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OverviewThis innovative project unites leading scholars of English, History and French to examine the challenges of teaching early modern literature, history and culture within higher education. The volume sets out a variety of approaches to teaching the period and aims to revitalize the connection between teaching and research. Full Product DetailsAuthor: D. Conroy , D. ClarkePublisher: Palgrave Macmillan Imprint: Palgrave Macmillan Dimensions: Width: 14.00cm , Height: 1.50cm , Length: 21.60cm Weight: 0.369kg ISBN: 9780230284517ISBN 10: 0230284515 Pages: 273 Publication Date: 03 June 2011 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: Awaiting stock  The supplier is currently out of stock of this item. It will be ordered for you and placed on backorder. Once it does come back in stock, we will ship it out for you. Table of ContentsAcknowledgements Introduction; D.Clarke & D.Conroy The Scholarship of Teaching the Early Modern: An Overview; D.Conroy PART I: THE EARLY MODERN IN THE DIGITAL AGE Renaissance Teaching and Learning: Humanist Pedagogy in the Digital Age and What it Might Teach Us; D.Clarke Information Revolutions Past and Present, and Teaching the Early Modern Period; P.Dover PART II: THE EARLY MODERN AND ITS OTHERS 'Other voices': The Early Modern Past in Provincial America; J.Dewald Exploring the Limits of the Thinkable; S.Stuurman Lobola, the Intombi, and the Soft-Porn Centaur: Teaching King Lear in the Post-Apartheid South African Classroom; D.Seddon Windows of Gold; R.Whelan A Renaissance Woman Adrift in the World; M.E.Wiesner-Hanks Worlds Apart, Worlds Away: Integrating the Early Modern in the Antipodes; S.Broomhall Paradise Regained? Teaching the Multicultural Renaissance; J.Grogan Shakespeare and the Problem of the Early Modern Curriculum; A.Hadfield PART III: THE EARLY MODERN IN THE CONTEMPORARY CLASSROOM: COURSE DESIGN AND CLASSROOM PRACTICE An Early Modern Challenge: Finding the Student In-Road; P.Cheney Teaching Shakespeare Historically; M.Burnett The Importance of Being Endogenous; A.Viala Literature, Philosophy and Medicine: Strategies for an Interdisciplinary Approach to the Seventeenth Century; B.Höfer Versailles; H.Goldwyn Paradoxical Creativity: Using Censorship to Develop Critical Reading and Thinking; K.Waterson T-shirt Day, Utopia and Henry VIII's Dating Service: Using Creative Assignments to Teach Early Modern History; C.Levin The Importance of Boredom in Learning About the Early Modern; C.Sullivan PART IV: PERFORMING THE EARLY MODERN French Seventeenth-Century Theatre: Saying is Believing; H.Phillips Teaching Early-Modern Spectacle through Film: Exploring Possibilities, Challenges and Pitfalls through a French Corpus; G.Spielmann Relevance and its Discontents: Teaching Sofia Coppola's Marie Antoinette ; A.Wygant Presence, Performance and Critical Pleasure: Playand Prerequisites in Research and Teaching; C.Biet IndexReviews'This book is an excellent addition to materials on pedagogy not simply for the early modern period but in general. The range of responses is fittingly diverse and much thought has been put into designing a well-crafted and innovative collection. The key importance of the volume is its geographical, disciplinary and cultural range. One of the great virtues of this book is its diversity, and it will appeal to scholars, postgraduates and teachers in the UK, USA, Europe and Australia.' - Jerome de Groot, University of Manchester, UK Author InformationCHRISTIAN BIET Professor of Theatre Studies, Université de Paris Ouest-Nanterre, Professor at the Institut Universitaire de France since 2006, and visiting professor at New York University, USA SUSAN BROOMHALL Winthrop Professor of History at the University of Western Australia MARK THORNTON BURNETT Professor of Renaissance Studies at Queen's University, Belfast, UK PATRICK CHENEY Distinguished Professor of English and Comparative Literature, Pennsylvania State University, USA JONATHAN DEWALD UB Distinguished Professor of History, State University of New York at Buffalo, USA PAUL M. DOVER Assistant Professor in the Department of History at Kennesaw State University in Georgia, USA HENRIETTE GOLDWYN Professor of French at New York University, USA JANE GROGAN Lecturer in Renaissance Literature in the School of English, Drama and Film at University College Dublin, Republic of Ireland ANDREW HADFIELD Professor of English and Co-Director of the Centre for Early Modern Studies, University of Sussex, UK BERNADETTE HÖFER Assistant Professor in the Department of French and Italian at The Ohio State University, USA CAROLE LEVIN Willer Cather Professor of History and Director of the Medieval and Renaissance Studies Program at the University of Lincoln-Nebraska, USA HENRY PHILLIPS Emeritus Professor of French at the University of Manchester, UK DEBORAH SEDDON Senior Lecturer in the English Department at Rhodes University, Grahamstown, South Africa GUY SPIELMANN AssociateProfessor of French at Georgetown University in Washington DC, USA SIEP STUURMAN Professor of the History of Ideas in the Center for the Humanities at Utrecht University, the Netherlands CERI SULLIVAN Professor of English, Bangor University, UK ALAIN VIALA Professor of French Literature, University of Oxford and Emeritus Professor at the Université de Paris III - Sorbonne Nouvelle, France KAROLYN WATERSON Professor in Dalhousie University's Department of French in Halifax, Nova Scotia, Canada from 1970 until retirement in 2009 RUTH WHELAN Professor of French, National University of Ireland, Maynooth MERRY WIESNER-HANKS Distinguished Professor of History at the University of Wisconsin-Milwaukee, USA AMY WYGANT Senior Lecturer in French at the University of Glasgow, UK Tab Content 6Author Website:Countries AvailableAll regions |
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