I joined the Department of English and Film Studies in 1996 and have loved building my career here and living in Edmonton. My work has focused on African American feminisms from the 19th century onward, with a particular focus on early Black feminisms in the press and oratory. My theoretical interests include trauma theory, racial melancholia, public sphere theory, theories of circulation, print culture and periodical studies, theories of photography, theories of space and the racialization of space and movement in it, critical race theory, Afro-pessimism and Black optimism. Recently, I have worked a bit with data visualization and have also become interested in new media, particularly race, social justice movements, and new media.
My current book project focuses on African American women’s political writing in the Black press from the 19th through the early 20th century. I am particularly interested in the interaction between Black feminist politics, press forms, seriality, and periodical illustration. I have recently finished editing a volume for Transitions in African American Literature, an 18 volume Cambridge series edited by Joycelyn Moody and Cassander Smith, and I've also contributed a chapter to another volume in the series. I'm also interested in the Hampton school and its newspaper, The Southern Workman, as an archive of African American and Indigenous American voices and of manual education as a "civilizing" technology of American empire. Hampton was the first school for the freedmen following the Civil War and the first residential school in the US. I have collaborated with Jacqueline Emery on some of this work. And I've recently joined the UK-based international research network, Black Female Intellectuals in the Historical and Contemporary Context. I will contribute to a Legacy forum to mark the 19th Amendment centenary, forthcoming in the 37.2 (December 2020) issue.
“Press, Platform Pulpit”: Black Feminist Publics in the Era of Reform (2011)
We Must Be Up and Doing: A Reader in Early African American Feminisms (2010)
African American Feminisms 1828-1923. 6 volumes (2007)
The Mulatta and the Politics of Race (2004)
Articles in American Periodicals, TOPIA, Common-Place, Modernism/Modernity, Nineteenth-Century Gender Studies, Indigenous Women and Feminism, American Studies, MELUS, American Quarterly, Feminist Studies, Women’s Studies International Forum, Tulsa Studies in Women's Literature.
My undergraduate teaching has included courses on American modernism and postmodernism, race and belonging in American literature, Asian American literature, African American women’s writing, theories of race and ethnicity, and minority American literatures. My graduate teaching has included courses such as, "Afterlives" of American Slavery, Movement and Time in African American Writing, The Post-Racial, Migration and the City in African American Literature, Early African American Feminisms, Visibility and African American Women, Asian American Texts and the Negotiation of Identity, Slavery and the African American Literary Imagination, U.S. “Blackness” and its Echoes, and Public Feminisms (with Susan Hamilton and Daphne Read). I am currently teaching an undergraduate women's writing course focused on #MeToo.
Studies in issues and problems of racialization in American literary and cultural texts (film, media, material objects). Prerequisite: *6 of junior English, or *3 of junior English plus WRS 101 or 102.Fall Term 2021
Prerequisite: *6 of junior English, or *3 of junior English plus WRS 101 or 102. Note: variable content course which may be repeated if topics vary.Winter Term 2022
On the occasion of the United States suffrage centennial, scholars discuss the meanings of the movement, the politics of memorialization, and the role literature and literary critics might play in shaping public stories about suffrage today.
Arizona State U
Mary A. M. Chapman
U of British Columbia, Vancouver
Baldwin Wallace U
U of Waterloo
Ohio State U, Columbus
U of Alberta
Throughout the 2017-18 academic year I worked with colleagues and students on an ad hoc committee in EFS charged with department-level responses to the new sexual violence policy that was adopted in June 2017 by the Board of Governors. I remain committed to this work in daily practice, in my ongoing thinking, and in the ways in which I teach and work to support students. What might it mean to take seriously that we teach representations of sexual violence or representations that emerge from a culture that has naturalized that violence in its understanding of sexual, gendered and raced difference? How might doing so change what we do in the classroom and the conversations we have with our students? How do we support our students whose experiences may include sexual violence? These are questions our university and department are only beginning to grapple with.