How do we teach Victorian literature in the age of Trump? As part of our ongoing pedagogical series (“Victorian Teaching Now,” “The Charlottesville Syllabus: Teaching Race in Victorian Literature“) the present collection collects reflections, anecdotes, and proposals that describe how we teach Victorian literature under the Trump presidency, with its ongoing crises of race, ethnic nationalism, and …read more
How do we teach race in Victorian literature? Revisiting and last year’s pedagogical series, “Victorian Teaching Now,” the present collection (inspired by “The Charlottesville Syllabus” developed by the UVA Graduate Student Coalition) collects reflections, anecdotes, and proposals that describe how we connect the teaching of Victorian literature to modern crises of race, ethnic nationalism, and white supremacy. …read more
How do we teach to the present? “Victorian Teaching Now” collects reflections, anecdotes, and proposals that describe how we might connect our study of Victorian literature and culture to modern life and politics. As we continue to gather perspectives from the larger V21 community, we present the first series of contributions, written by Ronjaunee Chatterjee, Amy R. Wong, Roger …read more
A finely crafted syllabus is one of the best antidotes to positivist historicism, because instead of just doing the default period-driven grabbag (“Mid Victorian Literature”) it can create a narrative or make an argument, and focus on conceptual or formal concerns (“Mid-Victorian Experiments in Omniscience and the Science of Mind”). Affiliates have contributed syllabi below; …read more
V21 invited brief responses to our recently launched collective and manifesto. We thank the scholars who have generously shared their thoughts, and we look forward to the continuing conversation. Stay tuned for the debut of content pieces in the coming weeks. Rae Greiner | David Kurnick | Richard Menke | Priti Joshi | Ryan Fong …read more