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A Road Course in Early American Literature: Travel and Teaching from Atzlán to Amherst explores a two-part question: what does travel teach us about literature, and how can reading guide us to a deeper understanding of place and identity? Thomas Hallock charts a teacher’s journey to answering these questions, framing personal experiences around the continued need for a survey course covering early American literature up to the mid-nineteenth century. Hallock approaches literary study from the overlapping perspectives of pedagogue, scholar, unrepentant tourist, husband, father, friend, and son. Building on Ralph Waldo Emerson’s premise that there is “creative reading as well as creative writing,” Hallock turns to the vibrant and accessible tradition of American travel writing, employing the form of biblio-memoir to bridge the impasse between public and academic discourse and reintroduce the dynamic field of early American literature to wider audiences. Hallock’s own road course begins and ends at the Lowcountry of Georgia and South Carolina, following a circular structure of reflection. He weaves his journey through a wide swath of American literatures and authors: from Native American and African American oral traditions, to Wheatley and Equiano, through Emerson, Poe, and Dickinson, among others. A series of longer, place-oriented narratives explore familiar and lesser-known literary works from the sixteenth-century invasion of Florida through the Mexican War of 1846–1848 and the American Civil War. Shorter chapters bridge the book’s central themes—the mapping of cognitive and physical space, our personal stake in reading, the tensions that follow earlier acts of erasure, and the impossibility of ever fully shutting out the past. Exploring complex cultural histories and contemporary landscapes filled with ghosts and new voices, this volume draws inspiration from a tradition of travel, place-oriented, and literature-based works ranging from William Carlos Williams’s In the American Grain and Jack Kerouac’s On the Road to Alice Walker’s In Search of Our Mother’s Gardens, Wendy Lesser’s Why I Read: The Serious Pleasure of Books, and Rebecca Mead’s My Life in Middlemarch. An accompanying bibliographic essay is periodically updated and available at Hallock’s website: www.roadcourse.us.
Intro -- Contents -- Introduction - James M. Lang -- Part One: Pedagogies -- Chapter 1 - Mapping the Literature Survey -- Chapter 2 - Creative Imitation: The Survey as an Occasion for Emulating Style -- Chapter 3 - Bingo Pedagogy: Team-based Learning and the Literature Survey -- Chapter 4 - Extended Engagement: In Praise of Breadth -- Part Two: Projects -- Chapter 5 - Reacting to the Past in the Survey Course: Teaching the Stages of Power: Marlowe and Shakespeare, 1592 Game -- Chapter 6 - The Blank Survey Syllabus -- Chapter 7 - Errant Pedagogy in the Early Modern Classroom, or Prodigious Misreadings in and of the Renaissance -- Chapter 8 - Digital Tools, New Media, and the Literature Survey -- Part Three - Programs -- Chapter 9 - Thematic Organization and the First-Year Literature Survey -- Chapter 10 - Fear and Learning in the Historical Survey Course -- Chapter 11 - The Survey as Pedagogical Training and Academic Job Credential -- Chapter 12 - Re-Visioning the American Literature Survey for Teachers and Other Wide-Awake Humans -- Contributor Biographies -- Index
"Americans have treated the highway as sacred space," says Primeau (English, Central Michigan U.) introducing the rich tradition of prose and non-fiction road narratives that include On the Road, Grapes of Wrath, Even Cowgirls Get the Blues, and the Journals of Lewis and Clark. Primeau critically examines these and other works from the position of travel as pilgrimage resulting in identifiable themes of protest, self discovery, picaresque parody, and myth making. Paper edition (unseen), $17.95. Annotation copyright by Book News, Inc., Portland, OR
Bringing together a variety of scholarly voices, this book argues for the necessity of understanding the important role literature plays in crystallizing the ideologies of the oppressed, while exploring the necessarily racialized character of utopian thought in American culture and society. Utopia in everyday usage designates an idealized fantasy place, but within the interdisciplinary field of utopian studies, the term often describes the worldviews of non-dominant groups when they challenge the ruling order. In a time when white supremacy is reasserting itself in the US and around the world, there is a growing need to understand the vital relationship between race and utopia as a resource for resistance. Utopian literature opens up that relationship by envisioning and negotiating the prospect of a better future while acknowledging the brutal past. The collection fills a critical gap in both literary studies, which has largely ignored the issue of race and utopia, and utopian studies, which has said too little about race.
This book examines what literature and film reveal about the urban USA. Subjects include culture, class, race, crime, and disaster.
Throughout history, creative writers have often tackled topical subjects as a means to engage and influence public discourse. American authors—those born in the States and those who became naturalized citizens—have consistently found ways to be critical of the more painful pieces of the country’s past yet have done so with the patriotic purpose of strengthening the nation’s community and future. In History and Hope in American Literature: Models of Critical Patriotism, Ben Railton argues that it is only through an in-depth engagement with history—especially its darkest and most agonizing elements—that one can come to a genuine form of patriotism that employs constructive criticism as a tool for civic engagement. The author argues that it is through such critical patriotism that one can imagine and move toward a hopeful, shared future for all Americans. Railton highlights twelve works of American literature that focus on troubling periods in American history, including John Steinbeck’s The Grapes of Wrath,David Bradley’s The Chaneysville Incident, Louise Erdrich’s Love Medicine, Tony Kushner’s Angels in America, Junot Díaz’s The Brief Wondrous Life of Oscar Wao, and Dave Eggers’s What Is the What. From African and Native American histories to the Depression and the AIDS epidemic, Caribbean and Rwandan refugees and immigrants to global climate change, these works help readers confront, understand, and transcend the most sorrowful histories and issues. In so doing, the authors of these books offer hard-won hope that can help point people in the direction of a more perfect union. History and Hope in American Literature will be of interest to students and practitioners of American literature and history.
Harlem Renaissance author Nella Larsen (1891 –1964) published just two novels and three short stories in her lifetime, but achieved lasting literary acclaim. Her classic novel Passing first appeared in 1926.
Contemporary American Literature and Excremental Culture: American Sh*t analyzes post-1960 scatological novels that utilize representations of human waste to address pressing issues, including pollution of waterways, environmental racism, and militarism. Primarily examining postmodern parody, the book shows the value of aesthetic renderings of sanitary engineering for composting ideologies that fuel a ruinous impact on the world. Drawing on late twentieth-century psychoanalytic thinkers Norman O. Brown, Frantz Fanon, and Leo Bersani, American Sh*t shows the continued relevance of psychoanalytic interpretations of contemporary fiction for understanding post-45 authors’ engagement with waste. Ultimately, the monograph reveals how novelists Ishmael Reed, Jonathan Franzen, Gloria Naylor, Don DeLillo, and Samuel R. Delany critique subjects who abnegate their status as waste-producing beings and bring readers back to embrace Winner of the 2019 Northeast Modern Language Association Book Award for Literary Criticism of English Language Literature
"Wendy Lesser's extraordinary alertness, intelligence, and curiosity have made her one of America's most significant cultural critics," writes Stephen Greenblatt. In Why I Read, Lesser draws on a lifetime of pleasure reading and decades of editing one of the most distinguished literary magazines in the country, The Threepenny Review, to describe her love of literature. As Lesser writes in her prologue, "Reading can result in boredom or transcendence, rage or enthusiasm, depression or hilarity, empathy or contempt, depending on who you are and what the book is and how your life is shaping up at the moment you encounter it." Here the reader will discover a definition of literature that is as broad as it is broad-minded. In addition to novels and stories, Lesser explores plays, poems, and essays along with mysteries, science fiction, and memoirs. As she examines these works from such perspectives as "Character and Plot," "Novelty," "Grandeur and Intimacy," and "Authority," Why I Read sparks an overwhelming desire to put aside quotidian tasks in favor of reading. Lesser's passion for this pursuit resonates on every page, whether she is discussing the book as a physical object or a particular work's influence. "Reading literature is a way of reaching back to something bigger and older and different," she writes. "It can give you the feeling that you belong to the past as well as the present, and it can help you realize that your present will someday be someone else's past. This may be disheartening, but it can also be strangely consoling at times." A book in the spirit of E. M. Forster's Aspects of the Novel and Elizabeth Hardwick's A View of My Own, Why I Read is iconoclastic, conversational, and full of insight. It will delight those who are already avid readers as well as neophytes in search of sheer literary fun.