Analyses the relationships among the socio-historical contexts, generic forms, and rhetorical strategies of British West Indian slave narratives. Grounded by the syncretic theories of creolisation and testimonio it breaks new ground by reading these dictated and fragmentary narratives on their own terms as examples of 'creole testimony'.

The Caribbean has traditionally been understood as a region that did not develop a significant 'native' literary culture until the postcolonial period. Indeed, most literary histories of the Caribbean begin with the texts associated with the independence movements of the early twentieth century. However, as recent research has shown, although the printing press did not arrive in the Caribbean until 1718, the roots of Caribbean literary history predate its arrival. This collection contributes to this research by filling a significant gap in literary and historical knowledge with the first collection of essays specifically focused on the literatures of the early Caribbean before 1850.

The Caribbean has traditionally been understood as a region that did not develop a significant 'native' literary culture until the postcolonial period. Indeed, most literary histories of the Caribbean begin with the texts associated with the independence movements of the early twentieth century. However, as recent research has shown, although the printing press did not arrive in the Caribbean until 1718, the roots of Caribbean literary history predate its arrival. This collection contributes to this research by filling a significant gap in literary and historical knowledge with the first collection of essays specifically focused on the literatures of the early Caribbean before 1850.

Analyses the relationships among the socio-historical contexts, generic forms, and rhetorical strategies of British West Indian slave narratives. Grounded by the syncretic theories of creolisation and testimonio it breaks new ground by reading these dictated and fragmentary narratives on their own terms as examples of 'creole testimony'.

Jennifer Travis and Jessica DeSpain present a long-overdue collection of theoretical perspectives and case studies aimed at teaching nineteenth-century American literature using digital humanities tools and methods. Scholars foundational to the development of digital humanities join educators who have made digital methods central to their practices. Together they discuss and illustrate how digital pedagogies deepen student learning. The collection's innovative approach allows the works to be read in any order. Travis and DeSpain curate conversations on the value of project-based, collaborative learning; examples of real-world assignments where students combine close, collaborative, and computational reading; how digital humanities aids in the consideration of marginal texts; the ways in which an ethics of care can help students organize artifacts; and how an activist approach affects debates central to the study of difference in the nineteenth century. A supplemental companion website with substantial appendixes of syllabi and assignments is now available for readers of Teaching with Digital Humanities.