106 Morgan Hall
PO Box: AC# 2234
Karen J. Sanchez-Eppler
L. Stanton Williams 1941 Professor of American Studies and English and Faculty Advisor to the Center for Community Engagement
(On Leave 1/1/2015 - 6/30/2015)Amherst College
Courses in Spring 2008
Courses in Spring 2014
Courses in Spring 2015
- Karen J. Sanchez-Eppler is on leave during the Spring 2015 semester.
Professional and Biographical Information
Ph.D., The Johns Hopkins University (1990)
M.A., The Johns Hopkins University (1986)
B.A. Cantab, Cambridge University (1983)
B.A., Williams College (1981)
Perched between English and American Studies, I remain fascinated with how literature interacts with social structures and participates in social change. My particular focus is on the literature of the mid-nineteenth century United States: the well known works of the American Renaissance but also less canonical forms of writing from the reform literature of the abolitionist or temperance movements to school books. I find that it is often in these more ephemeral genres that the anxieties and desires of a period can be most clearly apprehended. In my first book, Touching Liberty: Abolition, Feminism and the Politics of the Body (California,1993) I looked at how the political rhetoric of the abolitionist and feminist movements, and their ways of talking about the body, left traces on a wide range of nineteenth-century American writing, not only fiction or personal narratives that directly addressed these political issues, but even the poetry of Walt Whitman and Emily Dickinson.
My most recent book also explores the question of who gets to be included in the national story. In Dependent States: The Child's Part in Nineteenth-Century American Culture (Chicago, 2005), I ask what happens to our understanding of U.S. culture once we acknowledge children as historical actors, recognizing them as participants in the making of social and cultural meaning. I believe that age, just as much as class, race or gender, provides a salient category for analysis, and that paying attention to age changes not just what we see but what questions we ask, and our very methods of interpretation. Together with other Five-College colleagues I have helped launch the new Journal of the History of Childhood and Youth, the founding journal for this burgeoning field.
In my research on childhood I strove to include children's voices and perspectives, and inevitably that entailed mining manuscript sources. Children after all, rarely have access to the kinds of cultural or monetary capital that would enable them to get their words into print. I am presently juggling two projects that have grown out of my archival research in childhood studies. The Unpublished Republic looks at manuscript books, a form of literary production that was generally not intended for publication, and that therefore proves useful for exploring the contours of the public sphere, and the mediums and limits of inclusion in it. The manuscript books I am studying range from a library of tiny picture-books made by two generations of children in the same Boston family, or a friendship album made by a young man from China for his teacher at a Foreign Mission school in Connecticut, to Julia Ward Howe's 1846 unpublished novel about a hermaphrodite. Closed out from print by age, race, and subject matter, these manuscript and the literary practices that created them forge alternative public spheres that stand in self-conscious juxtaposition to and conversation with the realm of printed things. In this work too I see literature as a form and site of enfranchisement. In the Archives of Childhood explores various ways that we strive to hold our relation to the past, theorizing the ties between archival work, library and museum collections, memory, and the personal past that is childhood.
Similar questions of social meaning and cultural production underlie my courses on nineteenth-century American literature. I feel immensely lucky to be teaching this subject in a place so rich in local resources and materials. I teach a seminar on Emily Dickinson that meets in the Dickinson Homestead and that develops programs and exhibits for the Emily Dickinson Museum. Many of my literature courses require archival research on nineteenth-century documents, and in my course on working with manuscripts, students engage in their own acts of literary recovery. I am also committed to community-based learning and regularly teach courses that require student internships at local public schools and with a variety of feminist organizations. I have also become interested in a variety of digital humanities initiatives, and in the spring of 2014 taught a Mellon Research Seminar to build a website displaying the homemade books and photographs of three boys who lived in the small town of Goshen New Hampshire in the 1890s. Do visit "The Worlds and Works of the Nelson Brothers."
Andrew W. Mellon / Lloyd Lewis Fellow in American History at the Newberry Library, 2014-15
American Council of Learned Societies Fellow, 2014-2015
President C19, Society of Nineteenth-Century Americanists 2014-2016
Marta Sutton Weeks Fellow, Stanford Humanities Center, 2010-2011
American Antiquarian Society, elected to membership, 2005
Fulbright, Senior Lectureship at Universidad de Málaga, Spain, Spring 2002
National Endowment for the Humanities Fellowship, Fall 2002
Herchel Smith Scholarship for two years of study at Emmanuel College, Cambridge. Granted by Williams College, 1981-1983
Founding Editor, Journal for the History of Childhood and Youth
Modern Language Association Committee on Academic Freedom and Professional Rights and Responsibilities
Editorial Board, American Literature
Board of Governors and Chair of Educational Policy and Programing Committee, The Emily Dickinson Museum
Founding Member Northeast Nineteenth-Century Women Writers Study Group
Executive Committee, Modern Language Association Nineteenth-Century American Literature Division
Editorial Board, Legacy: A Journal of American Women Writers
See Also: Research Interests