Grant E Stanton
Grant E. Stanton is an Assistant Professor of History and Africana Studies at Drew University whose research interests range widely across the landscape of early modern American (pre-1865) and Atlantic history. His work has been accepted for publication in peer-reviewed, popular, and digital outlets, including Early American Studies, the Pennsylvania Magazine of History and Biography, the Boston Globe, the Washington Post, the Slavery, Law, and Power Project, and the Magazine of Early American Datasets. His scholarship has received special recognition from, among others, the Colonial Society of Pennsylvania, Temple University, and the College of William and Mary. Grant's work has also been supported through fellowships offered by the American Antiquarian Society, the American Philosophical Society, the Clements Library, and the National Endowment for the Humanities with Philadelphia's Christ Church, among others.
Grant earned his PhD in History at the University of Pennsylvania. He received his M.A. and B.A. from the University of Chicago and the University of California - Santa Barbara, respectively. Other institutions Grant has taught at besides Drew and UPenn include The College of New Jersey and Bakersfield College.
Grant's book manuscript studies the birth of formal Black politics in the American Revolution, including the central role Black colonists played in effecting the abolition of slavery in Massachusetts.
Grant earned his PhD in History at the University of Pennsylvania. He received his M.A. and B.A. from the University of Chicago and the University of California - Santa Barbara, respectively. Other institutions Grant has taught at besides Drew and UPenn include The College of New Jersey and Bakersfield College.
Grant's book manuscript studies the birth of formal Black politics in the American Revolution, including the central role Black colonists played in effecting the abolition of slavery in Massachusetts.
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Papers and Data Sheets by Grant E Stanton
Studying the myth of the slaveless society in Massachusetts has several benefits. It helps us see that antislavery sentiment in the early Anglo-Atlantic was more powerful and widespread, yet even more contradictory and multifaceted than historians have previously appreciated. This fable was not believed in by all actors at all times, but it provided a pool of popularly accessible resources upon which colonists Black, white, and Indigenous drew upon to contest the reduction of human beings to absolute chattel goods. This study also offers historians the chance to expand our scope of exploration beyond Pennsylvania and its Quaker activists when scrutinizing the origins of the Anglo-American abolitionist movement, and it invites us to reconsider the place of antislavery agitation in the American Revolution. Finally, it compels us to appreciate the many ways Black men and women helped constitute and create the new American nation.
data accessible online through the Magazine of Early American Datasets. These
spreadsheets present information pertaining to the schools’ operations gleaned from the
Associates’ archive in the United Kingdom. Besides the very few class lists from the period before the American Revolution, there are more than 90 lists for the Philadelphia schools covering the period from 1821 to 1845 that identify almost four hundred individual pupils and their curricula, providing valuable insight into one of the few opportunities for Black education in early America.
Studying the myth of the slaveless society in Massachusetts has several benefits. It helps us see that antislavery sentiment in the early Anglo-Atlantic was more powerful and widespread, yet even more contradictory and multifaceted than historians have previously appreciated. This fable was not believed in by all actors at all times, but it provided a pool of popularly accessible resources upon which colonists Black, white, and Indigenous drew upon to contest the reduction of human beings to absolute chattel goods. This study also offers historians the chance to expand our scope of exploration beyond Pennsylvania and its Quaker activists when scrutinizing the origins of the Anglo-American abolitionist movement, and it invites us to reconsider the place of antislavery agitation in the American Revolution. Finally, it compels us to appreciate the many ways Black men and women helped constitute and create the new American nation.
data accessible online through the Magazine of Early American Datasets. These
spreadsheets present information pertaining to the schools’ operations gleaned from the
Associates’ archive in the United Kingdom. Besides the very few class lists from the period before the American Revolution, there are more than 90 lists for the Philadelphia schools covering the period from 1821 to 1845 that identify almost four hundred individual pupils and their curricula, providing valuable insight into one of the few opportunities for Black education in early America.