My Current Research

“But then, you’ll say, she was used to the sea”: Britain’s Nineteenth-Century Empire and Women’s Work at Sea

Abstract:

Women have always gone to sea, like men, as necessity dictates.  In the latter half of the nineteenth century, their presence gained new significance as laws and social practices combined to define roles for women as seafaring laborers.  Through this definition, women gained accepted space aboard ships, but lost the many liminal, indeterminate, and too-often invisible spaces in which they previously worked. 

Likewise, the experiential and technological changes stemming from the death of the Age of Sail fostered anxiety in Britain over a fading imperial past.  Women’s roles on ships arose concurrently with steam technology, and in contrast to a mythology of the maritime past, built over the course of the nineteenth century through a new genre of popular literature: the nautical novel.  This mythology redefined oceanic space from a predominately male-occupied space to one reserved for, and productive of, a specifically masculine, nationalistic ideal.

Contemporary naval theorists and politicians reaffirmed that the British Empire’s foundation lay in sea power.As the social and material circumstances of predominance at sea changed – as in employment patterns; new regulations; the visceral differences between sail and steam; and new demographics of seafaring labor, including women – so changed the empire, revealing culture’s hidden effects on the exercise of power.Examining women’s work at sea reveals the divides between masculine and feminine, sail and steam, nationalist imaginary and practical reality underlying the tensions, seen and unseen, which led to the undoing of Britain’s maritime empire.

Methods and Tools

 

Social Data

Constructing and analyzing a database using social data based in the collections of Crew Agreements and Log Books held at Memorial University of Newfoundland, National Maritime Museum, and the National Archives reveals hidden participants - including women - in maritime labor.

Interdisciplinarity

Examining the overlapping borders of fictional portrayals of life at sea and testimonies and records intended for official use complicates long-held interpretations of maritime historical narratives. The stories we tell ourselves about the maritime past, and the experience of the maritime past, represent distinct dimensions of maritime history.

Intersectionality

Data is not destiny - that is, an absence of clear descriptions of sex or race, or the framework of exclusion built into the documents at their creation, does not preclude analysis of the gender, racial, and class dimensions of maritime labor. Data is neither objective nor comprehensive and its absences can be as illustrative as its answers

Visualization

Graphic representation of data requires the balancing of historicity, accuracy, and accessibility. Within the limitations of the data, while maintaining some idea of its uncertainty and interperatability, visualizations ultimately serve as a means of communication - making data accessible to wider audiences.

 
 

Teaching

“Why do you wonder that globe-trotting does not help you, seeing that you always take yourself with you? The reason which set you wandering is ever at your heels.”

-Seneca, “Letter 28,” in Ad Lucilium Epistulae Morales, trans. Richard M. Grummere (London: William Heinemann, 1925)

Students always leave, and when they do, what do they take with them? Ideally, perhaps, the joy of learning, lingering fascinations with the subject, and hopefully some of the information being taught, but they always carry themselves, now reflecting the experience the class provided. The classroom provides the opportunity to safely enjoy challenges to ourselves and to our understanding of the world, but ultimately the students’ goals are paramount. The information being taught is a vehicle for experimentation with modes of learning and communication that will help students navigate life outside the classroom; students learn not only the information itself, but how to select, shape, and present that information in order to achieve their own goals. To that end, my courses offer a variety of assignment and assessment types, from standard essays and quizzes, which ground students in skills they have already developed and rewards their refinement of those skill, to creative reinterpretations of historical events, broadening the skills at play in achieving success. Strong scaffolding and peer engagement lessens the pressure on any single project, encouraging creativity by discouraging isolation without making grades dependent on cooperation. Students should leave the class more certain of their ability to make knowledge their own, and better able to successfully apply and communicate that knowledge.

Goal One

Promote engagement with new knowledge and new approaches in a way that dispels the fear of failure or error

 

Goal Two

Learn how to learn - that is, gain new skills along with the ability to determine when, where, and how to apply them outside educational environments

 
 

Goal Three

Encourage engagement through experiential learning