This documentary collection gathers together texts by a variety of African American women historians from the antebellum era to the early twentieth century.

37 short stories/articles dealing with human faith, strength, courage, and fortitude as revealed through actual personal experiences." Filled with poignancy and uncommon honesty, these stories bring to light what is often hidden: regular people really do commit acts of bravery."

There emerged, during the latter half of the eighteenth century, a reflexive relationship between shifting codes of legal evidence in British courtrooms and the growing fascination throughout Europe with the "primitive" Scottish Highlands. New methods for determining evidential truth, linked with the growing prominence of lawyers and a formalized division of labor between witnesses and jurors, combined to devalue the authority of witness testimony, magnifying the rupture between experience and knowledge. Juries now pronounced verdicts based not upon the certainty of direct experience but rather upon abstractions of probability or reasonable likelihood. Yet even as these changes were occurring, the Scottish Highlands and Hebridean Islands were attracting increased attention as a region where witness experience in sublime and communal forms had managed to trump enlightened progress and the probabilistic, abstract, and mediated mentality on which the Enlightenment was predicated. There, in a remote corner of Britain, natives and tourists beheld things that surpassed enlightened understanding; experience was becoming all the more alluring to the extent that it signified something other than knowledge. Matthew Wickman examines this uncanny return of experiential authority at the very moment of its supposed decline and traces the alluring improbability of experience into our own time. Thematic in its focus and cross-disciplinary in its approach, The Ruins of Experience situates the literary next to the nonliterary, the old beside the new. Wickman looks to poems, novels, philosophical texts, travel narratives, contemporary theory, and evidential treatises and trial narratives to suggest an alternative historical view of the paradoxical tensions of the Enlightenment and Romantic eras.

This book examines issues of identity and difference, both theoretically and as represented in curriculum materials. Here debates over the cultural character of the curriculum are characterized as debates over the American national identity. The editors argue that historically, cultural conservatives have failed to appreciate that the United States is, in a fundamental and central way, an African and African-American place. European Americans are, in a cultural sense, also black, and the failure to teach sequestered suburban (usually Caucasian) students about their (cultural) African and African-American heritage perpetuates their delusion regarding their deeper identities. A curriculum which reflects the non-synchronous identity of Americans is sketched in the last section. Such a curriculum involves not only the inclusion of African and African-American content, but interracial intellectual marriage as well. Contributors to this book include Peter Taubman, Susan Edgerton, Beverly Gordon, Alma Young, Wendy Luttrell, Cameron McCarthy, Patricia Collins, Roger Collins, Brenda Hatfield, Marianne H. Whatley, and Joe L. Kincheloe.