This page is a collection of materials created or compiled by ASECS members for the purpose of supporting the teaching of the long eighteenth century in a variety of institutional settings. While most materials offered here focus on teaching college undergraduates, this site includes materials directed at self-study, at public scholarship, at teaching graduate students, and at educators in primary and secondary classrooms. A final section includes professional resources.
Among the highlights of this site are the winning entries in ASECS Innovative Course Design competition, which has been recognizing exceptional eighteenth-century studies pedagogy since 1985.
All materials posted on this site may be reproduced for teaching purposes, as long as due credit is given.
Contribute your own resources to this site! You can send syllabuses and and other materials to the ASECS Business Office as a URL link or an attachment at email@example.com.
I. Teaching the 18th Century: Innovative Course Design
Teaching the Eighteenth Century: Innovative Course Design, Volume 17
Shirley Tung, Department of English, Kansas State University
Samuel Richardson’s Clarissa and the #metoo Eighteenth Century
Celia Barnes, Department of English, Lawrence University
Keywords: British literature; Novel; Richardson; Gender studies, Epistolarity; Writing assignments
Cecilia Feilla, Department of English and World Literatures, Marymount Manhattan College
Keywords: British literature; Periodical press; Material culture studies; Orientalism; Gender; Visual culture; Immersive pedagogy; Place-based learning.
Jane Austen and the Civic Commons
Juliette Paul, Department of Literature & Languages, Christian Brothers University
Haunted by History: The Deep Eighteenth Century
Mattie Burkert, Utah State University
Keywords: British literature, American literature, Omeka, digital humanities, public humanities, archival research, multimodal writing assignments
Fiona Ritchie, McGill University
Keywords: British literature, theater history, cross-dressing, gender, trans, podcasting
Rachel Seiler-Smith, Georgia Institute of Technology, “Encrypting Romanticism”
Teaching the Eighteenth Century: Innovative Course Design, Volume 16
Enlightenment Impartiality in the Age of Trump
Anna Foy, University of Alabama in Huntsville
Keywords: Aaron Santesso, Georgia Tech, “Enlightenment Technologies of Communication”
Colleen Taylor, Boston College, “Queens, Cathleens and Wild Irish Girls: Women in Irish Literature before 1900”
Kevin Bourque, “Enlightenment Appetites”
Deirdre Loughridge, “Eighteenth-Century Origins”
Robin Runia, “Writing Women and Race”
Teaching the Eighteenth Century: Innovative Course Design, Volume 15
Catherine Ingrassia, “Cultures of Captivity in the Long Eighteenth Century”
Kailan Rubinoff, “Music and the Grand Tour”
Jane Wessel and Matthew J. Kinservik, “Making Shakespeare”
Michael Gavin, “Modeling Literary History: Quantitative Approaches to the Enlightenment”
Estelle Joubert, “Music in the Global Eighteenth Century: A New Course Proposal”
Sean Silver, “The Novel and the Museum”
Teaching the Eighteenth Century: Innovative Course Design, Volume 14
Peggy Schaller Elliott, “Teaching Modern Strategies through Early Modern Fairy Tales”
Courtney Weiss Smith, “Science and/as Literature in Early Modern England”
Steven Thomas, “Pirates, Puritans, and the Revolutionary Atlantic World”
Gillian Paku, “Authorial Identity: What’s in a Name?”
Marvin Lansverk, “Storytelling the Eighteenth Century: Novelists, Narratives, and the Rise of the Novel”
Popular Entertainment in the Long Eighteenth Century
Fiona Ritchie and Thomas Fish
Teaching the Eighteenth Century: Innovative Course Design, Volume 13
Susan Lanser and Jane Kamensky, “London in the Long Eighteenth-Century: People, Culture, City”
Janie Vanpee, “Re-Membering Marie Antoinette”
Zach Hutchins, “American Love Letters”
Richard Bell, University of Maryland, “Pursuits of Happiness: Ordinary Lives in the American Revolution”
Roger Schmidt, Idaho State University, “How to Forge a Jane Austen Manuscript”
Katharine Hamerton, Columbia College, Chicago, “Taste and Consumption in French History”
Honorable Mention: Mary Trouille, “The Eighteenth-Century on Film”
Teaching the Eighteenth Century: Innovative Course Design, Volume 12
Paula Loscocco, “Special Victims”
Nicholas D. Nace, “Pamela and Lolita”
Pascale Rihouet, “Eighteenth-Century French Art”
David A. Brewer, “Novelistic Markets and Pleasure”
Sarah Day-O’Connell, “Listening to Music In/Of the Eighteenth Century: Destablizing the Survey, Grounding the Topic Course”
Kathryn Lowerre, “Music in London during the ‘Long’ Eighteenth-Century, 1660-1814″
Teaching the Eighteenth Century: Innovative Course Design, Volume 11
Rachel Crawford, “Teaching Eighteenth-Century British Literature and Cartography”
Christine Jones, “Dramatis Personae: An Online Performance Archive”
Clorinda Donato, Tim Keirn, and Norbert Schürer, “The Global Eighteenth Century”
John Patrick Greene, “Discovering the Exotic in the Eighteenth Century”
Andrew Hottle, “The Adventures of an Eighteenth-Century Woman”
Christine Lupton, “Everyday Life and the Eighteenth Century”
Teaching the Eighteenth Century: Innovative Course Design, Volume 10
Anthony Krupp, “Philosophies of Childhood in the Eighteenth-Century”
Cameron McFarlane and Lisa Zeitz, “Performing the Past: Restoration and Eighteenth-Century Dramas”
Amy Witherbee, “Hogarth’s Eighteenth Century”
Amy Wolf, Canisius College, “The Coffeehouse Culture of Eighteenth-Century England”
Dena Goodman, University of Michigan, “The French Enlightenment”
Jennifer Frangos and Cristobal Silva, “Transatlantic Eighteenth Century (England and the New World/America and the Old World)”
Teaching the Eighteenth Century: Innovative Course Design, Volume 9
Cynthia Klekar, “Fictions of the Gift: Generosity and Obligation in Eighteenth-Century English Literature”
Carrie Hintz, “Nell Gwyn and Restoration Culture”
Elizabeth Child, “Eighteenth-Century Studies and Brit Lit Survey: A Course Proposal”
Carole Martin, “From Court to Street in Eighteenth-Century France”
Jane Milling and Cynthia Richards, “The World Wide Web: Untangling Transatlantic Connections in the Work of Aphra Behn”
Steve Newman, “The Textual City: London and Philadelphia in Literature from the Great Fire to the Present”
Heidi Bostic, “Gendered Declarations in French Revolutionary Culture”
Cheryl Nixon, “Orphans, Wards, and Lost Children: Eighteenth-Century Facts and Fiction”
Nancy November, “Re-Voicing the Canon: ‘Voice’ in Eighteenth-Century Musical Thought”
2000 and 2001: Teaching the Eighteenth Century, Volume 8
Michael Burden, “Opera on the Stage in London, 1700-1800”
Shari Evans and Mary Rooks, “No Place Like Home?: The Politics of Home-spaces in the Eighteenth Century Premise”
Mary Trouille, “Marriage and Domestic Violence in Eighteenth-Century French Literature and Society”
James E. Evans, “An Inclusive Cultural History of Early Eighteenth-Century British Literature”
Jenn Fishman, “Stage and Page: Theater and the Novel in Eighteenth- Century Literary Culture”
Lisa M. Zeitz, ” Landscape and Nation in Eighteenth-Century Britain”
1998 and 1999: Teaching the Eighteenth Century, Volume 7
Lisa Berglund, Connecticut College, “Samuel Johnson and the Eighteenth-Century Reader”
Richard Frohock, “America in British Consciousness, 1660-1750”
Elizabeth Teare, “Knaves and Fools: History, Satire, and the Rise of the Novel”
Astrida Tantillo, “Creating Nature: German Science, Literature, and Philosophy”
Jennifer Thorn, “Eighteenth-Century British Orientalism”
Maureen Harkin, “Women and the Visual Arts in Eighteenth-Century Britain”
1996: Teaching the Eighteenth Century, Volume 6
Barbara Ching and Kay Easson, “Discerning Taste”
Jon O’Brien, “Grub Street: The Literary and the Literatory in Eighteenth-Century Britain”
Miriam L. Wallace and Jocelyn van Tuyl, “The French Revolution in the Cultural Imagination: Eighteenth-Century France and Britain”
1995: Teaching the Eighteenth Century, Volume 5
Patricia Cleary and Elizabeth Young, “Women in England and America, 1688-1800”
Michael J. Conlon, “Literature and Performance in Eighteenth-Century England”
Jane Girdham, “Musical Life in the Late Eighteenth Century”
1994 (Not Awarded)
No Award Given
1993: Teaching the Eighteenth Century, Volume 4
Joan Gundersen and Madeleine Marshall, “The Transatlantic Conversation, 1650-1776”
Susan Sage Heinzelman, “Legal Facts and Feminist Fictions: Laws of Evidence and Women’s Writing 1688-1760”
Cheryl Lambert, “The Role of the Scientist and the Role of the Reader: Science and Literature in the Eighteenth Century”
1992 (Not Awarded)
No Award Given
1991: Teaching the Eighteenth Century, Volume 3
Beth Fowkes Tobin, “The Representation of Poverty in England, 1730-1830”
Wendy Furman and Paula Radisich, “The Pursuit of Happiness/Vanity of Human Wishes. A Pair of Courses”
Peter V. Conroy, Jr., “History, Comedy, Tragedy: The Enlightenment Novel”
1989-1990 (Not Awarded)
No Award Given
1988: Teaching the Eighteenth Century, Volume 2
Jill Campbell, “Problems of Gender in Early Eighteenth-Century Literature”
Margaret Darrow, Virginia Swain, and Susanne Zantop, “Rights and Rebels: The Roots of Individualism”
Daniel E. Williams, “Early American Prose Narratives: A Course Proposal”
1987: Teaching the Eighteenth Century, Volume 1
Cynthia L. Caywood, “Beyond Tokenism: Including Women Writers in Eighteenth-Century Courses”
Nelson Hilton, “Blake Rouses the Faculties”
Lance Wilcox, “The Age of Tormented Reason”
History of the Innovative Course Design Competition
In 1985, the ASECS Executive Board instituted a competition to encourage inquiry and exchange in promoting excellent undergraduate teaching of the eighteenth century.
For the competition, candidates prepared a proposal describing the course or course unit that they had developed, and discussing such issues as thematic approaches, modes of analysis, and what made the course innovative: whether it proposed new areas of inquiry, new techniques, new teaching strategies or new technologies.
Initially, all candidates gave presentations at the Annual Meeting and three winners were selected immediately. In 1987, the competition shifted to two stages: applications were reviewed by a committee consisting of the previous competition winners and a member of the Executive Board; six semi-finalists were invited to present at the ASECS Annual Meeting; and up to three finalists were chosen by the committee.
After 2002, three winners were selected based on their written proposals and then invited to give presentations on a panel at the Annual Meeting. Finally, the competition was renamed the Innovative Course Design competition.
Winners of the competition receive $500 teaching development grants. The awards are funded by the Shirley Bill Endowed Fund, which honors outstanding teachers of eighteenth-century studies.
Publication of Winning Course Proposals
A principal goal of the Innovative Course Design competition is to make successful pedagogy available to ASECS members and other teachers of eighteenth-century studies. Winners were required to submit a written version of their presentation, along with supplementary materials, for publication, and through 2001, these essays were published by ASECS in a biannual booklet entitled Teaching the Eighteenth Century, which was distributed to members.
Unfortunately, a planned shift to online publication did not take place. Thus, while the competition has continued and ASECS continued to honor members for their innovative pedagogy, only with members who attended the presentations at the Annual Meeting learned about the exciting pedagogy being practiced by their peers.
This situation is now being remedied. Papers authored by competition winners are being published to the new ASECS Teaching the Eighteenth-Century website, beginning with the winners of the 2020 Innovative Course Design competition. A keyword system is being developed to facilitate searching, and thanks to web-based format, winners will be able to share a wider diversity of supplemental and illustrative materials. Post-scripts updating or otherwise reflecting on changes made to their courses since creating the course are also invited.
The material published on this website may be reproduced without charge for teaching purposes, provided due credit is given.
II. Teaching Resources
These resources support research and scholarship on the long eighteenth century as they relate to education about the era.
Resources for Teaching Anti-Racism and Eighteenth-Century Studies
- “Anti-racism resources.” Document compiled by Sarah Sophie Flicker, Alyssa Klein in May 2020. (https://docs.google.com/document/u/1/d/1BRlF2_zhNe86SGgHa6-VlBO-QgirITwCTugSfKie5Fs/mobilebasic)
- ANTIRACIST RESOURCES FOR YOUR 2020-2021 TEACHING – Resources compiled by the MLA, June 2020 – https://antiracistresources.hcommons.org/?utm_campaign=advocacyalertjune20&utm_medium=email&utm_source=mlaoutreach
- The Early Caribbean Digital Archive, https://ecda.northeastern.edu/
- Fleming, Jr., Julius B. “Shattering Black Flesh: Black Intellectual Writing in the Age of Ferguson,”American Literary History, 28.4 (Winter): 828–834 https://daily.jstor.org/institutionalized-racism-a-syllabus/?fbclid=IwAR0XqLV-pRS9aFSazieLHP2nGmRpFryEszsiYsd58qQeErrL6jriPqOFugI
- Foreman, P. Gabrielle et al. “Writing about Slavery/Teaching About Slavery: This Might Help” community-sourced document, June 8, 2020, 2:05pm: https://docs.google.com/document/d/1A4TEdDgYslX-hlKezLodMIM71My3KTN0zxRv0IQTOQs/mobilebasic
- Damrongpiwat, Pichaya. “Two #BIPOC Objects: Cultivating Epistemic Disobedience in the Undergraduate Classroom.” Studies in Eighteenth-Century Culture 52 (2023): 47-53. doi:10.1353/sec.2023.0006.
- Hutchinson, Elizabeth. “Unsettling our Classrooms.” Studies in Eighteenth-Century Culture 52 (2023): 55-59. doi:10.1353/sec.2023.0007.
- Marcos, Patrícia Martins. “Praxis is no Metaphor: Diasporic Knowledges and Maroon Epistemes to Repair the World.” Studies in Eighteenth-Century Culture 52 (2023): 61-66. doi:10.1353/sec.2023.0008.
- NASSR Anti-racist Pedagogy Contest 2023
- “The Sugar-Cane,” online edition. Digital Grainger, https://digital-grainger.github.io/grainger/, 1764.
- “Talking About Race,” The National Museum of African American History and Culture, https://nmaahc.si.edu/learn/talking-about-race, 2014 +.
- Reading Towards Abolition: A Reading List on Policing, Rebellion, and the Criminalization of Blackness – https://www.radicalhistoryreview.org/abusablepast/reading-towards-abolition-a-reading-list-on-policing-rebellion-and-the-criminalization-of-blackness/
- Sinanan, Kerry. “BLM 2020: Breathing, Resistance, and the War Against Enslavement,” in Age of Revolutions (10 June 2020). https://ageofrevolutions.com/2020/06/10/blm-2020-breathing-resistance-and-the-war-against-enslavement/
Choosing Good Editions
Maoili, Roger. (2020). How to Choose Good Editions for your Literature Classes.
I created this video to help students tell the difference between good and bad editions for pre-1900 literature. I decided to do it after seeing an increasing number of students buying those print-on-demand editions that Amazon now puts at the top of their search results. Such editions are copy-pasted from Project Gutenberg and printed without revisions or any editorial apparatus. If you’ve had students show up with those versions, something like this might be helpful. – Roger Maoili, Department of English, University of Florida
The Lady’s Museum Project: An In-Progress Critical Edition and Learning Community
The Lady’s Museum Project: An In-Progress Critical Edition and Learning Community
Kelly J. Plante and Karenza Sutton-Bennett, eds.
A website of the the first critical edition of the Lady’s Museum in two formats: a nonspecialist edition intended for a public and undergraduate audience, and a specialist edition intended for scholars.
Desimone, Alison. “Beauty, Voice, and Wit: Learning Courtship and Sex through Song in Early Eighteenth-Century England.” Studies in Eighteenth-Century Culture 52 (2023): 175-198. doi:10.1353/sec.2023.0016.
Queer Eighteenth-Century Studies, in Celebration of Pride and the Landmark Supreme Court Ruling in Bostock: Title VII
• Greta LaFleur, The Natural History of Sexuality in Early America, Johns Hopkins, 2018.
“Greta LaFleur sets out a bold, provocative intellectual and ethical project: how to write the history of sex before sexuality, taking the eighteenth-century British colonial world as her focus. Tracing the logic of sex and race found in natural history through a surprising archive, this promises to be a landmark book in early American studies and the history of sexuality.”
– Brian Connolly, University of South Florida
• Susan Lanser, The Sexuality of History: Modernity and the Sapphic, 1565-1830, University of Chicago Press, 2014.
“Shifting the focus from studying the history of lesbians to studying history through lesbians, Lanser argues that sapphism provides ‘a testing ground for modernity’s limit points.’ This bold thesis, stunning in its originality and import, would seem exceptionally difficult to prove. Yet, Lanser succeeds brilliantly.”
– Valerie Traub, University of Michigan
• George Haggerty, Queer Friendship: Male Intimacy in the English Literary Tradition, Cambridge, 2018.
“The author makes substantive inquiry into the fluidity of male-male relations as depicted in such canonical novels as Tristram Shandy, Jacob’s Room, and Great Expectations, bringing to the fore the nature and worth of male friendship, its tether to shifting socioeconomic concerns throughout English history, its commentary on male sexuality, and its influence on readers’ interpretation of said texts.”
– J. Neal, Governors State University, Illinois
• Fiona Brideoake, The Ladies of Llangollen: Desire, Indeterminacy, and the Legacies of Criticism, Bucknell, 2017.
“I cannot imagine a more informed or more exhilarating account of the Ladies of Langollen. This will be a book that is treasured by students and scholars as well as anyone interested in the history of ‘romantic friendship’ between women.”
– George E. Haggerty, University of California, Riverside
• Paul Kelleher, Making Love: Sentiment and Sexuality in Eighteenth-Century British Literature, Bucknell, 2015.
Making Love breaks new conceptual ground. Locating sexuality within a broad matrix of discursive fields, and tracing the underpinnings of a new conjugality to the discourses of sympathy and sociability, Kelleher shows how marriage became, in the eighteenth century and especially for men, the foundation for the public good. Making Love offers a powerful, shapeshifting companion to classic studies of domesticity, gender, and sensibility.”
– Susan S. Lanser, Brandeis University
• Jason Farr, Novel Bodies: Disability and Sexuality in Eighteenth-Century British Literature, Bucknell, 2019.
“A rigorously argued and elegantly written account of how eighteenth-century fiction represented the interrelations of sexuality and disability. As Farr persuasively demonstrates, within the pages of both canonical and noncanonical works, queer disability emerges as a narrative force that troubles our understanding of what it means to be ‘normal’ and ‘able-bodied.’”
– Paul Kelleher, Emory University
• Declan Kavanagh, Effeminate Years: Literature, Politics, and Aesthetics in Mid-Eighteenth-Century Britain, Bucknell, 2017.
“Effeminate Years explores how ideal versions of masculinity become imbricated in idealised versions of nationality and ethnicity. Specifically, this book reveals how discourses of effeminacy and idealised masculinity structure the formation of English, Irish and Scots ethnic identities in the years when the project of the British Empire was emerging from infancy. The mid’ years of the Eighteenth Century saw the final defeat of Gaelic Jacobite hopes and the consolidation of an ascendant English Protestant nationalism which segued into British colonialism. Effeminate Years provides a remarkably comprehensive, deft and very entertaining account of the culture wars of these important years to demonstrate how the cultural productions of the era manifest anxiety, opportunism and counter-strategy about what kind of man should and would lead the development of Britain and expansion of empire.”
– Katherine O’Donnell, University College Dublin
• Lisa Moore, Sister Arts: The Erotics of Lesbian Landscapes, Minnesota, 2011.
“As its lyrical title suggests, Sister Arts, Lisa Moore’s loving account of the unusual and haunting works produced by her four subjects-elegiac friendship poems, picturesque landscape designs, leaf collages and scrapbooks, collections of flowers, shells, and butterflies-at once illuminates and charms, deepening our understanding both of female-female intimacy and the elegantly subversive means women in past centuries found to express such devotion.”
–Terry Castle, Stanford University
• Jen Manion, Female Husbands: A Trans History, Cambridge, 2020.
“Jen Manion offers a spectacular historical survey of people assigned female at birth who went on to live as men and marry women. In doing so, they demonstrate that contemporary attention to trans issues is just the tip of a vast, submerged legacy of gender variance, traversing both sides of the English-speaking transatlantic world, that stretches back hundreds of years.”
– Susan Stryker, Yale University
• Heteronormativity and Eighteenth-Century Culture, ed. Ana de Freitas Boe and Abby Coykendall, Routledge, 2015.
“‘The eighteenth-century culture that forged modern heteronormativity,’ writes Susan Lanser in the first chapter, ‘also planted seeds of its unmaking that are still flourishing today'” The present-day potential to unmake heteronormativity – to envision and assert queerness in the present – relies on an unblinkered, unbiased estimation of the past. Boe and Coykendall’s collection performs that important work.”
– Kevin Bourque, Elon University
Studies of Racism and African Identity
Gathered here are citations for articles published in Eighteenth-Century Studies and Studies in Eighteenth-Century Culture that examine racism, the concept of race, and African identity under strained race relations. From an essay on Immanuel Kant, who established the first scientific definition for race, to a study of Phyllis Wheatley, who became the first published African-American poet and a strong supporter of the American Revolution, these works make clear that the eighteenth century’s ideas of race and racism reverberate into the present day. While we are currently amid the largest civil rights movement in history, I believe it is important that we look to the past and see how far we have come in our progress and ideals, and also how little has changed in some regards. I hope that anyone who picks up one of these pieces enjoys reading them as much as I did.
-William McCourt (ASECS Graduate Student Assistant)
Anderson, Douglas. “Subterraneous Virginia: The Ethical Poetics of Thomas Jefferson.” Eighteenth-Century Studies, vol. 33 no. 2, 2000, p. 233-249. Project MUSE, doi:10.1353/ecs.2000.0003.
Beach, Adam R. “African Slaves, English Slave Narratives, and Early Modern Morocco.” Eighteenth-Century Studies, vol. 46 no. 3, 2013, p. 333-348. Project MUSE, doi:10.1353/ecs.2013.0023.
Carpenter, Olivia. Review of Children of Uncertain Fortune: Mixed-Race Jamaicans in Britain and the Atlantic Family, 1733–1833, by Daniel Livesay. Eighteenth-Century Studies, vol. 53 no. 2, 2020, p. 311-314. Project MUSE, doi:10.1353/ecs.2020.0019.
Carretta, Vincent. Review of The Forging of Races: Race and Scripture in the Protestant Atlantic World, 1600-2000. Eighteenth-Century Studies, vol. 41 no. 1, 2007, p. 121-123. Project MUSE, doi:10.1353/ecs.2007.0051.
Coleman, Deirdre. “Janet Schaw and the Complexions of Empire.” Eighteenth-Century Studies, vol. 36 no. 2, 2003, p. 169-193. Project MUSE, doi:10.1353/ecs.2003.0010.
Hudson, Nicholas. “From ‘Nation’ to ‘Race’: The Origin of Racial Classification in Eighteenth- Century Thought.” Eighteenth-Century Studies, vol. 29 no. 3, 1996, p. 247-264. Project MUSE, doi:10.1353/ecs.1996.0027.
Jacob, Margaret C. “Assessing the Cosmopolitan.” Eighteenth-Century Studies, vol. 47 no. 3, 2014, p. 349-352. Project MUSE, doi:10.1353/ecs.2014.0013.
Johnson, David. “Representing the Cape ‘Hottentots,’ from the French Enlightenment to Post-apartheid South Africa.” Eighteenth-Century Studies, vol. 40 no. 4, 2007, p. 525-552. Project MUSE, doi:10.1353/ecs.2007.0044.
Lafont, Anne. “How Skin Color Became a Racial Marker: Art Historical Perspectives on Race.” Eighteenth-Century Studies, vol. 51 no. 1, 2017, p. 89-113. Project MUSE, doi:10.1353/ecs.2017.0048.
Librett, Jeffrey S. “Humanist Antiformalism as a Theopolitics of Race: F.H. Jacobi on Friend and Enemy.” Eighteenth-Century Studies, vol. 32 no. 2, 1998, p. 233-245. Project MUSE, doi:10.1353/ecs.1999.0004.
Marsh, Sarah. Review of Colonial Complexions: Race and Bodies in Eighteenth-Century America, by Sharon Block. Eighteenth-Century Studies, vol. 52 no. 4, 2019, p. 447-451. Project MUSE, doi:10.1353/ecs.2019.0032.
McMurran, Mary Helen. “The New Cosmopolitanism and the Eighteenth Century.” Eighteenth-Century Studies, vol. 47 no. 1, 2013, p. 19-38. Project MUSE, doi:10.1353/ecs.2013.0053.
Morrison, Heather. “Dressing Angelo Soliman.” Eighteenth-Century Studies, vol. 44 no. 3, 2011, p. 361-382. Project MUSE, doi:10.1353/ecs.2011.0001.
Potter, Tiffany. “Writing Indigenous Femininity: Mary Rowlandson’s Narrative of Captivity.” Eighteenth-Century Studies, vol. 36 no. 2, 2003, p. 153-167. Project MUSE, doi:10.1353/ecs.2003.0020.
Richards, Phillip M. Review of Phillis Wheatley’s Poetics of Liberation: Backgrounds and Contexts. Eighteenth-Century Studies, vol. 43 no. 4, 2010, p. 523-527. Project MUSE, doi:10.1353/ecs.0.0161
Rosenthal, Jamie. “From Radical Feminist to Caribbean Slaveowner: Eliza Fenwick’s Barbados Letters.” Eighteenth-Century Studies, vol. 52 no. 1, 2018, p. 47-68. Project MUSE, doi:10.1353/ecs.2018.0026.
Saillant, John. “The American Enlightenment in Africa: Jefferson’s Colonizationism and Black Virginians’ Migration to Liberia, 1776-1840.” Eighteenth-Century Studies, vol. 31 no. 3, 1998, p. 261-282. Project MUSE, doi:10.1353/ecs.1998.0023.
Schweiger, Tristan J. “Grainger’s West Indian Planter: Property and Authority in The Sugar-Cane.” Eighteenth-Century Studies, vol. 50 no. 4, 2017, p. 401-416. Project MUSE, doi:10.1353/ecs.2017.0031.
Senior, Emily. “‘Perfectly Whole’: Skin and Text in John Gabriel Stedman’s Narrative of a Five Years’ Expedition against the Revolted Negroes of Surinam.” Eighteenth-Century Studies, vol. 44 no. 1, 2010, p. 39-56. Project MUSE, doi:10.1353/ecs.2010.0017.
Snead, Jennifer. Review of Tears of Repentance: Christian Indian Identity and Community in Colonial Southern New England, by Julius H. Rubin. Eighteenth-Century Studies, vol. 49 no 1, 2015, p. 102-103. Project MUSE, doi: 10.1353/ecs.2015.0046
Sullivan, Shannon. Review of The German Invention of Race. Eighteenth-Century Studies, vol. 41 no. 2, 2008, p. 273-275. Project MUSE, doi:10.1353/ecs.2008.0015.
Wheeler, Roxann. “The Complexion of Desire: Racial Ideology and Mid-Eighteenth-Century British Novels.” Eighteenth-Century Studies, vol. 32 no. 3, 1999, p. 309-332. Project MUSE, doi:10.1353/ecs.1999.0024.
Wright, Nicole Mansfield and Suvir Kaul. “ASECS at 50: Interview with Suvir Kaul.” Eighteenth-Century Studies, vol. 53 no. 1, 2019, p. 31-42. Project MUSE, doi:10.1353/ecs.2019.0040.
Studies in Eighteenth-Century Culture:
SECC 3 (1973) featured a “Symposium: Racism in the Eighteenth Century.” The articles included are listed below, in the order in which they appear in the volume.
Pagliaro, Harold E. “Preface.” Studies in Eighteenth-Century Culture, vol. 3, 1973, p. ix-xviii.
“Introduction.” Studies in Eighteenth-Century Culture, vol. 3, 1973, p. 239-243.
Popkin, Richard H. “The Philosophical Basis of Eighteenth-Century Racism.” Studies in Eighteenth-Century Culture, vol. 3, 1973, p. 245-262.
Aldridge, A. Owen. “Feijoo and the Problem of Ethiopian Color.” Studies in Eighteenth-Century Culture, vol. 3, 1973, p. 263-277.
Neatby, Hilda. “Racism in the Old Province of Quebec.” Studies in Eighteenth-Century Culture, vol. 3, 1973, p. 279-292.
Sloan, Phillip R. “The Idea of Racial Degeneracy in Buffon’s Histoire Naturelle.” Studies in Eighteenth-Century Culture, vol. 3, 1973, p. 293-321.
Campbell, Leon G. “Racism without Race: Ethnic Group Relations in Late Colonial Peru.” Studies in Eighteenth-Century Culture, vol. 3, 1973, p. 323-333.
Lowenthal, David. “Free Colored West Indians: A Racial Dilemma.” Studies in Eighteenth-Century Culture, vol. 3, 1973, p. 335-353.
Necheles, Ruth F. “Gregoire and the Egalitarian Movement.” Studies in Eighteenth-Century Culture, vol. 3, 1973, p. 355-368.
Rousseau, G. S. “Le Cat and the Physiology of Negroes.” Studies in Eighteenth-Century Culture, vol. 3, 1973, p. 369-386.
Other articles in SECC:
Beach, Adam R. “Behn’s Oroonoko, the Gold Coast, and Slavery in the Early-Modern Atlantic World.” Studies in Eighteenth-Century Culture, vol. 39, 2010, p. 215-233. Project MUSE, doi:10.1353/sec.0.0058.
Cardon, Allison. “”Something Else Ought Yet to be Done”: Ottobah Cugoano’s Critical Abolitionism.” Studies in Eighteenth-Century Culture, vol. 52, 2023, p. 85-106. Project MUSE, doi:10.1353/sec.2023.0010.
Casey, Emily C. “Introduction: Decolonization and Eighteenth-Century Studies.” Studies in Eighteenth-Century Culture 52 (2023): 21-27. doi:10.1353/sec.2023.0002.
Dubcovsky, Alejandra, and Bryan C. Rindfleisch. “Introduction: Indigenizing the Eighteenth-Century American South.” Studies in Eighteenth-Century Culture 52 (2023): 109-112. doi:10.1353/sec.2023.0011.
Dubcovsky, Alejandra. “The Making and Unmaking of San Luis, an Apalachee-Spanish Town in Florida.” Studies in Eighteenth-Century Culture 52 (2023): 133-147. doi:10.1353/sec.2023.0013.
Edelstein, Dan. “Hyperborean Atlantis: Jean-Sylvain Bailly, Madame Blavatsky, and the Nazi Myth.” Studies in Eighteenth-Century Culture, vol. 35, 2006, p. 267-291. Project MUSE, doi:10.1353/sec.2010.0055.
Edwards, Erica Johnson. “Unclaimed Runways in Colonial Haiti: Law, Liberation, and Re-Enslavement in the Atlantic World.” Studies in Eighteenth-Century Culture 52 (2023): 67-83. doi:10.1353/sec.2023.0009.
Ethridge, Robbie. “The Origins and Coalescence of the Creek (Muscogee) Confederacy: A New Synthesis.” Studies in Eighteenth-Century Culture 52 (2023): 113-131. doi:10.1353/sec.2023.0012.
Keith, Jennifer. “The Formal Challenges of Antislavery Poetry.” Studies in Eighteenth-Century Culture, vol. 34, 2005, p. 97-124. Project MUSE, doi:10.1353/sec.2010.0024.
Libby, Susan H. “The Mechanical Plantation: Picturing Sugar Production in the Encyclopédie.” Studies in Eighteenth-Century Culture, vol. 47, 2018, p. 71-88. Project MUSE, doi:10.1353/sec.2018.0007.
McCutchen, Jennifer Monroe. “Gunpowder and Creek Diplomacy in the Pre-Revolutionary Native South.” Studies in Eighteenth-Century Culture 52 (2023): 163-174. doi:10.1353/sec.2023.0015.
Rindfleisch, Bryan C. “Metawney of Coweta, Muscogee Women, and Historical Erasure in the Eighteenth-Century Past and Our Present.” Studies in Eighteenth-Century Culture 52 (2023): 149-161. doi:10.1353/sec.2023.0014.
Shuffelton, Frank. “Phillis Wheatley, the Aesthetic, and the Form of Life.” Studies in Eighteenth-Century Culture, vol. 26, 1997, p. 73-85. Project MUSE, doi:10.1353/sec.2010.0198.
Sokalski, Alexander A. “‘Impressions africaines’: The Chevalier de Boufflers in Senegal, 1785-1787.” Studies in Eighteenth-Century Culture, vol. 16, 1986, p. 251-270.
Thorn, Jennifer. “‘All beautiful in woe’: Gender, Nation, and Phillis Wheatley’s ‘Niobe.'” Studies in Eighteenth-Century Culture, vol. 37, 2008, p. 233-258. Project MUSE, doi:10.1353/sec.0.0026.
Wechselblatt, Martin. “Gender and Race in Yarico’s Epistles to Inkle: Voicing the Feminine/Slave.” Studies in Eighteenth-Century Culture, vol. 19, 1989, p. 197-223.
Indigenous Studies and Indigineity
- Special Issue, Indigeneity: Volume 56, Number 2, Winter 2023
Studies in Eighteenth-Century Culture
- Richardson, Robbie. “Decolonizing Eighteenth-Century Studies: An Indigenous Perspective.” Studies in Eighteenth-Century Culture 52 (2023): 35-39. doi:10.1353/sec.2023.0004.
- Yang, Chi-ming. “Notes on Abolitionist Pedagogy from Philadelphia.” Studies in Eighteenth-Century Culture 52 (2023): 41-46. doi:10.1353/sec.2023.0005.
- Farr, Jason S. “Feeling for Deaf Resonance in the Eighteenth Century and Beyond.” Journal of Literary & Cultural Disability Studies 17, no. 1 (2023): 1-21. muse.jhu.edu/article/881148.
- Maierhofer, Waltraud. “Maria Theresia Paradis and Blindness as Opportunity.” Studies in Eighteenth-Century Culture 52 (2023): 281-287. doi:10.1353/sec.2023.0022.
IV. Other Resources: Beyond the Classroom
- Lau, Travis and Jason Farr, “Towards a More Accessible Conference Presentation,”MLA Profession, n.d. [ca. 2019].
- Florvil, Tiffany, Alicia E. Ellis, Damani Partridge, Eli Rubin, and Chunjie Zhang. “Why Are We Having Different Experiences? Reflections of the GSA Committee on Institutional Transformation and Social Justice.” German Studies Review 46, no. 1 (2023): 117-122. doi:10.1353/gsr.2023.0006.
Humanities Resources and Advocacy Toolkits
- American Council of Learned Societies. “We are Humanistic.” n.d.
- American Historical Association. “Why Study History? Department Advocacy Toolkit.” n.d.
- American Philosophy Association. “Advocacy Toolkit.” 2019.
- College Art Association. “Guidelines for Addressing Proposed Substantive Changes to an art, Art History or Design Unit or Program at Colleges and Universities.” 2018.
- Modern Language Association. “Toolkit on Academic Freedom.” 2020.
- National Humanities Alliance. “Between Two Bookshelves: How to Advocate for Humanities Departments to Senior Administrators.”
- National Humanities Alliance. “Documenting the Impact of the Humanities Toolkit.” n.d.
- National Humanities Alliance. “Study the Humanities Toolkit.” n.d.
- National Humanities Alliance: “Tip Sheet: Working with Communications Officers.“ n.d.
- Babyak, Tekla. “Steps Journals Can Take to Support Authors Living with Disabilities,” Interview, Scholastica, n.d. .