Legacies of the Romantic Child: Teaching Post-Romantic Constructions of Childhood in Contemporary British Fiction

This article discusses the theme and methodology of the course “(Post-)Romantic Childhoods in British Literature” as previously taught at Bielefeld University in Germany. The course covered constructions of childhood in British literature from the Romantic period and their appropriations in Victorian and contemporary fiction by Dickens, McEwan, Lessing, and Boyne. Reflecting upon the teaching goals and outcomes, we draw on two fields of research into contemporary literature: constructivist childhood studies and the critical study of Romantic legacies. After an introduction to our terminology, the cultural context, and its implications for classroom scenarios, we outline the syllabus in detail, adding handouts, activities, and tasks as illustrative examples.



This special issue explores the notion that many of the forms, ideas, and practices inaugurated or exemplified in the Romantic period continue to shape and drive our contemporary discourses. Literary critics, cultural and political theorists, and, indeed, our students continue to encounter new permutations—if not the continued presence—of something that might be called the romantic. But how is the (neo-)romantic expressed in contemporary culture? And how might we best prepare students to listen for and hear its repetitions? How might we teach the romantic alongside the contemporary without either reducing one to the other or eliding important historical, cultural, and social contexts? In response to these questions, the nine essays and three interviews that comprise this volume address the repetitions and reverberations of the romantic as it recurs across genre, period, and media boundaries in popular culture, contemporary political situations, changing classroom dynamics, and the constantly shifting domains of literary and pedagogical practice and production.



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