As life-writing began to attract critical attention in the 1950s and 60s, theorists, critics, and practitioners of autobiography concerned themselves with inscribing--that is, establishing or asserting--a set of conventions that would define constructions of identity and acts of self-representation. More recently, however, scholars have identified the ways in which autobiographical works recognize and resist those conventions. Moving beyond the narrow, prescriptive definition of autobiography as the factual, chronological, first-person narrative of the life story, critics have theorized the genre from postmodern and feminist perspectives. Autobiographical Inscriptions contributes a theory of autobiography by women writers of color to this lively repositioning of identity studies. Barbara Rodríguez breaks new ground in the field with a discussion of the ways in which innovations of form and structure bolster the arguments for personhood articulated by Harriet Jacobs, Zora Neale Hurston, Hisaye Yamamoto, Maxine Hong Kingston, Leslie Marmon Silko, Adrienne Kennedy, and Cecile Pineda. Rodríguez maps the intersections of form and structure with issues of race and gender in these women's works. Central to the autobiographical act and to the representation of the self in language, these intersections mark the ways in which the American woman writer of color comments on the process of subject construction as she produces original forms for the life story. In each chapter, Rodríguez pairs canonized texts with less well-known works, reading autobiographical works across cultural contexts and historical periods, and even across artistic media. By raising crucial questions about structure, Autobiographical Inscriptions analyzes the ways in which these texts also destabilize notions of race and gender. The result is a remarkable analysis of the seemingly endless range of formal strategies available to, adopted, and adapted by the American woman writer of color.

DIVAn anthology of the personal/autobiographical essays of scholars who have made the life story an important part of their disciplinary research./div

A new work of scholarship in the 'practice' of rhetorical reading. This monograph provides readings of literary and philosophical texts that work through the rhetoric of tropes to the material inscription at the origin of these texts. The book focuses on the practice and pedagogical value of rhetorical reading. Its readings follow an itinerary from poetic texts (such as those by Wordsworth and Keats) through theoretical or philosophical texts (by Descartes and Nietzsche) to narrative fiction (by Henry James). The book also contains two essays on Paul de Man and literary theory and an interview on the topic of Deconstruction at Yale."e; All three of these latter texts are explicitly about the inescapable function and importance of the rhetoric of tropes for any critical reading or literary study worthy of the name.As Andrzej Warminski demonstrates, 'rhetorical reading' is a species of 'deconstructive reading'-in the full 'de Manian' sense-but one that, rather than harkening back to a past over and done with, would open the texts to a different future.

This text contributes to the growing field of human-animal studies by examining the human impulse evidenced inblogs, social networking sites, video games, comic books, and animal welfare literature to ventriloquize the animal voice.

Teaching Life Writing: Theory, Methodology, and Practice combines research in life writing and pedagogy to examine the role of life stories in diverse learning contexts, disciplines, and global settings. While life stories are increasingly integrated into curricula, their incorporation raises the risk of reducing them to mere historical evidence. Recognizing the importance of teaching life stories in a manner that goes beyond a surface understanding, life-writing scholars have been consistently exploring innovative pedagogical practices to engage with these stories in ways that encourage dynamic and nuanced conversations about identity, agency, authenticity, memory, and truth, as well as the potential of these narratives to instigate social change. This book assembles contributions from a diverse group of international educators, weaving together life writing research, critical reflection, and concrete pedagogical strategies. The chapters are organized around three overarching conversations: the materials, practices, and mediations involved in teaching life writing within the context of contemporary social change. The unique perspectives presented in this collection provide educators with valuable insights into effectively incorporating life stories into their teaching practices. Featuring works by over a dozen educators, the volume interlaces life writing research, critical reflection, and tangible pedagogical practices. The chapters in this book were originally published as a special issue of a/b: Auto/Biography Studies.

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Women have had a complex experience in African American culture. The first work of its kind, this encyclopedia approaches African American literature from a Women's Studies perspective. While Yolanda Williams Page's Encyclopedia of African American Women Writers provides biographical entries on more than 150 literary figures, this book is much broader in scope. Included are several hundred alphabetically arranged entries on African American women writers, as well as on male writers who have treated women in their works. Entries on genres, periods, themes, characters, historical events, texts, places, and other topics are included as well. Each entry is written by an expert contributor and relates its subject to the overall experience of women in African American literature. Entries cite works for further reading, and the encyclopedia closes with a selected, general bibliography. African American culture is enormously diverse, and the experience of women in African American society is especially complex. Women were among the first African American writers, and works by black women writers are popular among students and general readers alike. At the same time, African American women have been oppressed, and texts by black male authors represent women in a variety of ways. The first of its kind, this encyclopedia approaches African American literature from a Women's Studies perspective, and thus significantly illuminates the African American cultural experience through literary works. Included are several hundred alphabetically arranged entries, written by numerous expert contributors. In addition to covering male and female African American authors, the encyclopedia also discusses themes, major works and characters, genres, periods, historical events, places, and other topics. Included are entries on such authors as: ; Maya Angelou ; James Baldwin ; Frederick Douglass ; Nikki Giovanni ; June Jordan ; Claude McKay ; Ishmael Reed ; Sojourner Truth ; Phillis Wheatley ; And many others. In addition, the many works discussed include: ; Beloved ; Blanche on the Lam ; Iknow Why the Caged Bird Sings ; The Men of Brewster Place ; Quicksand ; The Street ; Waiting to Exhale ; And many more. The many topical entries cover: ; Black Feminism ; Black Nationalism ; Conjuring ; Children's and Young Adult Literature ; Detective Fiction ; Epistolary Novel ; Motherhood ; Sexuality ; Spirituality ; Stereotypes ; And many others. Entries relate their topics to the experience of African American women and cite works for further reading. Features and Benefits: ; Includes hundreds of alphabetically arranged entries. ; Draws on the work of numerous expert contributors. ; Includes a selected, general bibliography. ; Offers a range of finding aids, such as a list of entries, a guide to related topics, and an extensive index. ; Supports the literature curriculum by helping students analyze major writers and works. ; Supports the social studies curriculum by helping students use literature to understand the experience of African American women. ; Covers the full chronological range of African American literature. ; Fosters a respect for cultural diversity. ; Develops research skills by directing students to additional sources of information. ; Builds bridges between African American history, literature, and Women's Studies.