modernist studies

KATHERINE MANSFIELD AND CHILDREN

(volume 13 of Katherine Mansfield Studies book series published by Edinburgh UP)

Editors

Gerri Kimber, University of Northampton, UK

and

Todd Martin, Huntington University, USA

UPDATES:

This panel invites paper proposals that deal with modernism, the Great War, and streets broadly conceived. The Great War was a pivotal event in the development of modernism, and many of our key literary works - The Waste Land, Mrs. Dalloway, Parade’s End - respond in part to the pressures of the war. This influence extends beyond the traditional English modernist canon as well, to writers such as Mulk Raj Anand and Tayeb Salih.

In The Legacy of the Great War: Ninety Years On (2009), Jay Winter identifies four generations of critics, historians, novelists, and other cultural producers that engage with the representation of the First World War: “the Great War generation,” who had first-hand experience of the First World War; “the generation ‘fifty years on’,” writing in the 1950s and ‘60s; the “Vietnam generation,” working primarily in the 1970s; and the “transnational generation,” which broadly encompasses the more contemporary representations of the Great War. Winter adds that “everyone writing today draws upon or reflects upon earlier publications in this field,” speaking to the importance of intertextual and cross-generational analyses of the war.

As was widely acknowledged in discussions sparked by and at the 2019 MSA Conference, modernism is decreasingly a hiring field within English departments, and those trained in modernist studies often take positions with teaching focuses in other areas.

This roundtable will focus on scholars’ experience using modernist training/modernist texts in the writing/rhetoric/composition classroom. Please submit 200-300 word abstracts describing a specific example of your use of a modernist text and/or concept in the writing classroom. Please email abstract and a short bio to Nissa Cannon ncannon@bu.edu by 3/5/20.