The first comprehensive guide to the burgeoning field of women's autobiography. Essays from 39 prominent critics and writers explore narratives across the centuries and from around the globe. A list of more than 200 women's autobiographies and a comprehensive bibliography provide invaluable information for scholars, teachers, and readers.

Focus on the works of Harriet Jacobs, Elizabeth Cady Stanton, Gertrude Stein, Mary McCarthy, Maxine Hong Kingston, and others.

Here for the first time is a book devoted exclusively to the topic of women’s autobiography in nineteenth-century France. Tracing the rise of autobiography in relation to women’s domestic confinement, Kathleen Hart demonstrates how Flora Tristan, George Sand, and Louise Michel transformed the genre. Inspired by Romantic socialism, each of these remarkable autobiographers links the story of her personal development to socio-historic change. In the wake of the 1830 Revolution, Tristan chronicles social unrest as she relates her progressive transformation into humanity’s “Woman Guide” in Peregrinations of a Pariah (1838). Writing in the aftermath of the 1848 Revolution, Sand consolidates her role as a mediator between the rich and the poor in Story of My Life (1854). A legend of the 1871 Paris Commune, Michel establishes herself as the poet and prophet of a mythical Revolution yet to come in her Memoirs (1886). Exploring the dynamic interplay between revolution and feminist acts of self-affirmation, Revolution and Women’s Autobiography in Nineteenth-Century France will appeal to scholars of history, French culture, literature, and women’s studies.

The four essays in this volume discuss the autobiographical writings of Iranian women. The contributors to the collection include William Hanaway, Michael Hillmann, and Farzaneh Milani. Milani asks why modern Persian literature, with its rich self-reflective tradition, has not produced many autobiographies, and what particular problems confront Iranian women engaging in autobiographical writing. Najmabadi discusses one of the earliest modern autobiographical writings by a woman, Taj os-Saltaneh’s Memories, and Hillman projects Forugh Farrokhzad’s poetry as an autobiographical voice. Hanaway investigates the possibilities of going beyond lack of Western-style autobiographical form and looking for what Persian literary forms and categories provide for the autobiographical voice.

Examining novelists, bloggers, and other creators of new media, this study focuses on autobiography by American black women since 1980, including Audre Lorde, Jill Nelson, and Janet Jackson. As Curtis argues, these women used embodiment as a strategy of drawing the audience into visceral identification with them and thus forestalling stereotypes.

First Published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

Since 1975, French literary writing has been marked by an autobiographical turn which has seen authors increasingly often tap into the vein of what the French term criture de soi. This coincides, paradoxically, with the 'death of autobiography', as these authors self-consciously distance themselves and their writings from conventional autobiography, founding a 'nouvelle autobiographie' where the very possibility of autobiographical expression is questioned. In the first book-length study in English to address this phenomenon, Claire Boyle sheds a new light on this hostility toward autobiography through a series of ground-breaking studies of estrangement in autobiographical works by major post-war authors Nathalie Sarraute, Georges Perec, Jean Genet and Hlne Cixous. She identifies autobiography as a site of conflict between writer and reader, as authors struggle to assert the unknowableness of their identity in the face of a readership resolutely desiring privileged knowledge. Autobiography emerges as a deeply troubling genre for authors, with the reader as an antagonistic consumer of the autobiographical self.

Authors of autobiographies are always engaged in creating a "self" to present to their readers. This process of self-creation raises a number of intriguing questions: why and how does anyone choose to present herself or himself in an autobiography? Do women and men represent themselves in different ways and, if so, why? How do differences in culture affect the writing of autobiography in various parts of the world? This book tackles these questions through a close examination of Arab women's autobiographical writings. Nawar Al-Hassan Golley applies a variety of western critical theories, including Marxism, colonial discourse, feminism, and narrative theory, to the autobiographies of Huda Shaarawi, Fadwa Tuqan, Nawal el-Saadawi, and others to demonstrate what these critical methodologies can reveal about Arab women's writing. At the same time, she also interrogates these theories against the chosen texts to see how adequate or appropriate these models are for analyzing texts from other cultures. This two-fold investigation sheds important new light on how the writers or editors of Arab women's autobiographies have written, documented, presented, and organized their texts.

Forming a critical introduction to the history of women's autobiography from the mid 18th-century to the present, this book analyses the most important changes in women's autobiography, exploring their motivation, context, style, and the role of life experiences. Caine effortlessly segues across three centuries of history: from the emergence of the 'modern autobiography' in the 18th-century which laid bare the scandalous lives of 'fallen women', to the literary and suffragist autobiographies of the 19th-century to the establishment of feminist publishers in the 20th century and the taboo-shattering autobiographies they produced. The result is a much-needed history, one which provides a different way of thinking about the trajectory of genre information. Caine's compelling study fills an important gap in the genre of autobiography, by embracing a wide range of women and offering an extensive discussion of the autobiographies of women across the 19th and 20th centuries, making it ideal for classroom use.