Literature

Introduction

Date published: 

May, 2016
This collection combines studies of pedagogical history in the late eighteenth and early nineteenth century with discourses about innovations taking place in today’s classrooms. By including essays on both topics, we hope to expose the breadth and richness of educational debates in Romanticism, to shed light on new ways to teach Romantic texts, and, finally, to encourage readers to find links between—and potentially answers to—the pedagogical problems facing educators both today and two hundred years ago.

Revisiting the Radical Republican Publishers of the Romantic Era in the Digital Era

Date published: 

May, 2016

The design of this course is to introduce students to the influence that Digital Humanities is having on our organization of the study of Romanticism. To that end, the course shifts from the traditional survey of major authors, to a survey of Romantic-era publishers, whose publications have only recently become widely available through digitization. While there are opportunities for the close reading of major Romantic texts authored by these publishers, emphasis is placed in the assignments on distant reading of periodicals. Moreover, the course prompts student to reflect on the diverse politics of publication, both in the Romantic era, when independent individuals acquired printing presses and began to advocate for freedom of the press, as well as in the present day, with its diverse concerns over freedom of information, copyrights, privacy, and so on.

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Generic Mutability and the Pedagogy of Realism in Charlotte Smith’s The Romance of Real Life and Mary Wollstonecraft’s Original Stories from Real Life

Date published: 

May, 2016

This paper investigates the didactic and pedagogic values of Romantic realism by looking at the ways in which Wollstonecraft and Smith, in particular, experiment with the synthesis of Romance and history and how these experiments form the core of their pedagogical projects undertaken within the growing genre of children’s prose. Wollstonecraft’s and Smith’s productions for young readers address the anxiety about women’s ability to employ historical fact and realism in serious literature and replace women’s “state of perpetual childhood” with the powerful roles of educator and arbitrator. But these authors also help create a hybrid genre that allows them to temper history with the attractiveness of Romance and to elevate fiction by infusing it with realism, thus turning fiction into a medium that can address history, society, and all aspects of “real life” as it acts as a powerful pedagogical tool on young minds.

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Playing with Independence: Using Multiplayer Online Narratives to Explore Independent and Interdependent Tensions in Romantic-Period Literature

Date published: 

May, 2016

This paper discusses the outcomes of a multi-year project to engage undergraduate students in active and constructive encounters with Romantic period themes and contexts via web-based, multi-user gamespaces. Interactive, participatory learning environments, akin to humanities “lab” spaces where controlled experimentation and exploration can take place, encourage students to innovate, create, share, and play together. This pedagogical strategy engages students with the complexities, advantages, and difficulties faced by the intersection of independent and interdependent approaches to creativity, communication, and action during the Romantic period, allowing them to become performatively involved in experiential situations (as players/classroom citizens and as builders/authors) that reflect the thematic issues that they are studying.

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Byron’s Cain and Romantic Education

Date published: 

May, 2016

Byron´s engagement with Romantic discourses of education in his closet drama Cain has been overshadowed by critical discussions of the work´s theology. This essay repositions Cain within period debates about the goals and possibilities of pursuing knowledge. Falke suggests that although Cain appears to endorse the epistemology implied in many discussions of elite education, it ultimately undermines the dichotomies of knowledge vs. action and mind vs. body upon which these discussions relied.

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Frankenstein Bicentennial Opportunity

On June 14 and 15, the Brocher Foundation, Arizona State University, Duke University, and the University of Lausanne will host “Frankenstein’s Shadow,” a symposium in Geneva, Switzerland to commemorate the origin of Frankenstein and assess its influence in different times and cultures.  The Center for Science and Imagination at Arizona State University is accepting applications to sponsor one scholar to participate

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Michael Eberle-Sinatra - Leigh Hunt and the London Literary Scene: A Reception History of his Major Works, 1805-1828. Review by Christine Woody

Michael Eberle-Sinatra. Leigh Hunt and the London Literary Scene: A Reception History of his Major Works, 1805-1828. (Routledge Studies in Romanticism, 2013). 175pp., (Hdbk. $184.00, ISBN 978-0-415-31676-7; paperback $48.95, ISBN 978-0-415-86002-4).

Christine Woody

University of Pennsylvania

Elizabeth A. Bohls - Slavery and the Politics of Place: Representing the Colonial Caribbean, 1770-1833. Review by Peter Hulme

Elizabeth A. Bohls, Slavery and the Politics of Place: Representing the Colonial Caribbean, 1770-1833, Cambridge: Cambridge University Press, 2014. ISBN 978-1-107-07934-2

Peter Hulme

Emeritus Professor

University of Essex

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