This volume showcases the diversity of contributors and voices that intervened and shaped historical narratives in early modern Europe.

Exploring the art of crafting historical narratives during the early modern period, Constructing European Historical Narratives in the Early Modern World reflects on the social and political implications of the diversification of research methods and writing practices associated with historical writing. It does so by considering the global and local situatedness of historical narratives from the perspective of both their makers and publics while interrogating the extent of the hegemony that a composite European world acquired over the elaboration of historical narratives. 

The contributions to this volume take into account historical texts ranging from those most concerned with the self—revealing questions of personal or familial agency and identity—to those in which groups of writers collaborated to produce engaged narratives, to those focused on broader, disembodied concepts, such as language development and geographical features, using a significant mixture of textual references and personal experience. This volume deliberately mixes studies from numerous parts of Europe and its colonial outposts and juxtaposes writings by published scholars with the manuscript testimonies of occasional memorialists.
 

Literally translated as “self-culture-writing,” autoethnography—as both process and product—holds great promise for scholars and researchers in writings studies who endeavor to describe, understand, analyze, and critique the ways in which selves, cultures, writing, and representation intersect. Self+Culture+Writing foregrounds the possibility of autoethnography as a viable methodological approach and provides researchers and instructors with ways of understanding, crafting, and teaching autoethnography within writing studies.
 
Interest in autoethnography is growing among writing studies scholars, who see clear connections to well-known disciplinary conversations about personal narrative, as well as to the narrative turn in general and social justice efforts in particular. Contributions by authors from diverse backgrounds and institutional settings are organized into three parts: a section of writing studies autoethnographies, a section on how to teach autoethnography, and a section on how ideas about autoethnography in writing studies are evolving.
 
Self+Culture+Writing discusses the use of autoethnography in the writing classroom as both a research method and a legitimate way of knowing, providing examples of the genre and theoretical discussions that highlight the usefulness and limitations of these methods.
 
Contributors: Leslie Akst, Melissa Atienza, Ross Atkinson, Alison Cardinal, Sue Doe, Will Duffy, John Gagnon, Elena Garcia, Guadalupe Garcia, Caleb Gonzalez, Lilly Halboth, Rebecca Hallman Martini, Kirsten Higgins, Shereen Inayatulla, Aliyah Jones, Autumn Laws, Soyeon Lee, Louis M. Maraj, Kira Marshall-McKelvey, Jennifer Owen, Tiffany Rainey, Marcie Sims, Amanda Sladek, Trixie Smith, Anthony Warnke