Pedagogies Commons

The essays in this collection offer practical ways of improving students' skills at explicating British literature of the Romantic period, while helping them to understand Romanticism's contribution to the history of modern environmentalism. More fundamentally, it is around the issues of ethical, aesthetic, and economic values that these essays collectively raise their most important points. All of the essays are closely engaged with practical aspects of teaching environmental literature of the Romantic period, and they should prove useful to both new and experienced teachers in a variety of classroom settings.
This issue contains news about online tools now available for courses in Romanticism, including an essay by Mark Phillipson on Wikis, two essays by Jerome McGann and Johanna Drucker on IVANHOE v. 1.0, an interview with Ben Jacks about the use of poetry in an architecture class, and a more traditional class on Romantic Ecology, designed by Walter Reed, that has been infused with new technologies. The issue also contains materials available for use in your classrooms: audio files for songs penned by Burns, Flash picture presentations, and online syllabi and assignments that you can use or download.
This collection explores the challenges of teaching narrative fiction published between 1789 and 1830. These essays engage with the ways in which Romantic-era fiction challenges not just period conventions, but pedagogical practices and undergraduate scholarship. Topics examined include issues raised by teaching "historical" novels to modern students, reading Jane Austen in a time of war, depictions of racialized bodies in reformist fictions, and situating Romantic fictions in place and social contexts. Emphasizing new possibilities for classroom teaching and demonstrating that scholarly pursuits and teaching need not exist in separate spheres, the essays also offer practical approaches to "folding" Romantic-era fiction into existing course projects at the same time that they examine the questions raised by including texts and writers that, until recently, have been largely ignored.
This section offers more web-based tools for students and teachers of Romantic Studies.
This page presents a collection of links to course information and/or the syllabi for Romantics courses—including courses that extend back into the long eighteenth century (1660-1830) and forward into the nineteenth century. We hope that looking at the course sites below will help stimulate ideas for teaching and discussion among Romanticists about pedagogy.
This special issue of Romantic Circles Pedagogies extends a conversation about teaching Romantic drama that has been a part of the larger reevaluation of Romantic-era drama and theatre over the past fifteen years or so. While there have been many scholarly publications, conference panels, and digital and print dramatic publication initiatives to advance work in British theatre and drama studies of the Romantic era, most of the conversation about teaching Romantic drama has been a matter of occasional collegial sharing and listserv posting. It seemed a good time to develop a special issue that would illustrate the many different ways of framing curriculum, working out instructional ideas, and engaging students with British Romantic theatre and drama in ways suited to different programmatic and curricular contexts.
In recent years, we have witnessed the rapid migration of the field of translation studies from occupying its position as “a backwater of the university” in the 1990s—to cite Lawrence Venuti’s oft-quoted complaint—to becoming a central object of scholarly inquiry in literary and cultural studies and beyond. Even as numerous conferences, symposia, and institutes are organized around the topic of translation, course readings in English literature have not yet come to reflect the same transformative impulse. In diverse ways, the scholars collected in this volume make compelling cases for expanding the repertoire of texts worthy of study in English classrooms to include translations, addressing texts by a wide range of authors and translators including Lord Byron, J.W. von Goethe, S.T. Coleridge, P.C. de Laclos, George Eliot, Sei Shônagon, and Germaine de Staël.
The essays collected here describe curricular ideas, innovations, and practices that seek to move us beyond simple questions of Austen’s accessibility, relevance, and context. The contributors ask how we might enrich the teaching of Austen’s fiction by seeing her in conversation with manuscript culture, children’s literature, Harry Potter, or Romantic poetry. Collectively, these essays look to what it means to teach Austen in many kinds of classes and classrooms, with differently located learners and with a variety of texts, tools, and assignments.