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Decolonising the Literature Curriculum
This book explores pedagogical approaches to decolonising the literature curriculum through a range of practical and theoretically-informed case studies. Although decolonising the curriculum has been widely discussed in the academe and the media, sustained examinations of pedagogies involved in decolonising the literature at university level are still lacking in English and related subjects. This book makes a crucial contribution to these evolving discussions, presenting current and critically engaged pedagogical scholarship on decolonising the literature curriculum. Offering a broad spectrum of accessible chapters authored by experienced national and international academics, the book is structured into two parts, Texts and Contexts, presenting case studies on decolonising the literature curriculum which range from the undergraduate classroom, university writing centres, through to the literary doctorate.
The Cambridge Companion to ‘Robinson Crusoe'
Explores a major eighteenth-century narrative and the power of the Crusoe figure beyond the pages of the original book.
Service Learning and Literary Studies in English
Service learning can help students develop a sense of civic responsibility and commitment, often while addressing pressing community needs. One goal of literary studies is to understand the ethical dimensions of the world, and thus service learning, by broadening the environments students consider, is well suited to the literature classroom. Whether through a public literacy project that demonstrates the relevance of literary study or community-based research that brings literary theory to life, student collaboration with community partners brings social awareness to the study of literary texts and helps students and teachers engage literature in new ways. In their introduction, the volume e...
Rebels Without a Cause?
The figure of the rebel of the 1950s shaped the imagination of the American post-war generation. Yet the notoriety of the rebel resides uneasily beside that of the conformist, ironically one of the other central figures of the decade. This collection of essays, which originated at an international conference in Trier, Germany, in 2005, sets out to explain the multiple representations of rebellion and affirmation in 1950s American culture. It explores the ways in which rebellion was 'contained' and also disruptive during this pivotal decade of American ascendance on the global scene. In a series of essays written by prominent American Studies scholars in the United States and Germany, the collection explores the meaning of rebellion in the 1950s and its role in shaping theological, literary and cultural discourses.
Castaway Bodies in the Eighteenth–Century English Robinsonade
Exploring the metamorphoses of the body in the eighteenth-century Robinsonade as a crucial aspect of the genre’s ideologies, Castaway Bodies offers focused readings of intriguing, yet often forgotten, novels: Peter Longueville’s The English Hermit (1727), Robert Paltock’s Peter Wilkins (1751) and The Female American (1767) by an anonymous author. The book shows that by rewriting the myths of the New Adam, the Androgyne and the Amazon, respectively, these novels went beyond, though not completely counter to, the politics of conquest and mastery that are typically associated with the Robinsonade. It argues that even if these narratives could still be read as colonial fantasies, they opened a space for more consistent rejections of the imperial agenda in contemporary castaway fiction.
Rewriting Crusoe
Published in 1719, Defoe’s Robinson Crusoe is one of those extraordinary literary works whose importance lies not only in the text itself but in its persistently lively afterlife. German author Johann Gottfried Schnabel—who in 1731 penned his own island narrative—coined the term “Robinsonade” to characterize the genre bred by this classic, and today hundreds of examples can be identified worldwide. This celebratory collection of tercentenary essays testifies to the Robinsonade’s endurance, analyzing its various literary, aesthetic, philosophical, and cultural implications in historical context. Contributors trace the Robinsonade’s roots from the eighteenth century to generic affinities in later traditions, including juvenile fiction, science fiction, and apocalyptic fiction, and finally to contemporary adaptations in film, television, theater, and popular culture. Taken together, these essays convince us that the genre’s adapt- ability to changing social and cultural circumstances explains its relevance to this day. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.
Reading as Collective Action
Reading as Collective Action examines literature's power to reshape our world in very public and very active ways. Whether through readers publicly posting poems of Shakespeare and Amiri Baraka to criticize the Bush administration, forming a community reading program using Grapes of Wrath to organize support during the recent Great Recession, or taking to public transit to talk with strangers about working-class literature, this book challenges dominant academic modes of reading. For adherents of the "civic turn," it suggests how we can create more politically effective forms of service learning and community engagement grounded in commitment to tactical, grassroots actions. -- from back cover.
Classroom Action
Cover -- Copyright page -- Contents -- Acknowledgments -- Introduction: Classroom Action - Human Rights, Critical Activism, and Community-Based Education -- 1 Access Interventions: Experiments in Critical Community Engagement -- 2 The Guelph Speaks! Anthology: Storytelling as Praxis in Community-Facing Pedagogy -- 3 In Action / Inaction: Political Theatre, Social Change, and Challenging Privilege -- 4 Is This Project "Skin Deep"? Looking Back at a Community-Facing Photo-Art Initiative -- 5 Reflections on Dialogic Theatre for Social Change: Co-creation of The Other End of the Line -- Coda: Sign Up Here -- Webography: Human Rights Education: Resources for Research and Teaching -- Works Cited -- Contributors -- Index
Criminality and the Modern
The emergence of the social sciences, established in the mid to late nineteenth-century, had a substantial bearing on how researchers, academics, and eventually the general public thought about criminal behavior. Using Modernism as a lens, Stephen Brauer, examines how these disciplines shaped Americans’ understanding of criminality in the twentieth-century and how it provides a new way to think about culture, social norms, and ultimately, laws. In theory, laws act as articulations and codifications of a community’s beliefs, values, and principles. By breaking laws, criminals help us reinforce social norms by providing the opportunity to affirm what is believed to be right. By operating o...
Teaching Human Rights in Literary and Cultural Studies
Since the adoption of the Universal Declaration of Human Rights of 1948, the discourse of human rights has expanded to include not just civil and political rights but economic, social, cultural, and, most recently, collective rights. Given their broad scope, human rights issues are useful touchstones in the humanities classroom and benefit from an interdisciplinary and cross-cultural pedagogy in which objects of study are situated in historical, legal, philosophical, literary, and rhetorical contexts. Teaching Human Rights in Literary and Cultural Studies is a sourcebook of inventive approaches and best practices for teachers looking to make human rights the focus of their undergraduate and ...
