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Center for Biographical Research

The 1898 Project Summit, April 13-14, 2024

Native Hawaiian Student Services and the Center for Biographical Research present:

The 1898 Project Summit

Saturday, April 13, 1:00–8:00 pm Sunday April 14, 9:00 am–6:00 pm Kamakakūokalani Center for Hawaiian Studies, University of Hawaiʻi at Mānoa The 1898 Project is a two-day summit of leading scholars and activists on American imperialism from Hawaiʻi, Guåhan, the Philippines, and Puerto Rico; the how and why, its effects, and what can be done now and in the future to cope, heal, and decolonize.

Please see here for the full program:  https://manoa.hawaii.edu/cbr/the-1898-project/summit-program/

The 2024 Biography Prize

The Center for Biographical Research is now accepting nominations for the 2024 Biography Prize

Criteria for Nomination:

• The candidate should be a PhD or MA student in any graduate department of the University of Hawai‘i at Mānoa (or have graduated with an MA or PhD in December 2023).
• The submission can be work written for a class, a section of a thesis or dissertation, or a completed thesis or dissertation. If written for a class, it should be work completed between May 2023 and April 2024 (and not previously submitted for a Biography Prize).

The project should be 3,000 to 10,000 words in length. Longer projects can be submitted in their entirety, with a particular chapter or section highlighted for consideration. The work should demonstrate knowledge or awareness of central debates and theorizing in the field and study of life writing.

Please send nominations (graduate student’s name and subject or title of project) and contact information to Paige Rasmussen (biograph @hawaii.edu ) by  Tuesday, April 9 .

Once you send your nomination, the Center for Biographical Research will notify the student to arrange for submission of the project. Candidates may also nominate their own work for the award. The deadline for submissions is  Tuesday, April 16 .

The winner of the Biography Prize receives a monetary award and is invited to give a presentation in the Brown Bag Biography lecture series.

Congratulations to L. Ayu Saraswati!

Please join the Center for Biographical Research in congratulating Biography coeditor L. Ayu Saraswati! Her book Scarred: A Feminist Journey Through Pain (NYU Press, 2023) won the Autobiography and Biography category of the AAP PROSE Book Award!

You can find the full announcement here: https://publishingperspectives.com/2024/03/the-aaps-prose-awards-2024-category-winners/

For more information on the award-winning book, visit this link: https://nyupress.org/9781479817078/scarred/

Available Now: Biography 46.1

We are pleased to announce the publication of  Biography  46.1. Find it on Project Muse:  https://muse.jhu.edu/issue/51965 .

Biography : An Interdisciplinary Quarterly

vol. 46, no. 1, 2023

Table of Contents

International Year in Review

“Shame, Trauma, and the Body After #MeToo: The Year in Australia”

Emma Maguire

“The Romantic Battle of Carlos Marighella: The Year in Brazil”

Sergio da Silva Barcellos

“‘Sarah Polley Needs No Introduction’: The Year in Canada”

“Micro Life in Macro History: The Year in China”

“Vientos de cambio: El año en Colombia”

Gabriel Jaime Murillo Arango

“Did We Forget about Climate Change during the COVID-19 Pandemic?: The Year in Denmark”

Marianne Høyen

“The Visible and Invisible Lives of Kerstin Söderholm: The Year in Finland”

Kirsi Tuohela and Maarit Leskelä-Kärki

“Love’s Labour’s Regained: The Year in Austria, Germany, and Switzerland”

Tobias Heinrich

“Responsibility and Confronting the Holocaust in Memoir: The Year in Hungary”

Gergely Kunt

“The Maiden and the Patriarchy in Hlín Agnarsdóttir’s  Meydómur : The Year in Iceland”

Gunnþórunn Guðmundsdóttir

“What Lies Beneath: The Year in Ireland”

“Gino Strada, An Italian Hero for World Medicine: The Year in Italy”

Ilaria Serra

“Unfinished Bildungsroman: The Year in Korea”

Heui-Yung Park

“Autobiographical Verse, Demythologizing Motherhood: The Year in Lebanon”

Sleiman El Hajj

“La lucha de todas: El año en México”

Gerardo Necoechea Gracia

“A New Portrait of William of Orange: The Year in the Netherlands”

Monica Soeting

“The War Diary of Józef Czapski: The Year in Poland”

Paweł Rodak, translated by Alessandro Nicola Malusà

“Between Inter-Imperial Pasts and the Neoliberal Present: The Year in Romania”

“An Afro-Caribbean in the Nazi Era: The Year in Sint Maarten”

Rose Mary Allen and Jeroen Heuvel

“Collaboration and Testimony in  Hermanito : The Year in Spain”

Ana Belén Martínez García

“Outlandish: The Year in the UK”

Tom Overton

“Desperation, Revenge, and Memoir: The Year in the US”

Leigh Gilmore

Annual Bibliography of Works about Life Writing, 2022

Compiled by Caroline Zuckerman

Edited Collections and Special Issues

Articles and Essays

Dissertations

Refaat Alareer (1979–2023)

Let us continue to tell the tale. On December 7, 2023, Refaat Alareer was killed in his sister’s home—along with his brother, his sister, and her four children—in Gaza by an Israeli airstrike. Refaat Alareer was a father; a beloved professor at the Islamic University in Gaza (destroyed last month by Israeli airstrikes) who taught poetry, Shakespeare, and creative writing; a mentor; the editor of the story collection Gaza Writes Back and coeditor of the essay collection Gaza Unsilenced ; a poet and writer; and the founder of the organization We Are Not Numbers.

He was also a highly valued contributor to “Life in Occupied Palestine,” a 2014 special issue of Biography: An Interdisciplinary Quarterly .

As the editors worked with Refaat and other contributors in the summer of 2014 to finalize that special issue, Israeli forces killed Refaat’s brother Mohammed Alareer during Israel’s fifty-one-day siege on Gaza. That special issue was dedicated to Mohammed:

“In memory of Mohammed Alareer, and every Palestinian whose life was cut short in the summer of 2014, and in the decades before, struggling against Israeli colonization.”

“A house of four floors but thousands of stories is no more. The stories, however, will live to bear witness to the most brutally wild occupation the world has ever known.” —Refaat R. Alareer

Almost ten years later, during Israel’s bombardment of Gaza, Refaat pinned to his X account the very poem that concludes his contribution to that special issue of Biography —and that has now been shared around the world:

If I must die

If I must die, you have to live To tell my story, to sell my things To buy a piece of cloth and some strings, (Make it white with a long tail) So that a child, somewhere in Gaza While looking heaven in the eye, Making it blush under his gaze, Awaiting his Dad who left in a blaze— And bid no one farewell Not even to his flesh, not even to himself— Sees the kite, my kite you made, flying up above And thinks for a moment an angel is there Bringing back love. If I must die, let it bring hope. Let it be a tale.

Refaat Alareer’s essay for Biography , along with the entire special issue, is freely available on Project Muse: https://muse.jhu.edu/issue/31638 .

We mourn his passing, and honor his vision for hope and liberation.

Available Now: “After(Life) Narratives of #MeToo”

The Center for Biographical Research is pleased to announce the latest special issue of  Biography: An Interdisciplinary Quarterly , available on Project Muse !

Biography: An Interdisciplinary Quarterly volume 45, number 4

“After(Life) Narratives of #MeToo”

Rebecca Wanzo and Carol A. Stabile, guest editors

“#MeToo: A Biography”

Rebecca Wanzo and Carol A. Stabile

This introduction looks at the difference between Tarana Burke’s “me too” and #MeToo. The chronologically distinct origin stories for the forms of activism #MeToo has generated illustrate a distinction between Burke’s “me too,” grounded in her work with Black girls and created to raise awareness of the collective plight of survivors of sexual violence, and “#MeToo,” an example of hashtag feminism that has come to be associated with identifying individual bad actors. We look at various manifestations of #MeToo as well as feminist debates in telling the story about #MeToo’s successes and failures.

“Micro-disclosures for Macro-erasures: #MeToo in the Academy”

Roopika Risam

This essay explores how we might account for the influence of #MeToo in the academy and the extent to which we can understand the power of these utterances as a form of narrative agency expressed through digital life writing. Drawing on a blend of quantitative and qualitative analysis of #MeToo-related tweets about academia, the essay first examines how narrative agency over sexual harassment and violence in higher education is expressed through #MeToo. It further explores how the threat of retaliation and the troubling operationalization of Title IX by universities as an anti-survivor discourse produces macro-erasures of narrative agency. Finally, the essay proposes that #MeToo tweets about higher education are best understood as “micro-disclosures,” a distinct form of life writing that facilitates the narrative agency denied by institutional systems and processes.

“#MeToo Storytelling: Confession, Testimony, and Life Writing”

This article argues that two discourses—confession and testimony—influence the stories survivors tell about sexual violence, the stories others tell about them, and the contexts in which #MeToo storytelling is heard. It identifies how confession and testimony crop up in several #MeToo forms within and beyond the courts, including abuser apologies, letters of support, victim impact statements, memoirs, and lawsuits. It demonstrates that #MeToo is altering the form of testimony itself as its commitment to truth-telling enacts justice-seeking in an extrajudicial form.

“Reproducing and Resisting Sexual Violence: Narrative, Genre, and Power Structure in  Fang Siqi’s First Love Paradise ”

Rong Huang and Xiaotian Jin

In her semi-autobiographical novel  Fang Siqi’s First Love Paradise , Lin Yihan weaves her own traumatic experience of being sexually abused into a powerful narrative that sheds light on the pervasive acquiescence to violence against women in patriarchal cultures. Focusing on the sociocultural factors behind sexual violence, this article examines certain forms of narrative and literary genre, as revealed in the novel, that can be manipulated by male perpetrators and thus play a complicit role in reproducing crimes. But by blurring the divide between fiction and nonfiction, the reception and massive readership of the novel attest to a sort of narrative solidarity against sexual violence, making it an iconic text of the contemporary feminist movement in East Asia.

“Sex, Violence, and Memoir: David Wojnarowicz’s  Close to the Knives ”

Greta LaFleur and Dana Seitler

This article engages David Wojnarowicz’s “memoir of disintegration”  Close to the Knives  (1991), a text that contains numerous and variegated representations of sexual encounters before and during the beginnings of the AIDS crisis in the United States. Wojnarowicz’s memoir provides this article with its critical focus because it points us to one iteration of the narratological before-life of the #MeToo movement. In this article, we explore how, in the text, the violence that infuses sex, as well as the sexual intensity that drives violence, is presented as a social and structural problem rather than as an individualized desire, aberration, or impulse. Sexual harm, rather, is primarily a structural reality that in turn informs the way that both sex and violence are practiced—by Wojnarowicz himself, by his lovers and friends, and even by his family.  Close to the Knives  thus presents the reader with a tension between, on the one hand, Wojnarowicz’s playful curiosity surrounding the relationship between sex, violence, and harm, and on the other, formal questions about memoir. In this article, we ask: how can we develop an ethics around sexual violence—without reifying either sex or acts of self-narration?

“‘If it didn’t hurt so bad, I’d kill myself, but I’ll let Ed Buck do it for now’: #JusticeforGemmel and Black Queer Narratives in the Age and Afterlife of #MeToo”

Terrance Wooten

Gemmel Moore, a gay Black man, was found dead in the West Hollywood home of Edward Buck, a gay white LGBT rights activist. Gemmel’s death was originally classified as an accident until his family published his journal, which was used to ignite both a criminal investigation and a set of Twitter campaigns, #Justice4Gemmel and #StopEdBuck, that have intersected with the #MeToo movement. In this essay, I analyze how Black queer men narrate their experiences of sexual trauma in relation to Black women, and subsequently how Black women have carved space for Black queer survivors by providing a new language for conceptualizing the racialized gendering of sexual violence. In doing so, I examine how Black queer men’s autobiographical narratives function not only as evidence of their sexual injury but also as modes of networked connectivity that position Black queer subjects as integral to anti-sexual violence work and #MeToo activism.

“Disability and Sexual Assault in Public(s): Performance/Nebula”

Petra Kuppers

This montage essay investigates elliptical fractured storytelling modes around disabled embodiment, a court case of sexual assault, and the social media aftermath. It tracks how knowledge of perceived sexual vulnerability folds into one’s bodymindspirit, and how pain runs through and shifts in these multiple foldings. The essay’s earthy, plate-moving tectonics build an autoethnographic star-reaching galaxy that incorporates various modes of storytelling, including social media, poetry, movement, and court discourse. This storytelling montage is hesitant, and creates temporal folds that allow an “I” to slip away into sheltering silences.

“‘We Grew Up in This Movement’: A Conversation between Salamishah Tillet and Scheherazade Tillet”

Salamishah Tillet and Scheherazade Tillet

Writer and activist Salamishah Tillet and photographer and organizer Scheherazade Tillet engaged in a lively and in-depth conversation about their work to end sexual violence before and beyond #MeToo. In 2003, the Tillet sisters founded A Long Walk Home, a nonprofit that empowers young people to use art to end violence against girls and women. Yet their actual organizing work began five years earlier when Scheherazade, at twenty years old, began documenting Salamishah’s healing after being sexually assaulted in college. From 1998 to 2013, Scheherazade took thousands of images, many of which became the spine of  Story Of A Rape Survivor  ( SOARS ), a performance that the Tillet sisters created and toured with a cast of Black women singers, dancers, and actors at rape crisis centers and college campuses over two decades. Some of those photographs are included here, along with others from the performances, to provide a visual archive of the innovative artistic process and the unique political intervention of  SOARS  from its very beginning.

“The Afterlives of #MeToo: A Roundtable Discussion with Māhealani Ahia, Michelle Cho, Pallavi Guha, Régine Michelle Jean-Charles, Kahala Johnson, and Ever E. Osorio”

Organized by Greta LaFleur and Dana Seitler

One of the risks of a special issue with US-based editors and with a topic overwhelmingly identified not only with the US but also with affluent white women is that conversations might neglect the expertise of scholars focused on Indigeneity and the majority of the world. The diverse scholars who contribute to this roundtable—while by no means covering every region in which #MeToo activism has taken place—decenter the US in exploring #MeToo discourse, and blend discussions of medium in activism, solidarity, and cultural specificity in relation to their own stories.

Brown Bag Biography: Fall 2023

We’re excited to announce the schedule for Brown Bag Biography, Fall 2023. 

All of our talks will be held in person in Kuykendall 410 or Biomed B-104 (UH Mānoa). For streaming information for select talks, please visit our website and social media, where we will post detailed announcements for each event. We will also record and post many of the talks. You can find some past presentations on our YouTube channel  here .

THE CENTER FOR BIOGRAPHICAL RESEARCH, UNIVERSITY OF HAWAIʻI AT MĀNOA

BROWN BAG BIOGRAPHY

DISCUSSIONS OF LIFE WRITING BY & FOR TOWN & GOWN

THURSDAYS, 12:00 NOON–1:15 PM HST • 

All are welcome to attend. To find streaming information for select events, please visit the Center for Biographical Research’s website https://manoa.hawaii.edu/cbr/ , contact us at 808-956-3774 or [email protected] , or sign up for our mailing list at https://forms.gle/Sr9WdvNBD9WdwG7EA .

Fall 2023 SCHEDULE

September 14: “ Narrating Humanity: Life Writing and Movement Politics from Palestine to Mauna Kea : A Book Talk”

Cynthia Franklin, Professor, Department of English, University of Hawaiʻi at Mānoa

Location: KUY 410

Time: 12:00–1:15 pm HST

September 21: “ Staging Shakespeare in ʻŌlelo Hawaiʻi ”

Tammy Hailiʻōpua Baker , Professor, Department of Theatre and Dance, University of Hawaiʻi at Mānoa

Justin Fragiao , MFA Student in Scenic Design, Department of Theatre and Dance, University of Hawaiʻi at Mānoa

Iāsona Kaper , MFA Student in Hawaiian Theatre, Department of Theatre and Dance, University of Hawaiʻi at Mānoa

Joshua Kamoaniʻala “Baba” Tavares , MFA Student in Acting & Hawaiian Theatre, Department of Theatre and Dance, University of Hawaiʻi at Mānoa

Devin Walter, MFA Student in Costume Design, Department of Theatre and Dance, University of Hawaiʻi at Mānoa

Noelani Montas, MFA Student in Hawaiian Theatre , Department of Theatre and Dance, University of Hawaiʻi at Mānoa

Location: KUY 410 

September 28: Break

October 5: “ Reflections on Returning Home to Hawaiʻi ”

Patrick Kirch, Professor of Anthropology, University of Hawaiʻi at Mānoa, and Professor Emeritus, University of California, Berkeley

October 12: “ The Political Economy of Environmental Racism in Wai ʻ anae ”

Laurel Mei-Singh , Assistant Professor of Geography and Environment and Asian American Studies, University of Texas at Austin

October 19: “ Makawalu Perspectives on Silence: Reimagining the ‘Gaps’ as Stories ”

Kayla Watabu, PhD student and Assistant Director of the Writing Center, University of Hawaiʻi at Mānoa

October 26: “ Beyond Anthropocentrism(?): Logos and the Aesthetic Relation”

Sarah Allen , Associate Professor of Rhetoric and Composition and the Director of

Writing Programs, University of Hawaiʻi at Mānoa

NB: Time: 3:00–4:30 pm HST

November 2: “ Anarchives: How We Remember Our Political Movement Is Part of the Movement ”

Kathy E. Ferguson , Professor, Departments of Political Science and Women, Gender, and Sexuality Studies, University of Hawaiʻi at Mānoa

November 9: “ Lifelines: Poems for Winslow Homer and Edward Hopper ”

Joseph Stanton, Professor Emeritus of American Studies and Art History, University of Hawaiʻi at Mānoa

November 16: “ Explorations of Agency in Life Writing by LGBTQ+ Youth ”

Dr. Roz Bellamy, Academic, La Trobe University, Melbourne/Naarm 

Location: Biomed B-104

NB: November 21: “ Narrative self-construction in autobiographical comics”

Zuzana Fonioková , Assistant Professor, Department of Czech Literature, Masaryk University, Brno, Czech Republic

November 23: Thanksgiving

November 30: “World War II Legacies and Inheritances: Discoveries in a Community Biography Project”

Moderated by Gail Y. Okawa, Professor Emerita of English, Youngstown State University-Ohio, and Coordinator, CONNECTIONS: Santa Fe Internment Camp Descendants Group

Naomi Hirano-Omizo, Japanese language faculty, Punahou School, Mid-Pacific Institute (ret.)

Alison Ka ʻ ōlinokaimana Yasuoka, Arts Integration Specialist, Voyager Public Charter School (Honolulu), and MEd Candidate in Curriculum Studies: STEMS2, College of Education, University of Hawaiʻi at Mānoa

Annette Tashiro, Chair, State Rehabilitation Council of Hawaii; Rehabilitation Counselor, State of Hawai`i (ret.)

Grant Din, Co-curator and lead researcher, “Taken from Their Families” exhibit, Immigration Station, Angel Island State Park (virtual from San Francisco, CA)

Location: KUY 306

Brown Bag Biography, 9/14: “Narrating Humanity: A Book Talk” with Cynthia Franklin

We’re excited to announce our first Brown Bag event, “ Narrating Humanity : A Book Talk” with Cynthia Franklin! Please join us in Kuykendall 410 (UH Mānoa) on September 14 from 12 to 1:15 pm to celebrate the recent release of Dr. Franklin’s book.

We will announce our full Fall 2023 Brown Bag Biography schedule in the coming days.

Cynthia Franklin,  Professor, Department of English, University of Hawaiʻi at Mānoa

Moderated by  Monisha Das Gupta , Professor, Department of Ethnic Studies, UHM 

Special guest appearance by  ‘Ihilani Lasconia , PhD Student, Department of Political Science, UHM, and  D. Kauwila Mahi , PhD Student, Department of Political Science, UHM

Cosponsored by Students and Faculty for Justice in Palestine at UH (SFJP@UH), Sabeel-Hawaiʻi, Jewish Voice for Peace-Hawaiʻi, Hamilton Library, the Hawaiʻinuiākea School of Hawaiian Knowledge, the Matsunaga Institute, Conflict and Peace Specialist, the School of Communication & Information, the Departments of American Studies, Ethnic Studies, Sociology, and Women, Gender, and Sexuality Studies 

“Original, innovative, and thorough. In  Narrating Humanity , Cynthia Franklin creates an important new language, and new critical modality, for speaking about narrative and politics, and the relationship of self to both.” -Bill Mullen

Cynthia G. Franklin  is Professor of English at the University of Hawai‘i. She coedits the journal  Biography , and in addition to  Narrating Humanity  (2023), is author of  Academic Lives: Memoir, Cultural Theory, and the University Today  (2009) as well as  Writing Women’s Communities: The Politics and Poetics of Multi-Genre Anthologies  (1994). She has also coedited a number of special journal issues, including, for  Biography , “Life in Occupied Palestine.” She is part of the Editorial Collective for the newly constituted initiative EtCH (Essays in the Critical Humanities), and cofounder of Students and Faculty for Justice in Palestine at UH (SFJP@UH) and of Jewish Voice for Peace-Hawai‘i.

Exciting News: Graphic Medicine Nominated for a 2023 Eisner Award!

The Center for Biographical Research is thrilled to announce that “Graphic Medicine,” a special issue of  Biography: An Interdisciplinary Quarterly  (volume 44, numbers 2 & 3) and a book published by University of Hawaiʻi Press, has been nominated for an Eisner Award! 

Named for comics artist Will Eisner, the Will Eisner Comic Industry Awards are the most prestigious form of recognition for excellent publications and creators in comics and graphic novels.  Graphic Medicine  has been nominated in the category of “Best Academic / Scholarly Work.”

• Bandits, Misfits, and Superheroes: Whiteness and Its Borderlands in American Comics and Graphic Novels,  by Josef Benson and Doug Singsen (University Press of Mississippi)
• Graphic Medicine,  edited by Erin La Cour and Anna Poletti (University of Hawai’i’ Press)
• How Comics Travel: Publication, Translation, Radical Literacies,  by Katherine Kelp-Stebbins (Ohio State University Press)
• The LGBTQ+ Comics Studies Reader: Critical Openings, Future Directions,  edited by Alison Halsall and Jonathan Warren (University Press of Mississippi)
• Teaching with Comics and Graphic Novels.  By Tim Smyth (Routledge)

Comic book academics, educators, and publishers are eligible to vote for the Eisner Awards. If you’re interested in voting for  Graphic Medicine , and for nominees in any of the thirty-one other categories, follow this link to apply:  https://https://form.jotform.com/230927489799177 . Eligible voters will then be invited to cast their votes until  June 9.  The deadline to register to vote is  June 2 .

For a full list of the 2023 Eisner Awards Nominees,  click here !

You can find  Graphic Medicine on  Project Muse  and as a book by the  University of Hawai‘i Press .

In  Graphic Medicine , comics artists and scholars of life writing, literature, and comics explore the lived experience of illness and disability through original texts, images, and the dynamic interplay between the two. The essays and autobiographical comics in this collection respond to the medical humanities’ call for different perceptions and representations of illness and disability than those found in conventional medical discourse. Edited by Erin La Cour and Anna Poletti, the collection expands and troubles our understanding of the relationships between patients and doctors, nurses, social workers, caregivers, and family members, considering such encounters in terms of cultural context, language, gender, class, and ethnicity. By treating illness and disability as an experience of fundamentally changed living, rather than a separate narrative episode organized by treatment, recovery, and a return to “normal life,”  Graphic Medicine  asks what it means to give and receive care. Contributors include comic artists and essayists Safdar Ahmed, John Miers, Suzy Becker, Nancy K. Miller, Jared Gardner, Kiene Brillenburg Wurth, JoAnn Purcell, Susan Squier and Erin La Cour.

Call for Entries: Biography’s annotated bibliography of critical and theoretical works on life writing for 2022

We are working on Biography ’s annual annotated bibliography of critical and theoretical works on life writing, the most extensive reference of its kind, and before finalizing it, we want to make sure it is as timely, inclusive, and extensive as possible.

If last year (from January to December 2022) you published, edited, or coedited a book; wrote an article for a journal or an essay for an edited collection; or completed your doctoral dissertation, we would appreciate having that information, so that we can incorporate it into the list. (We may have already included it, but this will make sure your work is noted.) We are also interested in lifewriting-focused podcasts or other media, excluding individual presentations or talks. 

We would request the following information:

·  Full bibliographic information for each text, formatted according to MLA 9 style

·  A one-sentence annotation per text

We are especially committed to noting publications in languages other than English. If you could provide an annotation in English, however, that would be helpful.

We would appreciate getting the information by Monday, June 5. Please send your information to Caroline Zuckerman ( [email protected] ).

Thanks in advance. This bibliography usually has between 1,400 and 1,500 entries, and represents the most extensive annual critical survey of the field. We want to make sure your work appears within it.

University of Hawai'i Press

Biography: An Interdisciplinary Quarterly

Editors: Craig Howes, Cynthia Franklin, L. Ayu Saraswati, John Zuern, Center for Biographical Research, University of Hawai‘i.

Individual Subscriptions

Institutional subscriptions, additional information.

For over forty years, Biography has been an important forum for well-considered biographical scholarship. It features stimulating articles that explore the theoretical, generic, historical, and cultural dimensions of life writing; and the integration of literature, history, the arts, and the social sciences as they relate to biography. Each issue also offers insightful reviews, concise excerpts of reviews published elsewhere, an annual bibliography of works about biography, and listings of upcoming events, calls for papers, and news from the field.

Subscribe to the digital edition to gain access to the complete content on Project MUSE .

This journal is a member of the Council of Editors of Learned Journals (CELJ).

Sponsor:  Center for Biographical Research , University of Hawai‘i

Book Series: Biography Monographs

Read Online:

• Editorial Board

Cynthia G. Franklin , Center for Biographical Research ( CBR ), University of Hawai‘i

Craig Howes , Center for Biographical Research ( CBR ), University of Hawai‘i

L. Ayu Saraswati , Women, Gender, and Sexuality Studies, University of Hawaiʻi 

John David Zuern , Center for Biographical Research ( CBR ), University of Hawai‘i

Managing Editor

Paige Rasmussen, University of Hawai‘i

Book Review Editor

Caroline Zuckerman, University of Hawaiʻi

• Recent Articles

Editors' Notes Posted on Wednesday January 17, 2024

Shame, Trauma, and the Body After #MeToo: The Year in Australia Posted on Wednesday January 17, 2024

The Romantic Battle of Carlos Marighella: The Year in Brazil Posted on Wednesday January 17, 2024

"Sarah Polley Needs No Introduction": The Year in Canada Posted on Wednesday January 17, 2024

Micro Life in Macro History: The Year in China Posted on Wednesday January 17, 2024

Vientos de cambio: El año en Colombia / Winds of Change: The Year in Colombia Posted on Wednesday January 17, 2024

Did We Forget about Climate Change during the COVID-19 Pandemic? The Year in Denmark Posted on Wednesday January 17, 2024

The Visible and Invisible Lives of Kerstin Söderholm: The Year in Finland Posted on Wednesday January 17, 2024

Love's Labour's Regained: The Year in Austria, Germany, and Switzerland Posted on Wednesday January 17, 2024

Responsibility and Confronting the Holocaust in Memoir: The Year in Hungary Posted on Wednesday January 17, 2024

The Maiden and the Patriarchy in Hlín Agnarsdóttir's Meydómur: The Year in Iceland Posted on Wednesday January 17, 2024

What Lies Beneath: The Year in Ireland Posted on Wednesday January 17, 2024

Gino Strada, An Italian Hero for World Medicine: The Year in Italy Posted on Wednesday January 17, 2024

Unfinished Bildungsroman: The Year in Korea Posted on Wednesday January 17, 2024

Autobiographical Verse, Demythologizing Motherhood: The Year in Lebanon Posted on Wednesday January 17, 2024

La lucha de todas: El año en México / The Struggle Belongs to All: The Year in Mexico Posted on Wednesday January 17, 2024

A New Portrait of William of Orange: The Year in the Netherlands Posted on Wednesday January 17, 2024

The War Diary of Józef Czapski: The Year in Poland Posted on Wednesday January 17, 2024

Between Inter-Imperial Pasts and the Neoliberal Present: The Year in Romania Posted on Wednesday January 17, 2024

An Afro-Caribbean in the Nazi Era: The Year in Sint Maarten Posted on Wednesday January 17, 2024

Collaboration and Testimony in Hermanito: The Year in Spain Posted on Wednesday January 17, 2024

Outlandish: The Year in the UK Posted on Wednesday January 17, 2024

Desperation, Revenge, and Memoir: The Year in the US Posted on Wednesday January 17, 2024

• Single Issues
• International Year in Review: Annual Bibliography
• M4BL and the Critical Matter of Black Lives
• Asian American Hip-Hop Musical Auto/Biographies
• Interviewing as Creative Practice
• On Prince: A Labor of Love, Loss and Freedom
• General Issue
• Caste and Life Narratives
• Indigenous Conversations about Biography
• The Verse Biography
• Pricing Guide

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Unsolicited submissions to Biography are welcome. Texts should be double-spaced and approximately 5,000 to 10,000 words in length, including bibliography and endnotes. Biography is now using the eighth edition of the Modern Language Association (MLA) reference and works cited system. Authors are welcome to submit their essays to Biography following MLA’s guidelines, or they can use another style and reference system with which they are more comfortable. Please include a 50-word abstract and a biographical note of one or two sentences. All copyrights are held by the Biographical Research Center unless other arrangements are agreed upon.

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Articles appearing in Biography are indexed and/or abstracted in:

Canada in Context, 09/1981-

Clarivate Analytics– Arts & Humanities Citation Index Current Contents Web of Science

De Gruyter Saur– Dietrich’s Index Philosophicus IBZ – Internationale Bibliographie der Geistes- und Sozialwissenschaftlichen Zeitschriftenliteratur Internationale Bibliographie der Rezensionen Geistes- und Sozialwissenschaftlicher Literatur

EBSCOhost– Academic Search Alumni Edition, 1/1/2001- Academic Search Complete, 1/1/2001- Academic Search Elite, 1/1/2001- Academic Search Premier, 1/1/2001- Academic Search: Main Edition, 1/1/2001- Advanced Placement Source, 1/1/2001- America: History and Life, 1/1/1978- Current Abstracts, 1/1/2001- Historical Abstracts (Online), 1/1/1978- Literary Reference Center, 1/1/2001- Literary Reference Center Plus, 1/1/2001- Literary Reference Center: Main Edition, 10/1/2004- MainFile, 1/1/2001- MLA International Bibliography (Modern Language Association) Poetry & Short Story Reference Center, 1/1/2001- TOC Premier (Table of Contents), 1/1/2001-

Elsevier BV– Scopus, 1999-, 1986-1988, 1984, 1980-1982, 1978

Gale– Academic OneFile, 01/2000- Advanced Placement Fine Arts and Music, 09/1981- Book Review Index Plus CPI.Q (Canadian Periodical Index), 01/2000- Expanded Academic ASAP, 12/2000- Fine Arts and Music Collection, 09/1981- General OneFile, 01/2000- General Reference Center, 09/1981- General Reference Center Gold, 09/1981- General Reference Centre International, 9/1981- InfoTrac Custom, 12/2000- InfoTrac Junior Edition, 03/2012- InfoTrac Student Edition, 06/1985- MLA International Bibliography (Modern Language Association) Pop Culture Collection, 09/1981- Popular Magazines, 12/2000- Research In Context, 01/2000- Science in Context, 09/1981- Student Resources in Context, 09/1981-

National Periodical Library– Guide to Social Work, Social Science and Religion in Periodical Literature (Online)

OCLC– ArticleFirst, vol.15, no.3, 1992-vol.34, no.2, 2011 Electronic Collections Online, vol.20, no.2, 1997-vol.34, no.2, 2011

ProQuest– Art, Design & Architecture Collection, 1/1/1996- Arts & Humanities Database, 1/1/1996- Arts Premium Collection, 1/1/1996- International Bibliography of the Social Sciences, Core Literary Journals Index Full Text MLA International Bibliography (Modern Language Association) Periodicals Index Online, 1/1/1978-10/1/2000 Professional ProQuest Central, 01/01/1996- ProQuest 5000, 01/01/1996- ProQuest Central, 1/1/1996- Research Library, 01/01/1996- STEM Database, 1/1/1996-

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Project muse.

Creating materials to engage students in art museums

Project MUSE (Museums Uniting with Schools in Education) was formed in 1994 and completed its work in 1996. Project MUSE was a collaboration of researchers, classroom teachers, museum educators, and school principals from this country and abroad. Over two years of work, these collaborators explored the potential of art museums to serve as integral elements of education.

Connections between art museum and school learning are most often based on subject or theme. For example, students visit an exhibit of Greek art as part of a history class's study of the Greeks or an English class's project on heroes. Project MUSE turned the focus from subject or theme to learner, and to connections that are based on the activity of learning itself. In this context, for example, students who visit the art museum develop and reflect upon skills of observation that can serve them as surely in their study of science as in their efforts in writing.

The first step in MUSE's exploration was a questionnaire eliciting views on: why people visit art museums, how people feel in art museums, and what people learn in art museums. Responses contributed to an understanding of the experience and expectation of these various educators, some of whom have no particular background in or association with the arts.

The next step was the dissemination of drafts of developing learning tools and educational approaches. These materials included: 1) a learning tool called The Generic Game which is a structured set of questions for making meaning out of works of art; 2) an educational approach called The Entry Point Approach which accommodates a range of intelligences or learning profiles; and 3) a synthesis of these two ideas called The MUSE QUESTs (Questions for Understanding, Exploring, Seeing, and Thinking) which foster reflection on art through various entry points. By reviewing and/or "trying out" these ideas in schools and museums, MUSE participants helped to refine and develop the draft educational approaches and learning tools.

MUSE's developing learning tools and educational approaches feature three foci:

1) Inquiry: posing open-ended questions without right or wrong answers; 2) Access: appealing to a wide range of learners; and 3) Reflection: providing opportunities for thinking about one's own thinking.

Researchers have consolidated the project's findings and resources into a pair of final working documents called The MUSE BOOK (Museums Uniting with Schools in Education; Building On Our Knowledge) and The MUSE Guide that reflect the input of the many educators who have generously shared their expertise.

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Project MUSE

Approved by publishing and review experts on SciSpace, this template is built as per for Biography formatting guidelines as mentioned in Project MUSE author instructions. The current version was created on and has been used by 538 authors to write and format their manuscripts to this journal.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

Viola B. Muse was an accomplished woman—a college graduate, philanthropist and club woman, hair salon and beauty school owner, patent holder of hair products, Federal Writers Project worker, and kindergarten teacher. Born Viola B. Walker, she was the daughter of William H. Walker, Jr. of Huntsville, Alabama, and Annie Laurie Walker (Pleasants) of Cincinnati, Ohio. Genealogical records indicate Muse was born on April 11, 1898 in Alabama, although there is a four-year discrepancy about Muse’s birth year: the Florida Death Index lists Muse’s birth year as 1898, but the Social Security Death Index records Muse’s birth in 1894. Nicknamed “Vie,” Muse had a sister named Beulah L. Walker (Day) (c. 1885).

When Muse was two years old, the family moved to St. Louis, Missouri, where she was raised until 1914. It is likely here where she met her first husband, Priestly Leonard Mullins (1882-1920), a 1905 graduate of Howard University’s Pharmacy Department who was working as a druggist in St. Louis. (His pharmacy, located on North Market and Pendleton Streets, is listed in the St. Louis Public Library Bulletin as a book delivery station from 1911 through 1916). 

One possible scenario for their meeting would be through Muse’s sister Beulah, who graduated in 1909 from Meharry Pharmaceutical College. The pharmaceutical school was part of Meharry Medical College, founded in 1876 as the medical department of Central Tennessee College, the second oldest medical school for African Americans and the first in the south.

[photo VBM004 Caption: back row: Viola, Lorenzo Graham; front row: Beulah, P.L. Mullins; Image Credit: Ritz Theatre & Museum, Jacksonville ]

Census records from 1940 indicate that Muse also was a college graduate, and the family appears to have been part of the early 20th-century Black middle class, interested in racial uplift through education and credentialed careers. Many in the family were “club women”—for example, Muse and her mother were members of the Phyllis Wheatley Woman’s club of Chicago, which ran at least three homes for the “housing and protecting of Race girls and women.” Annie L. Pleasants later became chairman of the executive board of the club. She was also president of the Chicago Ladies of Honor club and vice-president of the DuSable Memorial Society, Inc.. And Muse’s aunt, Hettie Walker Davis, was well noted for her social, church, and fraternal work in Chicago and Huntsville.

In 1914, Viola and Priestley moved to Nashville, Tennessee, where Mullins, his father, and his brother Moses F. Mullins founded the Vole Hair and Beauty Culture College, incorporated in December 1915. Viola was “superintendent of instructions.” The school seems to have offered training to aestheticians on site in Tennessee and likely in other areas as well, as one photograph shows the college staff in Tampa, Florida.

[Photo of beauty college staff VBM010 Caption: Vole Beauty Culture College staff, in Tampa; Image Credit: Ritz Theatre & Museum, Jacksonville]

After a legal battle among the Mullins men over the administration of the college, Viola and Priestley moved to Jacksonville, Florida, but Priestley died soon after on April 26, 1920 and is buried in Old City Cemetery.

Beginning six months later, in October 1920, Muse applied for multiple patents of hair and scalp products created by Mullins. These “hair and scalp preparations” and “oil for massaging the temples” were trademarked by V.B. Mullins in 1921.

Also in 1920, Muse registered the Vylo-Vole Beauty Culture College with an address on Monroe Street in Chicago. By 1923, Muse ran a hair salon and the beauty school by the same name out of the Masonic Temple on Broad Street in Jacksonville. That building also housed the office of lawyer John P. Muse (c. 1884-1964), whom Viola married in October 1922. The couple lived at 1468 Steele Street west of Myrtle Avenue in Durkeeville just down from Smalls Field.

In 1936, Muse was hired as a fieldworker for the Negro Writers Unit of the Florida Federal Writers Project division of the Works Progress Administration, a position she held until 1939. The Negro Unit, segregated from the main office on Duval Street, was located at the Clara White Mission on Ashley Street.

After her work with the FWP, Muse ran a private kindergarten in Jacksonville out of her home on Steele Street. Called the Jack and Jill Kindergarten, the school was not affiliated with the society of the same name and was in operation into the 1960s.

[photo of kindergarten kids at kitchen table VBM023 Caption: Students in Muse’s kindergarten; Image Credit: Ritz Theatre & Museum, Jacksonville]

The Muses adopted their daughter Patricia Sharon (child of Gloria Cole) in the 1950s and subsequently had one grandson, John Priestley Muse. Both descendants are deceased, and it is unknown whether Muse has any living relatives. Muse died in Jacksonville on February 6, 1981 and is buried in Memorial Cemetery.

[Insert image VBM022; Caption: “Vie Muse” in 1966 ; Image Credit: Ritz Theatre & Museum]

Works Cited

Bell, Patricia Moman . Interview. Conducted by Interviewers Laura Heffernan, Tru Leverette, Clayton McCarl. 13 October 2021.

Stewart, Catherine A. Long Past Slavery: Representing Race in the Federal Writers’ Project . University of North Carolina Press, 2016.

Taylor, Rebecca Stiles. “Phyllis Wheatley Club Honors Its Eminent Founder,” The Chicago Defender , 4 February 1939. 

The BEST Elementary Biography Project

Looking for a fun, new research and writing project for your elementary kiddos? This living wax museum is a great way to tie together reading, writing, social studies and speaking and listening skills all in one fun project. I have done this project with second through fourth graders and they have all loved it.

Start this project off by having your students select what famous figure they want to research, or by assigning them a famous figure. My ABSOLUTE favorite books for us to conduct our research are the “Who Was” Series by Jim Gigliotti. They are perfect for on-level/higher second graders, and are most appropriate for third and fourth grade students.

Typically, I will introduce the project, show the students my example, and then briefly introduce all of the famous figures that they can pick from. I then let them go one by one and pick which person they want to research.

For my second graders, I always have one group (my lower level readers) that work together to collect our research all on the same person, but then I release them to each write their own reports.

We spend about one week reading our books and researching our influential figure. While they work, they take notes on important aspects of that person’s life. There are also a ton of great books on Epic ! that students can use for additional research and ideas.

After our notes are compiled, students begin writing their drafts for their research reports. I have students write 6 total paragraphs about their famous figures. We do an introduction, a paragraph about their early life, a paragraph about why they are famous, fun facts, a paragraph about a character trait that best describes them and why, and then a closing.

We spend about 1-1 & 1/2 weeks working on our writing. We write about a paragraph or 2 per day, then take our writing through the revising/editing/publishing process. I then give students a good 2-3 days to spend a TON of time publishing their work to the best of their capability, using their best handwriting and best pictures that they can.

Wax Museum: Speaking & Listening

We end this project by inviting parents and other classes to come watch us present our reports. This is a fun time where the students get to dress up like their famous person, bring in props and practice speaking in front of an audience. We always get amazing feedback from the parents and from other classroom teachers. This component is totally optional, but completely worth it!

I always send home a student letter at the beginning of the project so that parents have ample time to help students gather materials for their costumes and to help them get a good understanding of who their influential figure is.

Distance Learning / Digital Learning :

Is your school closed for an extended period of time due to this crazy virus? This project is a GREAT way for students to continue learning at home. Simply send the PDF to parents to print at home (or print at school if you still have access), and send students to Epic or your local online library to find biographies on the person of their choice. Then, add a digital component by having students upload their videos to Google Classroom, SeeSaw or the digital platform of your choice. This is a great way to provide a few weeks of reading/writing plans to parents, while incorporating choice in student learning still.

Recommended Resources :

Snag everything you need for the biography research and writing reports in this Biography Writing Resource .

Click here for a compilation of all of my favorite “Who Was” characters to research for this project. These books are the perfect level for 2nd-4th graders, and are really affordable (between $2-4 each by following my Amazon affiliate link.)

Emily - The Mountain Teacher

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