Teaching The Eighteenth Century Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Teaching The Eighteenth Century book. This book definitely worth reading, it is an incredibly well-written.
Teaching the Eighteenth Century by Mary Ann Rooks Pdf
Inspired by the conversations of like-minded professors interested in promoting eighteenth-century literature through informed, innovative teaching, this collection began as a series of presentations at the South Central Society for Eighteenth-Century Studies Conference. Covering a range of texts and strategies—from a genre-based approach to early novels, to an argument for student-teacher collaboration engaging Shen Fu’s Six Records of a Floating Life—the collection aims to participate in larger conversations about the “best practices” of teaching eighteenth-century texts in the undergraduate classroom. With an eye toward energizing further pedagogical dialogue about this important period, the authors share a wealth of experience and practical advice about the joys and pitfalls of teaching Western and non-Western texts to students relatively unfamiliar with early-modern literature.
Teaching the Eighteenth Century Now by Kate Parker,Miriam L. Wallace Pdf
In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.
Author : Faith E. Beasley Publisher : Modern Language Association of America Page : 0 pages File Size : 42,9 Mb Release : 2011-01-01 Category : Literary Criticism ISBN : 1603290958
Teaching Seventeenth- and Eighteenth-Century French Women Writers by Faith E. Beasley Pdf
Seventeenth- and eighteenth-century France has been celebrated as the period of conversation. Salons flourished and became an important social force. Women and men worked together, in dialogue with their contemporaries, other texts, and their culture to create novels, political satire, drama, poetry, fairy tales, travel narratives, and philosophy. Yet the inclusion of women's contributions, only recently recovered, changes the way we conceive of the period that constitutes one of the building blocks of French national identity and Western civilization, and teachers are often unsure how and where to incorporate the texts into their courses. Teaching Seventeenth- and Eighteenth-Century French Women Writers attempts to reconstruct these conversations by integrating women's work into classrooms across the curriculum. The works of French women writers are crucial to courses on the early modern period and enliven many others—whether on literature, history, women's history, the history of science, philosophy, women's and gender studies, or European civilization. The essays included in part 1 provide necessary background and help instructors identify places in their courses that could be enriched by taking women's participation into account. Contributors in part 2 focus on some of the central writers and genres of the period, including Lafayette, Charrière, and Graffigny, the epistolary novel, convent writing, and memoirs. The essays in part 3 offer concrete descriptions of courses that place women's texts in dialogue with those of their male colleagues or with historical issues.
Teaching the Transatlantic Eighteenth Century by Jennifer Frangos,Cristobal Silva Pdf
The central axiom of Teaching the Transatlantic Eighteenth Century is that the classroom functions as a site for research and collaboration: not only as a space that reflects the research of individual teacher-scholars, but as a generative site to put ideas, theories, and methodologies into play. Whereas transatlanticism has transformed research practices over the last decade, the present collection is concerned with exploring what this transformation looks like in the classroom, and how the classroom continues to shape research practices in the field. Contributors address issues such as how the traffic in ideas, people, and commodities between Europe, Africa, and the New World are considered in classroom settings; how inter- and intra-departmental collaborations reshape our approaches to teaching the eighteenth century; how and why Transatlantic Studies can function as an introduction to college study; and how it can help more advanced students to revise their notions of nation, place, and identity. By now, there are a number of anthologies available to help instructors determine what transatlantic material to teach, but none that engage why and how to teach it, or what teaching it can do for us, our students, and our profession. Rather than simply providing reading lists or a collection of anecdotes about lesson plans, Teaching the Transatlantic Eighteenth Century emphasizes theorizing critical engagements with, interdisciplinary focus on, and the transformative potential of Transatlantic Studies. The primary market for Teaching the Transatlantic Eighteenth Century is university, college, and community college professors, researchers, and students, with three specific subgroups: 1. Teachers new to Transatlantic Studies Teachers coming to Transatlantic Studies for the first time will find both suggestions for materials or topical units to be integrated into existing courses (e.g., a unit on transatlantic exchange that could figure in an eighteenth-century literature survey course) and ideas for developing new courses altogether. 2. Teachers already teaching and/or researching in the field of Transatlantic Studies Such scholars will find material to broaden their approach to familiar courses and subjects: inter- or cross-disciplinary focus, new texts, successful clusterings of texts or themes or approaches, and ideas for team-teaching or linking courses with other faculty. 3. Teachers involved in Transatlantic Studies programs, especially those that focus on contemporary/Post WWII context (e.g., at the University of Dundee, the University of North Carolina–Chapel Hill, and the University of Birmingham) Teaching the Transatlantic Eighteenth Century will provide historical context for current geopolitical studies: perspective on the dynamics and historical and political forces occurring in the eighteenth century and contributing to 19th-, 20th-, and 21st-century politics, nations, and paradigms.
Adapting the Eighteenth Century by Maria Park Bobroff Pdf
The eighteenth century was a golden age of adaptation: classical epics were adapted to contemporaneous mock-epics, life-writing to novels, novels to plays, and unauthorized sequels abounded. In our own time, cultural products of the long eighteenth century continue to be widely adapted. Early novels such as Robinson Crusoe and Gulliver's Travels, the founding documents of the United States, Jane Austen's novels, Mary Shelley's Frankenstein-all of these have been adapted so often that they are ubiquitous cultural mythoi, even for people who have never read them. Eighteenth-century texts appear in consumer products, comics, cult mashups, fan fiction, films, network and streaming shows, novels, theater stagings, and web serials. Adapting the Eighteenth Century provides innovative, hands-on pedagogies for teaching eighteenth-century studies and adaptation across disciplines and levels. Among the works treated in or as adaptations are novels by Austen, Defoe, and Shelley, as well as the current worldwide musical sensation Hamilton. Essays offer tested models for the teaching of practices such as close reading, collaboration, public scholarship, and research; in addition, they provide a historical grounding for discussions of such issues as the foundations of democracy, critical race and gender studies, and notions of genre. The collection as a whole demonstrates the fruitfulness of teaching about adaptation in both period-specific and generalist courses across the curriculum. SHARON HARROW is Professor of English at Shippensburg University of Pennsylvania. KIRSTEN T. SAXTON is Professor of English at Mills College.
Reading and the Making of Time in the Eighteenth Century by Christina Lupton Pdf
How did eighteenth-century readers find and make time to read? Books have always posed a problem of time for readers. Becoming widely available in the eighteenth century—when working hours increased and lighter and quicker forms of reading (newspapers, magazines, broadsheets) surged in popularity—the material form of the codex book invited readers to situate themselves creatively in time. Drawing on letters, diaries, reading logs, and a range of eighteenth- and early nineteenth-century novels, Christina Lupton’s Reading and the Making of Time in the Eighteenth Century concretely describes how book-readers of the past carved up, expanded, and anticipated time. Placing canonical works by Elizabeth Inchbald, Henry Fielding, Amelia Opie, and Samuel Richardson alongside those of lesser-known authors and readers, Lupton approaches books as objects that are good at attracting particular forms of attention and paths of return. In contrast to the digital interfaces of our own moment and the ephemeral newspapers and pamphlets read in the 1700s, books are rarely seen as shaping or keeping modern time. However, as Lupton demonstrates, books are often put down and picked up, they are leafed through as well as read sequentially, and they are handed on as objects designed to bridge temporal distances. In showing how discourse itself engages with these material practices, Lupton argues that reading is something to be studied textually as well as historically. Applying modern theorists such as Niklas Luhmann, Bruno Latour, and Bernard Stiegler, Lupton offers a rare phenomenological approach to the study of a concrete historical field. This compelling book stands out for the combination of archival research, smart theoretical inquiry, and autobiographical reflection it brings into play.
New Trends in Education in the Eighteenth Century by Nicholas A Hans Pdf
This is Volume VII of nine in a collection on Historical Sociology. Originally published in 1951, this is a study of educational institutions and movements, social and economic conditions and developments in a period that is seen as the actual realisation of modern education.
Views on Eighteenth Century Culture by Luís Manuel A. V. Bernardo,Leonor Ferrão Pdf
This book provides significant new insights into the Enlightenment in Portugal and its relationships with other European cultural movements using Eugénio dos Santos (1711–1760) as a common reference point. Eugénio dos Santos was a Portuguese architect and city planner who, among other projects, was responsible for the plans to rebuild Lisbon after the earthquake of 1st November 1755. His artistic and technical training, architectural production, aesthetic preferences and some of the books in his private library point to a person who embodied the transition between two moments in Portuguese culture, with their specific characteristics and particular reception of the practices and ideas that circulated among European intellectuals and practitioners. Over the 18 chapters of this volume, several specialists in different disciplinary areas discuss ideas, libraries, printed and handwritten documents, drawings, printing techniques, and architects, philosophers and writers of the 18th century, in order to offer a broad view of a time period closely associated with the construction of modernity.
Author : Kevin Binfield,William J. Christmas Publisher : Modern Language Association Page : 321 pages File Size : 46,5 Mb Release : 2018-12-01 Category : Language Arts & Disciplines ISBN : 9781603293495
Teaching Laboring-Class British Literature of the Eighteenth and Nineteenth Centuries by Kevin Binfield,William J. Christmas Pdf
Behind our contemporary experience of globalization, precarity, and consumerism lies a history of colonization, increasing literacy, transnational trade in goods and labor, and industrialization. Teaching British laboring-class literature of the eighteenth and nineteenth centuries means exploring ideas of class, status, and labor in relation to the historical developments that inform our lives as workers and members of society. This volume demonstrates pedagogical techniques and provides resources for students and teachers on autobiographies, broadside ballads, Chartism and other political movements, georgics, labor studies, satire, service learning, writing by laboring-class women, and writing by laboring people of African descent.
