African American History; History of Slavery and Emancipation; Medicine, Disability, and Science; 19th century United States History; Gender and Sexuality
558 Park Hall
Buffalo NY, 14260
Phone: (716) 645-8409
History 376: African American History to 1877
History 502: U.S. Core I
African American History; History of Slavery and Emancipation; Medicine, Disability, and Science; 19th century United States History; Gender and Sexuality.
My research places African American history into conversation with the “new” disability history, a field that emphasizes disability as a lived human experience embedded in a set of socially constructed ideas that change over time, across cultures, and in relation to other categories of identity such as race, gender, class and sexuality. This approach is at the heart of my first book, The Mark of Slavery: Disability, Race, and Gender in Antebellum America (University of Illinois Press, expected 2020). This work centers on the lives of disabled enslaved people and the larger metaphorical, ontological links that antebellum Americans forged between disability, race and gender. I read traditional sources “against the grain” to consider the experiences of enslaved people with physical, sensory and psychological disabilities. I also, however, use disability as a category of historical analysis to shed light on nineteenth century racial projects—specifically the ways that anxious whites linked blackness to the resounding stigma of disability to shore up their own racial identity as the prospect of black freedom and citizenship loomed nearer. This process unfolded through pervasive representations of blackness and disability in the laws of slavery, southern discourses of states’ rights medicine, pro- and antislavery political rhetoric and cultural phenomena such as minstrelsy and freak shows.
My second book project, Between Two Worlds: Disability and Segregation in Southern Education from Emancipation to Integration, maintains a similar focus on the intersections of race, disability, and gender, but pivots toward education in the post-emancipation years. In the wake of the Civil War, the forces of intersectional erasure complicated the lives and educational opportunities of freedpeople with disabilities. Black women played a progressive role in building and sustaining educational programs and spaces for these students that, likewise, has been overlooked in the history of education. The same is also often true of the transnational work of black, Deaf educator Andrew Foster who attended the Alabama School for Colored Deaf, became the first black, deaf graduate of Gallaudet University in 1954, and established over thirty schools for deaf students throughout West Africa. This project, then, will re-center attention on the lives of black students and educators with disabilities and illuminate the development of educational institutions in the South that were doubly segregated by disability and race, the last of which—the Louisiana School for the Blind and Deaf—did not integrate until 1978.
“Disability, Race, and Gender on the Stage in Antebellum America” in Michael Rembis, Catherine Kudlick, and Kim Nielsen, eds., The Oxford Handbook on Disability History (New York: Oxford University Press, 2018): 351-368.
“Differently Abled: Africanisms, Disability, and Power in the Age of Transatlantic Slavery” in Jennifer Byrnes and Jennifer Muller, eds. Bioarchaeology of Impairment and Disability: Theoretical, Ethnohistorical, and Methodological Perspectives (New York: Springer Publishing Company, 2017): 77-94.
“Bad Breeders and Monstrosities: Racializing Childlessness and Congenital Disabilities in Slavery and Freedom,” Slavery & Abolition 38, Iss. 2 (2017): 287-302.
“Mothering the ‘Useless’: Black Motherhood, Disability, and Slavery.” Sandy Magana and Liat Ben Moshe, guest eds., Women, Gender, and Families of Color 2, No. 2 (Fall 2014): 115-140.
“The Greatest Degree of Perfection: Disability and the Construction of Race in American Slave Law” in Rhondda Thomas and Angela Naimou, eds., “Locating African American Literature,” South Carolina Review 46, No. 2 (Spring 2014): 27-43.
“Coming Full Circle: Harriet Jacobs and the Crafts in Civil War and Reconstruction-Era Savannah,” Leslie Harris and Daina Ramey Berry, eds., Slavery and Freedom in Savannah (Athens: University of Georgia Press, 2014).
Postdoctoral Fellow in African American Studies, Department of History, Case Western Reserve University, 2011-12
Pre-Doctoral Fellow in African American Studies, Carter G. Woodson Institute for Afro-American and African Studies, University of Virginia, 2009-2011
Excellence Award for Externally Funded Graduate Students, Office of the Dean of the Social Sciences, Michigan State University, 2010-11
The Harry Brown Graduate Fellowship in American History, Department of History, Michigan State University, 2009-2010