This survey panel aims to establish dialogues between experts in early literatures. The confluence of epochs facilitates cross-historical discussion and provides a means for thinking about ways to teach early survey courses in university or college classrooms. This panel focuses on identities (racial, gendered, sexual, or mediatized, etc.). In recent years, scholars have labelled efforts to locate early forms of contemporary identity in early literature as presentist, an approach that tends to overlook differences between historical eras by prioritizing current concerns. However, are presentist methods actually flawed? And does any effort to trace earlier forms of current interests automatically constitute presentism?
Western civilization is deeply rooted in Judeo-Christian tradition and ideology, which goes a long way in explaining why the Bible is a shadow text on nearly every college literature syllabus. The heritage of the so-called “the book of books” spans the full historical spectrum of English writing, from its earliest specimens up to its most recent. For centuries, the bible offered up a common vocabulary and shared lens through which American college professors and their students could think and talk about literary history and culture.
The Journal of Interactive Technology and Pedagogy
Luke Waltzer, The Graduate Center, CUNY
Lisa Brundage, Macaulay Honors College, CUNY
Teresa Ober, The Graduate Center, CUNY
Call for Papers: Seeking Book Chapters
Deadline for submissions: EXTENDED deadline December 1, 2018
Amber E. George & Russell W. Waltz
Contact email: email@example.com
Critical Pedagogical Strategies to Transcend Hegemonic Masculinity
World literature has a tremendous capacity to broaden literary canons, but, when taught without a focus on translation, can succumb to cultural deracination, philological bankruptcy, and “the worst tendencies of capitalism” (Damrosch and Spivak 456). The World Literature Pedagogical Spaces seminar addresses these concerns by fostering interdisciplinary collaboration between scholars and teachers in literary studies, comparative literature, and translation. This roundtable’s goal is to diversify and exchange ideas on world literature in theory and practice, while developing sensitivity to translation in cross-cultural literary study and giving equal attention to scholarship, pedagogy, and praxis.
Digital archives like the William Blake Archive and Early English Books Online (EEBO) have made manuscript materials that may have been difficult to access in the past more readily available. This roundtable seeks brief presentations on the use of manuscript materials pertaining to the British Romantic period in teaching, research and publications -- what have been your successes, what difficulties have you and/or your students faced, etc.
E21: Presentivism in the Eighteenth-Century Studies Classroom
In its manifesto, the V21 Collective asserts that “Victorian Studies has fallen prey to positivist historicism: a mode of inquiry that aims to do little more than exhaustively describe, preserve, and display the past” and advocates for “a new openness to presentism: an awareness that our interest in the period is motivated by certain features of our own moment.” At the 2018 ASECS, the same question was asked of eighteenth-century studies: as a discipline, have we “fallen prey to positivist historicism,” and would it benefit us to be open to presentism? Do we need our own V21, or E21?
Teaching Eighteenth-Century Women Writers amid the #Me Too Movement
In today’s global society, understanding different cultures as we interact and construct our beliefs and identities has never been more important. As educators, our responsibility to guide students in developing critical thinking in their consumption of visual media is crucial to their ability to appreciate different perspectives. While teachers may recognize intuitively the power of film to expose students to other languages and cultures, examining the benefits of using it to develop students’ creativity and analytical skills can help maximize its effectiveness in the classroom.