This anthology provides a single, convenient volume of diverse primary texts supporting the teaching and research field of Anglophone Transatlantic literatures and print culture. Focusing on ongoing and shared concerns and social practices across the long nineteenth century, the book's thematically-organised sections mark major Transatlantic social movements of that era as expressed, negotiated, and recorded through literary production. The anthology offers a range of tools and texts for innovative thinking, teaching, and exploration. Headnotes provide guidance on how individual selections arose from social and historical contexts. Annotations create student-friendly identification of key terms or allusions

This is an essential resource for teaching 19th century print culture in the expanding field of transatlantic studies. How are University instructors to contribute to a growing field when most Ph.D.s continue to be conferred in British or American literature? To provide a foundational resource for teaching Anglo American transatlanticism in the long 19th century, this volume by leading scholars and experienced professors from Canada, the UK, and the US outlines conceptual approaches to transatlanticism and offers practical resources ranging from individual assignment descriptions to full syllabi. Complemented by a website, the collection provides practical resources for teaching grounded in current scholarship. Addressing both current and future university teachers, and recognising the varying degrees to which today's curricular formations enable/allow for transatlantic teaching, the individual chapters and the associated project website range from treating full scale courses to reconsidering individual texts and authors in transatlantic context. An afterword by graduate students currently working in transatlanticism demonstrates the impact and opportunities of this burgeoning field. With this book readers will receive help with conceptual issues as well as practical issues. The contributors from a range of different institutions are experts in teaching and researching American, British, Canadian, and transatlantic literature and print culture in the long 19th century. It offers classroom accounts that address multiple genres, issues, and media. Its's chapter authors blend reflections on real world teaching contexts that candidly address challenges with scholarly analysis of key issues in the field today. With a project website supplements the book chapters and invites continued conversations through a moderated discussion space and submission venue for readers' own teaching materials.

This anthology provides a single, convenient volume of diverse primary texts supporting the teaching and research field of Anglophone Transatlantic literatures and print culture. Focusing on ongoing and shared concerns and social practices across the long nineteenth century, the book's thematically-organised sections mark major Transatlantic social movements of that era as expressed, negotiated, and recorded through literary production. The anthology offers a range of tools and texts for innovative thinking, teaching, and exploration. Headnotes provide guidance on how individual selections arose from social and historical contexts. Annotations create student-friendly identification of key terms or allusions

This book will teach you the system that helped me, Sarah Robbins, achieve seven-figure success, as well as many members of my team who have their own six-or-seven-figure success stories. Six-and-seven-figure success certainly didn't happen overnight. It wasn't easy; it was certainly worth it.

NELLIE ARNOTT'S WRITING ON ANGOLA, 1905-1913 recovers and interprets the public texts of a teacher serving at a mission station sponsored by the American Board of Commissioners for Foreign Missions in Portuguese West Africa. Along with a collection of her magazine narratives, mission reports, and correspondence, NELLIE ARNOTT'S WRITING ON ANGOLA offers a critical analysis of Arnott's writing about her experiences in Africa, including interactions with local Umbundu Christians, and about her journey home to the U.S., when she spent time promoting the mission movement before marrying and settling in California. NELLIE ARNOTT'S WRITINGS ON ANGOLA sets Arnott's writing within the context of its historical moment, especially the particular situation of American Protestant women missionaries working in a Portuguese colony. This book responds to recent calls for scholarship exploring specific cases of cross-cultural exchange in colonial settings, with a recognition that no single pattern of relationships would hold in all such sites. Robbins and Pullen also position Arnott's diverse texts within the tradition of feminist scholarship drawing on multifaceted archives to recover women's under-studied publications from previous eras.Part I presents three approaches to interpreting Arnott's oeuvre: biographical (Chapter 1), historical (Chapter 2), and rhetorical (Chapter 3). Chapters 4, 5, and 6 (Part II) provide an annotated edition of Arnott's public texts, organized into three stages of authorial development, ranging from her initial journey to Africa, to her gradual professionalization as a mission teacher, to her travels home and fundraising while on furlough.ABOUT THE AUTHORS: SARAH ROBBINS is the Lorraine Sherley Professor of Literature at Texas Christian University and the author of MANAGING LITERACY, MOTHERING AMERICA (Pittsburgh Press, 2006), which won a Choice award from the American Library Association. She is also the author of THE CAMBRIDGE INTRODUCTION TO HARRIET BEECHER STOWE (Cambridge, 2007). ANN ELLIS PULLEN, is Professor of History, Emerita, at Kennesaw State University, where she chaired the Department of History and Philosophy and the Women's Studies Program. She has authored articles on the early twentieth-century interracial movement in the U.S. South in a variety of publications.

Through the publication of her bestseller Uncle Tom's Cabin, Harriet Beecher Stowe became one of the most internationally famous and important authors in nineteenth-century America. Today, her reputation is more complex, and Uncle Tom's Cabin has been debated and analysed in many different ways. This book provides a summary of Stowe's life and her long career as a professional author, as well as an overview of her writings in several different genres. Synthesizing scholarship from a range of perspectives, the book positions Stowe's work within the larger framework of nineteenth-century culture and attitudes about race, slavery and the role of women in society. Sarah Robbins also offers reading suggestions for further study. This introduction provides students of Stowe with a richly informed and accessible introduction to this fascinating author.

Managing Literacy, Mothering America accomplishes two monumental tasks. It identifies and defines a previously unstudied genre, the domestic literacy narrative, and provides a pioneering cultural history of this genre from the early days of the United States through the turn of the twentieth century.
Domestic literacy narratives often feature scenes that depict women-mostly middle-class mothers-teaching those in their care to read, write, and discuss literature, with the goal of promoting civic participation. These narratives characterize literature as a source of shared knowledge and social improvement. Authors of these works, which were circulated in a broad range of publication venues, imagined their readers as contributing to the ongoing formation of an idealized American community.
At the center of the genre's history are authors such as Lydia Sigourney, Catharine Maria Sedgwick, and Frances Harper, who viewed their writing as a form of teaching for the public good. But in her wide-ranging and interdisciplinary investigation, Robbins demonstrates that a long line of women writers created domestic literacy narratives, which proved to be highly responsive to shifts in educational agendas and political issues throughout the nineteenth century and beyond.
Robbins offers close readings of texts ranging from the 1790s to the 1920s. These include influential British precursors to the genre and early twentieth-century narratives by women missionaries that have been previously undervalued by cultural historians. She examines texts by prominent authors that have received little critical attention to date-such as Lydia Maria Child's "Good Wives"--and provides freshcontext when discussing the well-known works of the period. For example, she reads "Uncle Tom's Cabin" in relation to Harriet Beecher Stowe's education and experience as a teacher.
"Managing Literacy, Mothering America" is a groundbreaking exploration of nineteenth-century U.S. culture, viewed through the lens of a literary practice that promoted women's public influence on social issues and agendas.

Through the publication of her bestseller Uncle Tom's Cabin, Harriet Beecher Stowe became one of the most internationally famous and important authors in nineteenth-century America. Today, her reputation is more complex, and Uncle Tom's Cabin has been debated and analysed in many different ways. This book provides a summary of Stowe's life and her long career as a professional author, as well as an overview of her writings in several different genres. Synthesizing scholarship from a range of perspectives, the book positions Stowe's work within the larger framework of nineteenth-century culture and attitudes about race, slavery and the role of women in society. Sarah Robbins also offers reading suggestions for further study. This introduction provides students of Stowe with a richly informed and accessible introduction to this fascinating author.

An essential resource for teaching 19th-century print culture in Transatlantic Studies The 18 chapters in this book outline conceptual approaches to the field and provide practical resources for teaching, ranging from ideas for individual class sessions to full syllabi and curricular frameworks. The book is divided into 5 key sections: Curricular Histories and Key Trends; Organising Curriculum through Transatlantic Lenses; Teaching Transatlantic Figures; Teaching Genres in Transatlantic Context; and Envisioning Digital Transatlanticism. Individual chapters from experts in the field range from reconceptualising entire courses to revisiting individual texts, authors, and genres in a transatlantic context. Weaving in strategies from innovative teaching shaped by the digital humanities, the collection also looks ahead to the future of this growing field. A dedicated Teaching Transatlanticism website accompanies the book. Key Features: Essays address both conceptual and practical issues Classroom accounts address multiple genres, issues, and media Reflections on real-world teaching contexts are blended with scholarly analysis of key issues in the field today The specially designed project website supports the book and invites continued conversations through a moderated discussion space and submission venue for readers' own teaching materials Linda K. Hughes is Addie Levy Professor of Literature at TCU. She is co-editor of the 4-volume A Feminist Reader: Feminist Thought from Sappho to Satrapi and author of The Cambridge Introduction to Victorian Poetry (2010). Sarah Robbins is author/editor of seven books and is Lorraine Sherley Professor of Literature at TCU, where she teaches American literature and transatlantic and cross-cultural studies.

This practical volume addresses teachers' most immediate and constant wish-to engage students in meaningful learning. Written by teachers affiliated with the National Writing Project, this engrossing collection presents examples of classroom-based community studies projects that showcase teachers' reflective practice in action, models for professional growth, collaborative staff development programs, and much more.