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The Political Poetess
Cover -- Title -- Copyright -- Dedication -- Contents -- Introduction: Slaves, Spheres, Poetess Poetics -- Section 1 Racializing the Poetess: Haunting "Separate Spheres"--CHAPTER ONE Antislavery Afterlives: Changing the Subject / Haunting the Poetess -- CHAPTER TWO "Not Another 'Poetess' ": Feminist Criticism, Nineteenth-Century Poetry, and the Racialization of Suicide -- Section 2 Suspending Spheres: The Violent Structures of Patriotic Pacifism -- CHAPTER THREE Suspending Spheres, Suspending Disbelief: Hegel's Antigone, Craik's Crimea, Woolf's Three Guineas -- CHAPTER FOUR Turning and Burning: Sentimental Criticism, Casabiancas, and the Click of the Cliché -- Section 3 Transatlantic Occasions: Nineteenth-Century Antislavery Poetics at the Limits -- CHAPTER FIVE Teaching Curses, Teaching Nations: Abolition Time and the Recoils of Antislavery Poetics -- CHAPTER SIX Harper's Hearts: "Home Is Never Natural or Safe"--Notes -- Works Cited -- Acknowledgments -- Index
Men in Wonderland
In so doing, she reveals the link between the idealization of little girls and a widespread fantasy of male development - a myth suggesting that men become masculine only after an initial feminine stage, lived out in the protective environment of the nursery. Little girls, argues Robson, thus offer an adult male the best opportunity to reconnect with his own lost self.".
Heart Beats
Many people in Great Britain and the United States can recall elderly relatives who remembered long stretches of verse learned at school decades earlier, yet most of us were never required to recite in class. Heart Beats is the first book to examine how poetry recitation came to assume a central place in past curricular programs, and to investigate when and why the once-mandatory exercise declined. Telling the story of a lost pedagogical practice and its wide-ranging effects on two sides of the Atlantic, Catherine Robson explores how recitation altered the ordinary people who committed poems to heart, and changed the worlds in which they lived. Heart Beats begins by investigating recitation'...
Remaking Romanticism
This book shows that the publishers and editors of the radical press deployed Romantic-era texts for their own political ends—and for their largely working-class readership—long after those works’ original publication. It examines how the literature of the British Romantic period was excerpted and reprinted in radical political papers in Britain in the nineteenth century. The agents of this story were bound by neither the chronological march of literary history, nor by the original form of the literary texts they reprinted. Godwin’s Caleb Williams and poems by Wordsworth, Southey, Coleridge, and Shelley appear throughout this book as they appeared in the nineteenth century, in bits and pieces. Radical publishers and editors carefully and purposefully excerpted the works of their recent past, excavating useful political claims from the midst of less amenable texts, and remaking texts and authors alike in the process.
Novel Pedagogy
Is the novel a category of knowledge that merits serious study? Even if the novel has shed the stigma of being mindless entertainment, one might easily assume that reading a novel is not "studying," unless one reads closely and carefully, preferably from a scholarly edition or for a scholarly purpose. Novel Pedagogy explores how Victorian writers envisioned the novel's potential to become knowledge long before the form’s ascendence into the ivory tower. Liwen Zhang argues that Victorian novelists' constant critique of schooling, on the one hand, and their frequent invocation of deep knowledge, on the other, are not self-contradictory. Instead of offering a blissful escape from education, writers such as William Thackeray, Charles Kingsley, Charles Dickens, Elizabeth Gaskell, George Eliot, and George Gissing seek to offer uniquely novelistic pathways to knowledge. Novel Pedagogy offers a new model of novelistic epistemology by showing how the novel, unlike other educational genres, reflects on the unpleasant realities of learning—and of not learning—amid the ubiquity of ineffective textbooks, reluctant students, and false motivations.
Creative Writing and Education
This book explores creative writing and its various relationships to education through a number of short, evocative chapters written by key players in the field. At times controversial, the book presents issues, ideas and pedagogic practices related to creative writing in and around education, with a focus on higher education. The volume aims to give the reader a sense of contemporary thinking and to provide some alternative points of view, offering examples of how those involved feel about the relationship between creative writing and education. Many of the contributors play notable roles in national and international organizations concerned with creative writing and education. The book also includes a Foreword by Philip Gross, who won the 2009 TS Eliot Prize for poetry.
Neo-Victorian Biofiction
Highlighting neo-Victorian biofiction’s crucial role in reimagining and augmenting the historical archive, this volume explores the complex ethical consequences of a creative movement of historiographic revisionism, combining biography and fiction in a dialectic tension of empathy and voyeuristic spectacle.
