 4 The advent of this new technology coincides with the 1857 Indian Rebellion, the most important event in nineteenth-century India. Photography came to India shortly after its introduction in Europe in 1839, 3 though the new technology did not become popular in the subcontinent until the 1850s. Ĭontext Matters: Visual Culture Analysis in the Classroom The finding aid for DeGolyer’s three volumes of William Johnson’s photographs is available at. William Johnson’s Photographs Available Digitally A copy of William Johnson’s T he Oriental Race and Tribes: Residents and Visitors of Bombay is available digitally through Hathi Trust at. All three volumes are digitized and include photographs of people, buildings, and scenery. 2 The three volumes of Johnson’s photographs at DeGolyer Library, however, contain the most extensive collection of Johnson’s photographs in the world. ![]() Johnson was a member of the Bombay Civil Service, and his photographs are most well-known from a volume he published in 1863 titled The Oriental Race and Tribes: Residents and Visitors of Bombay. ![]() The objective of this essay is to suggest possibilities for utilizing photographs in a history classroom through drawing upon the digital collection of Johnson’s photographs, titled Photographs of Western India, circa 1855 to 1862 (Image 1). Not only can projects be designed using these digital photographs, they provide lecturers great opportunities to integrate them in classes through experiential learning. This digital archive created a world of opportunity for new approaches to integrate visual culture analysis into the classroom. Costumes and Characters DeGolyer Library, SMU 1 Image 1: “Nagar Brahmin Women,” William Johnson Photographs of Western India, Vol. And the best part: all these photographs were digitized, allowing students access to them beyond the walls of the DeGolyer Library. Despite their array of digitized photographs, I did not expect to find one of the most extensive collections of William Johnson’s photographs of India from the mid-nineteenth century. I was surprised to stumble upon a unique digital collection at the SMU DeGolyer Special Collections Library, which is known for its archives related to the US west, borderlands, and transportation. I coteach an interdisciplinary course that integrates visual culture and history into an undergraduate class titled On the Edges of Empire: India and Mexico/American Southwest at Southern Methodist University. We often use photographs in a history classroom to illustrate a point rather than as a foundation for our courses. Re-envisioning Asia: Contestations and Struggles in the Visual Artsĭownload PDF Digital Photography in the Classroom.Distinguished Service to the Association for Asian Studies Award.Distinguished Contributions to Asian Studies Award.Striving for Diversity, Equity, and Inclusion in Asian Studies: Humanities Grants for Asian Studies Scholars.Gosling-Lim Postdoctoral Fellowship in Southeast Asian Studies.Cultivating the Humanities & Social Sciences Initiative Grants.AAS Takes Action to Build Diversity & Equity in Asian Studies.AAS Community Forum Log In and Participate.
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