The Charlottesville Syllabus: Teaching Race in Victorian Literature

 

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. As we continue to gather perspectives from the larger V21 community, we present the first series of contributions, written by Ryan Fong (Kalamazoo College), Mackenzie Gregg (University of California, Riverside), and Margaret Ann Miller (University of California, Davis). We continue to seek contributors, so in addition to comments here, please consider submitting a post to devin dot griffiths at usc dot edu.

 

Ryan Fong, “Connection as Confrontation”

Mackenzie Gregg, “Textures of Silence: Thoughts on Teaching Composition in a Year of ‘Free Speech'”

Margaret Ann Miller, “Compassionate Pedagogy and ‘Crisis Ordinariness'”

Devin Griffiths, editor, V21 Pedagogy Series

(Image credit: Andrew Shurtleff, The Daily Progress)