The slave narrative has by now become a central form of African American memory. The genre, which is held as the origin of African American autobiography, grew out of the personal accounts by enslaved and formerly enslaved Africans. In the British colonies and later the United States, in Canada and the Caribbean during the 18th and 19th centuries, these “impossible witnesses” (Dwight McBride) were dedicated to the political aim to contribute to the abolition of slavery.
Against the historical backdrop of the transatlantic slave trade, institutionalized slavery and abolitionist endeavors, the seminar introduces students to a variety of illustrative slave narratives. We examine slave narratives as a genre and discuss the narrative, political and editorial strategies the narrators had to apply in order to be authorized as witnesses. Such strategies included e.g. the appellation to Christian moral values as especially in the case of female (former) slaves or the reliance on the authority of experience. Slave narrators also used a number of rhetorical strategies of directly addressing the intended audience in order to create solidarity. Further, they were dependent on a white editor to attest the credibility of the account.
With the Caribbean as its cradle, the slave trade has been a transatlantic phenomenon, based on a colonial logic of capitalist exploitation. Slave narratives bear structural and generic resemblances with later forms such as Cuban fugitive slave testimonies and other Latin American testimonies. We discuss slave narratives thus simultaneously as a transamerican mode of knowledge production and resistance. As such, slave narratives implicitly challenge national boundaries and discourses and foreclose diasporic notions of a Black Atlantic (Paul Gilroy) or conceptualizations of “outernational” decolonial horizons (José David Saldívar).
Preparatory reading:
Philip Gould, “The rise, development and circulation of the slave narrative”, in: The Cambridge companion to the African American Slave Narrative. Ed. By Audrey Fisch, Cambridge: Cambridge University Press, 2007, 11-27.
Frequency | Weekday | Time | Format / Place | Period |
---|
Module | Course | Requirements | |
---|---|---|---|
23-ANG-AngPM3 Profilmodul 3: American Studies | PM 3. 2 Social and Cultural Studies: US America | Study requirement
|
Student information |
- | Graded examination | Student information | |
23-ANG-AngVM2 Vertiefungsmodul 2: The Americas/ Interamerican Studies | VM 2.2 The Americas: Culture and Literature | Study requirement
|
Student information |
VM 2.3 The Americas: Film and Media | Study requirement
|
Student information | |
- | Graded examination | Student information |
The binding module descriptions contain further information, including specifications on the "types of assignments" students need to complete. In cases where a module description mentions more than one kind of assignment, the respective member of the teaching staff will decide which task(s) they assign the students.
Degree programme/academic programme | Validity | Variant | Subdivision | Status | Semester | LP | |
---|---|---|---|---|---|---|---|
Anglistik: British and American Studies / Bachelor | (Enrollment until SoSe 2011) | Kern- und Nebenfach | BaAngPM5; BaAngPM6 | ||||
Anglistik: British and American Studies / Master of Education | (Enrollment until SoSe 2014) | BaAngPM5; BaAngPM6 | |||||
Anglistik: British and American Studies (GHR) / Master of Education | (Enrollment until SoSe 2014) | BaAngPM5; BaAngPM6 |