This episode uses a monument to unravel the story of John W. Jones, a self-emancipated Black activist, civic leader, and entrepreneur living in nineteenth-century Elmira, New York. Jones is most often remembered for the “caring” way he buried nearly 3,000 bodies of Confederate soldiers who died in a Civil War prison camp in Elmira. Jillian Spivey Caddell describes how her scholarly interest in Elmira and the life of John W. Jones (along with his connections to another famous visitor to the city, Mark Twain) led her to discover that her own ancestor was among the Confederates buried by Jones. To get a full sense of Jones’s character, Caddell interviews Talima Aaron, president of the Board of Trustees of the John W. Jones Museum; Rachel Dworkin, archivist for the Chemung County Historical Society; and Mary Wheeling, who also shares a personal connection with Jones and Elmira. The episode meditates on questions of how personal histories and scholarly interests collide and suggests ways that knowing the story of Jones can influence our teaching of C19 American literature and culture. Finally, it resituates Jones as central to conversations about Civil War memory and forms of nineteenth-century Black citizenship. This episode was produced by Jillian Spivey Caddell (University of Kent). Additional production support from Rachel Boccio (LaGuardia Community College/CUNY). Full episode transcript available here.
This episode focuses broadly on digital humanities research and pedagogy in the field of nineteenth-century American Studies, with special consideration given to the varied affordances of infrastructure at different institutions. DH beginner Spencer Tricker interviews Brad Rittenhouse about his project “TMI” (“Too Much Information”), which uses quantitative speech analysis to explore trends in the way that nineteenth-century writers--both professional and otherwise--represented information overload in an era of intense urbanization and technological change. They discuss how collaborative digital methods can help to resituate work by women and people of color who were writing in formats historically excluded from literary study, reflecting on how this might shift perspectives on how an author like Sui Sin Far used intertextuality in her short fiction. They conclude with a practical discussion of digital resources that instructors can use to teach C19 literature and culture in the classroom. This episode was produced by Spencer Tricker (Longwood University) and Brad Rittenhouse (Georgia Institute of Technology). Additional production support from Ashley Rattner (Tusculum University). Full episode transcript including linked resources available here:
Call for Proposals: C19 Podcast Episodes
Have you loved our podcast? Used it for a class or listened to it on your daily commute? Want to get in on the action? Now is the time. This podcast exists for and because of people like you—and we need YOUR episode ideas as we move into our third season! (Can you believe it’s already been two years? Binge the first two seasons here.)
Draw upon your latest research or teaching, topical events that spark connections the C19, and conversations among great people pushing the boundaries of our field. We invite proposals from individuals and collaborators of all ranksfor single podcast episodes on creative, thoughtful approaches to critical topics that can engage C19 members and the wider public.
No previous experience with podcasting is required.However, while the C19 Podcast Subcommittee will assign producers to help guide technical development, applicants will be expected to produce their own audio files. Requirements for significant production assistance from the Subcommittee should be noted in the proposal pitch.
We seek proposals on any topic relating to long nineteenth-century American literature, culture, and history. Episode topics might include:
Discussions of new books in the field, new scholarly trends, or newJ19 issues;
Appearances by granting agency officers or editors of journals or presses;
Previews of upcoming conferences or symposia;
Resources and/or workshops on conference proposals, writing a dissertation, or applying to a conference, or starting a new book project;
Reports on academic activism, pedagogy, and inclusion, past and present;
Considerations of current political, cultural, and social developments in the context of the nineteenth century;
Discussions of pedagogical approaches;
Tips and resources for undergraduates, graduates, and/or NTT and junior faculty on navigating the academic or alt-ac landscape.
Possible formats may include (but are not limited to) narrative expositions, interviews, analyses of underrepresented texts, and panel discussions.
Applications should include a brief proposal, CV(s), and an appendix.Proposals (max 300 words) should address the following: the topic and its relevance; the plan for adapting the topic to the podcast medium (30 min max episode); the episode format (interview, narrative, etc.) with an overview of the structure; and relevant scholarly and technical qualifications related to the subject. The appendix (1 page) may include sample questions for interviews, additional participants (if any), and logistics in terms of access to resources, equipment, and technical help.
Submissions and any questions should be addressed to Doug Guerra at email@example.com.