William Blake and Pedagogy
The Collected Letters of Robert Southey, Part Five
Romantic Education: Romantic Pedagogies and New Approaches to Teaching Romanticism
William Blake and Pedagogy

The present Romantic Circles Pedagogies volume intervenes in the notion that pedagogy is of a secondary concern to Blake scholars by showing how William Blake’s work can invigorate the classroom.  Contributors use Blake’s inspiration to create new teaching methodologies, propose new assignments, engage new public audiences, and critically explore the emergence of new...

The Collected Letters of Robert Southey, Part Five
Based on extensive new archival research, The Collected Letters of Robert Southey. Part Five: 1816-1818 publishes for the first time Southey’s surviving letters from a period of considerable upheaval in his own life and in wider society. These were years that saw Southey get to grips with the ambiguities inherent in his role as an ambitious, reforming Poet Laureate, face public...
What might romantic minimality and brevity suggest as alternative additions to our critical vocabulary in romantic studies? How do they allow us to think differently—and briefly—about a constellation of questions and perspectives that throw into relief the necessity to think through the small, negligent, obscure, too little or too much, the ephemeral, the mere ...
Romantic Education: Romantic Pedagogies and New Approaches to Teaching Romanticism
These essays offer diverse ways of thinking about the intersections of Romanticism and pedagogy: both what Romantic-era figures themselves thought about the processes of learning and teaching and also what we as modern educators might consider as we present these texts and figures to our students. It is our hope that they will contribute to ongoing conversations among scholars and teachers of...
The essays in this volume probe the way that Romantic writers explored the limits and possibilities of thinking in terms of systems. The purpose of the collection is not to provide a single perspective adopted by Romantic authors, any more than it is to provide a single theoretical perspective with which to view those authors. Instead, the essays collectively convey a sense that Romantic writers...

Newest Resources

The present Romantic Circles Pedagogies volume intervenes in the notion that pedagogy is of a secondary concern to Blake scholars by showing how William Blake’s work can invigorate the classroom.  Contributors use Blake’...

July 2016
Based on extensive new archival research, The Collected Letters of Robert Southey. Part Five: 1816-1818 publishes for the first time Southey’s surviving letters from a period of considerable upheaval in his own life and in wider society...
June 2016
These essays offer diverse ways of thinking about the intersections of Romanticism and pedagogy: both what Romantic-era figures themselves thought about the processes of learning and teaching and also what we as modern educators might consider as we...
May 2016
What might romantic minimality and brevity suggest as alternative additions to our critical vocabulary in romantic studies? How do they allow us to think differently—and briefly—about a constellation of questions and perspectives that...
May 2016
The essays in this volume probe the way that Romantic writers explored the limits and possibilities of thinking in terms of systems. The purpose of the collection is not to provide a single perspective adopted by Romantic authors, any more than it...
March 2016

2015 Winners Announced

The contest was devised in the hopes of celebrating recent pedagogical innovation, inspiring creative new approaches and creating an additional...
December 2015

News & Announcements from the RC Community

Marks of weakness: Marginalia and Comments  << The Cynic Sang
5 days 8 hours ago
  Since I’ve just joined Team Marginalia, Laura said it might be useful for me to take a look at a few books and articles that discuss marginalia in general and Blake’s in particular. I’ve been browsing through them in the last couple of days and I thought others might find a few of their remarks about marginalia to be of interest. For instance, while Mark O’Connell’s article in the New... See full post (external link)
Macro Blake << The Cynic Sang
1 week 4 days ago
This summer I attended DHSI at U Victoria (again). I had the great fortune to take James O’Sullivan’s course on Computation and Literary Criticism. (I also had the great fortune to eat at Red Fish Blue Fish, like, four times in five days.) As one could guess, we learned a lot about distant reading and macroanlytic approaches to literary study, focusing on the technological pragmatics... See full post (external link)
NASSR 2016 – Progressive Pedagogies << NASSR Graduate Student Caucus
1 week 5 days ago
One of the last panel slots of NASSR 2016 was reserved for a roundtable with contestants of the Romantic Circles‘s Pedagogy Contest, hosted by RC Pedagogies editor Kate Singer. This year’s competition featured these finalists: Simon Bainbridge (Lancaster University) – “Wordsworth Online and On Location: Teaching Romantic Writing Beyond the Literature Classroom” Michelle Levy (... See full post (external link)
NASSR 2016: Rapid Response – Final Day! << NASSR Graduate Student Caucus
1 week 6 days ago
So here we are, at the end of NASSR 2016, with all of us likely traveling across the U.S. and Canada this evening, or on our way across the Atlantic or Pacific, heading back to our home institutions. Hopefully we’re re-invigorated with an exceptional amount of insight, inspiration, and innovation that will carry into our research and teaching over this coming academic year. For me, today... See full post (external link)
NASSR Rapid Response: Day Three << NASSR Graduate Student Caucus
2 weeks 23 hours ago
Saturday’s tweets about NASSR 2016 via Storify Saturday at NASSR was a marathon day for me, starting with an 8:30 am seminar run by the brilliant Mary Favret. Cheekily titled “Affect: Enough Already!” the seminar examined the role affect studies has played in the field. Among other questions, Favret asked: What has a focus on affect taught us to see? What has it taught us not to see? What... See full post (external link)
NASSR Rapid Response, Day Two << NASSR Graduate Student Caucus
2 weeks 1 day ago
Friday’s Tweets about NASSR 2016 via Storify More to come… See full post (external link)