This important new collection explores representations of late seventeenth- through mid-nineteenth-century transatlantic women travelers across a range of historical and literary works. While at one time transatlantic studies concentrated predominantly on men’s travels, this volume highlights the resilience of women who ventured voluntarily and by force across the Atlantic—some seeking mobility, adventure, knowledge, wealth, and freedom, and others surviving subjugation, capture, and enslavement. The essays gathered here concern themselves with the fictional and the historical, national and geographic location, racial and ethnic identities, and the configuration of the transatlantic world in increasingly taught texts such as The Female American and The Woman of Colour, as well as less familiar material such as Merian’s writing on the insects of Surinam and Falconbridge’s travels to Sierra Leone. Intersectional in its approach, and with an afterword by Eve Tavor Bannet, this essential collection will prove indispensable as it provides fresh new perspectives on transatlantic texts and women’s travel therein across the long eighteenth century.  

In this timely collection, teacher-scholars of “the long eighteenth century,� a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.

This important new collection explores representations of late seventeenth- through mid-nineteenth-century transatlantic women travelers across a range of historical and literary works. While at one time transatlantic studies concentrated predominantly on men's travels, this volume highlights the resilience of women who ventured voluntarily and by force across the Atlantic-some seeking mobility, adventure, knowledge, wealth, and freedom, and others surviving subjugation, capture, and enslavement. The essays gathered here concern themselves with the fictional and the historical, national and geographic location, racial and ethnic identities, and the configuration of the transatlantic world in increasingly taught texts such as The Female American and The Woman of Colour, as well as less familiar material such as Merian's writing on the insects of Surinam and Falconbridge's travels to Sierra Leone. Intersectional in its approach, and with an afterword by Eve Tavor Bannett, this essential collection will prove indispensable as it provides fresh new perspectives on transatlantic texts and women's travel therein across the long eighteenth century.

In this timely collection, teacher-scholars of “the long eighteenth century,� a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.