An essential resource for teaching nineteenth-century print culture in Transatlantic Studies The 19 chapters in this book outline conceptual approaches to the eld and provide practical resources for teaching, ranging from ideas for individual class sessions to full syllabi and curricular frameworks. The book is in 5 key sections - Curricular Histories and Key Trends; Organising Curriculum through Transatlantic Lenses; Teaching Transatlantic Figures; Teaching Genres in Transatlantic Context; and Envisioning Digital Transatlanticism - together with an Introduction and Afterward which draw…mehr
An essential resource for teaching nineteenth-century print culture in Transatlantic Studies The 19 chapters in this book outline conceptual approaches to the eld and provide practical resources for teaching, ranging from ideas for individual class sessions to full syllabi and curricular frameworks. The book is in 5 key sections - Curricular Histories and Key Trends; Organising Curriculum through Transatlantic Lenses; Teaching Transatlantic Figures; Teaching Genres in Transatlantic Context; and Envisioning Digital Transatlanticism - together with an Introduction and Afterward which draw together themes and topics covered in the individual chapters. Contributions from experts in the eld range from reconceptualising entire courses to revisiting individual texts, authors, and genres in a transatlantic context. Weaving in strategies from innovative teaching shaped by the digital humanities, the collection also looks ahead to the future of this growing field. A dedicated Teaching Transatlanticism website accompanies the book. Available at: https: //teachingtransatlanticism.tcu.edu/ Key Features - Chapters address both conceptual and practical issues - Classroom accounts address multiple genres, issues, and media - Re ections on real-world teaching contexts are blended with scholarly analysis of key issues in the field today - The specially designed project website supports the book and invites continued conversations through a moderated discussion space and submission venue for readers' own teaching materials Linda K. Hughes is Addie Levy Professor of Literature at TCU. She is co-editor of the four-volume A Feminist Reader: Feminist Thought from Sappho to Satrapi (2013) and author of The Cambridge Introduction to Victorian Poetry (2010). Sarah Robbins is author/editor of seven books and is Lorraine Sherley Professor of Literature at TCU, where she teaches American literature and transatlantic and cross-cultural studies.
Linda K. Hughes, Addie Levy Professor of Literature at TCU, specializes in the intersections of 19th-century gender, genre, and publishing history, including transnational circulation. Co-editor of A Feminist Reader: Feminist Thought from Sappho to Satrapi (4 vol., Cambridge UP, 2013) and author of The Cambridge Introduction to Victorian Poetry (2010), she won the biennial British Women Writers Association Award for scholarly contributions and mentoring (2012), and several TCU teaching awards. Sarah Robbins, author/editor of seven books, is Lorraine Sherley Professor of Literature at TCU, where she teaches American literature and transatlantic and cross-cultural studies. Before coming to TCU, she served as founding director of a National Writing Project site in Georgia, where she earned the Governor's Humanities Award for programs including the National Endowment for the Humanities-funded "Domesticating the Secondary Canon," "Making American Literatures," and "Keeping and Creating American Communities."
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Acknowledgments; Introduction (Linda K. Hughes and Sarah R. Robbins); I. Curricular Histories and Key Trends; On Not Knowing Any Better (Susan M. Griffin); Transatlantic Networks in the Nineteenth Century (Susan David Bernstein); Rewriting the Atlantic: Symbiosis, 1997-2013 (Christopher Gair); II. Organising Curriculum through Transatlantic Lenses; Anthologising and Teaching Transatlantic Literature (Chris Koenig-Woodyard); "Flat Burglary"? A Course on Race, Appropriation, and Transatlantic Print Culture (Daniel Hack); Dramatising the Black Atlantic: Live Action Projects in Classrooms (Alan Rice); III. Teaching Transatlantic Figures; The Canadian Transatlantic: Susanna Moodie and Pauline Johnson (Kate Flint); Frederick Douglass, Maria Weston Chapman, and Harriet Martineau: Atlantic Abolitionist Networks and Transatlanticism's Binaries (Marjorie Stone); 'How did you get here? and where are you going?': Transatlantic Literary History, Exile and Textual Traces in Herman Melville's Israel Potter (Andrew Taylor); Americans, Abroad: Reading Portrait of A Lady in a Transatlantic Context (Sandra Zagarell); IV. Teaching Genres in Transatlantic Context; Making Anglo-American Oratory Resonate (Tom F. Wright); Genre and Nationality in Nineteenth-Century British and American Poetry (Meredith McGill, Scott Challener, Isaac Cowell, Bakary Diaby, Lauren Kimball, Michael Monescalchi, and Melissa Parrish); Teaching Transatlantic Sensations (John Cyril Barton, Kirstin Huston, Jennifer Phegley, and Jarrod Roark); Prophecy, Poetry and Democracy: Teaching through the International Lens of the Fortnightly Review (Linda Freedman); V. Envisioning Digital Transatlanticism; Transatlantic Mediations: Teaching Victorian Poetry in the New Print Media.(Alison Chapman); Digital Transatlanticism: An Experience of and Reflections on Undergraduate Research in the Humanities (Erik Simpson); Twenty-first-Century Digital Publics and Nineteenth-Century Transatlantic Public Spheres (Tyler Branson); VI. Afterword; Looking Forward (Larisa S. Asaeli, Rachel Johnston, Molly Leverenz, and Marie Martinez); Index
Acknowledgments; Introduction (Linda K. Hughes and Sarah R. Robbins); I. Curricular Histories and Key Trends; On Not Knowing Any Better (Susan M. Griffin); Transatlantic Networks in the Nineteenth Century (Susan David Bernstein); Rewriting the Atlantic: Symbiosis, 1997-2013 (Christopher Gair); II. Organising Curriculum through Transatlantic Lenses; Anthologising and Teaching Transatlantic Literature (Chris Koenig-Woodyard); "Flat Burglary"? A Course on Race, Appropriation, and Transatlantic Print Culture (Daniel Hack); Dramatising the Black Atlantic: Live Action Projects in Classrooms (Alan Rice); III. Teaching Transatlantic Figures; The Canadian Transatlantic: Susanna Moodie and Pauline Johnson (Kate Flint); Frederick Douglass, Maria Weston Chapman, and Harriet Martineau: Atlantic Abolitionist Networks and Transatlanticism's Binaries (Marjorie Stone); 'How did you get here? and where are you going?': Transatlantic Literary History, Exile and Textual Traces in Herman Melville's Israel Potter (Andrew Taylor); Americans, Abroad: Reading Portrait of A Lady in a Transatlantic Context (Sandra Zagarell); IV. Teaching Genres in Transatlantic Context; Making Anglo-American Oratory Resonate (Tom F. Wright); Genre and Nationality in Nineteenth-Century British and American Poetry (Meredith McGill, Scott Challener, Isaac Cowell, Bakary Diaby, Lauren Kimball, Michael Monescalchi, and Melissa Parrish); Teaching Transatlantic Sensations (John Cyril Barton, Kirstin Huston, Jennifer Phegley, and Jarrod Roark); Prophecy, Poetry and Democracy: Teaching through the International Lens of the Fortnightly Review (Linda Freedman); V. Envisioning Digital Transatlanticism; Transatlantic Mediations: Teaching Victorian Poetry in the New Print Media.(Alison Chapman); Digital Transatlanticism: An Experience of and Reflections on Undergraduate Research in the Humanities (Erik Simpson); Twenty-first-Century Digital Publics and Nineteenth-Century Transatlantic Public Spheres (Tyler Branson); VI. Afterword; Looking Forward (Larisa S. Asaeli, Rachel Johnston, Molly Leverenz, and Marie Martinez); Index
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