Teaching Mary Darby Robinson's Reading List

Vernooy-Epp, Dawn M.

doi:10.1215/15314200-2008-015

Cited by 2 publications

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“…Nonetheless, it is still heavily weighted toward nineteenth‐century women writers. Pedagogy , an important journal dedicated to the teaching of English, has a flowering of essays on Romantic era subjects, including an intriguing article by Dawn M. Vernooy‐Epp, called ‘Teaching Mary Darby Robinson’s Reading List: Romanticism, Recovery Work, and Reconsidering Anthologies’. But in its nine volumes there are no articles dedicated to 18th century women writers.…”

Section: Are There Other Teaching Resources Available?mentioning

confidence: 99%

Teaching Eighteenth‐Century Women Writers

Runge

2010

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Although the availability of classroom texts and scholarship on 18th century British women writers has grown substantially in the past 20 years, little has been written about the classroom experience. This essay surveys the questions and materials that shape the teaching of female authors from Behn to Barbauld (roughly 1660–1800). Beginning with the arguments on recovery and esthetic or cultural appreciation, the essay reviews available texts (paper and digital sources), organization and methods of teaching, and further resources for the instructor. Throughout, the essay includes strategies for recursive critical reading and achieving general education learning objectives, thus demonstrating how the classroom can be used as a critical space for feminist recovery of early women writers.

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Section: Are There Other Teaching Resources Available?mentioning

confidence: 99%

Teaching Eighteenth‐Century Women Writers

Runge

2010

Literature Compass

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Editors' Introduction

Holberg¹,

Taylor²

2010

Pedagogy

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When we were still graduate students and began to consider founding the journal that would become Pedagogy, we little thought about what shape the university would take over a decade hence. But we were concerned, even then, with what the discipline seemed to value, with the rather uneven weighting of the reward system given the hours of our day. Ten years into Pedagogy's publication and writing now as tenured professors, we find that though much has changed, much of what has appeared in these pages still resonates. Indeed, in the very first issue of Pedagogy, George Levine's (2001: 7) commentary argued that English studies is "a nation divided" between our work as teachers and our work as scholars. His description of our dilemma remains remarkably accurate. "My work" usually means research and writing as opposed to work in the classroom or service to department or university. But what is most remarkable about this obvious fact of university life is that despite professional devaluing and recent years of attack on the professoriate for not caring about teaching, "my work" normally waits in second place after dedicated, even passionate commitment to students and teaching. Even those who measure academic success, as most do, by the number of course releases they get and the number of competitive leaves they can win tend on the whole to take teaching very seriously. That's lucky. Since 2001 Pedagogy has sought to broaden and redefine "our work," and this special anniversary issue celebrates both where we have come from and where we currently are-at a pivotal point in the history of higher education.

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Teaching Mary Darby Robinson's Reading List

Cited by 2 publications

References 21 publications

Teaching Eighteenth‐Century Women Writers

Teaching Eighteenth‐Century Women Writers

Editors' Introduction

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