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Teaching French Women Writers of the Renaissance and Reformation considers the issues critical to teaching recently rediscovered writers, such as Hélisenne de Crenne, Pernette Du Guillet, and Louise Labé, who have enriched the literary canon by offering alternative perspectives on the social, political, and religious issues of early modern France. Addressing topics from law and medicine to motherhood and aesthetics, these women wrote in nearly every genre, and their works include several literary firsts: the first book of Christian emblems ever published by a woman (Georgette de Montenay), the first published collection of private letters between women in French (the Dames Des Roches), and the first full-length memoir by a woman in French (Margaret of Valois).The volume considers techniques for reading women's writing alongside the texts of their male contemporaries and offers guidance on incorporating a range of resources into the classroom. Essays in part 1 explore the background and contexts so crucial for helping students understand how these writers negotiated their entry into the public world of writing. In part 2, contributors discuss specific genres. Part 3 describes critical methodologies that are useful in the classroom and demonstrates the benefits of teaching certain pairings of texts and authors. The fourth and final part recommends a range of electronic and print resources.
The dawn of humanism in the Renaissance presented privileged women with great opportunities for personal and intellectual growth. Sexual and social roles still determined the extent to which a woman could pursue education and intellectual accomplishment, but it was possible through the composition of poetry or prose to temporarily offset hierarchies of gender, to become equal to men in the act of creation. Edited by Katharina M. Wilson, this anthology introduces the works of twenty-five women writers of the Renaissance and Reformation, among them Marie Dentière, a Swiss evangelical reformer whose writings were so successful they were banned during her lifetime; Gaspara Stampa, a cultivated courtesan of Venetian aristocratic circles who wrote lyric poetry that has earned her comparisons to Michelangelo and Tasso; Hélisenne de Crenne, a French aristocrat who embodied the true spirit of the Renaissance feminist, writing both as novelist and as champion of her sex; Helene Kottanner, Austrian chambermaid to Queen Elizabeth of Hungary whose memoirs recall her daring theft of the Holy Crown of Saint Stephen for her esteemed mistress; and Lady Mary Sidney Wroth, the first Englishwoman known to write a full-length work of fiction and compose a significant body of secular poetry. Offering a seldom seen counterpoint to literature written by men, Women Writers of the Renaissance and Reformation presents prose and poetry that have never before appeared in English, as well as writings that have rarely been available to the nonspecialist. The women whose writings are included here are united by a keen awareness of the social limitations placed upon their creative potential, of the strained relationship between their gender and their work. This concern invests their writings with a distinctive voice--one that carries the echoes of a male aesthetic while boldly declaring battle against it.
Itineraries in French Renaissance Literature brings together a full score of essays by established and rising American-based scholars of the early modern. Arranged according to five themes or genres: Tales and their Tellers, Poets and Poetry, Religious Controversy, Montaigne, and Knowledge Networks, they offer both fresh perspectives on canonical authors such as Marguerite de Navarre, Rabelais, Montaigne, Marot, Labé, and Hélisenne de Crenne, as well as original interpretations of less familiar works of sixteenth-century moment: confessional polemics, emblems, cartography, geomancy, epigraphy, bibliophilism and even ichthyology. Inspired by and gathered together here to honor the eclectic career of Mary B. McKinley, this anthology integrates many of the most pertinent topics and contemporary approaches of early modern French scholarly inquiry. Contributors are: Pascale Barthe, Leah L. Chang, Edwin M. Duval, Gary Ferguson, George Hoffmann, Robert J. Hudson, Karen Simroth James, Scott D. Juall, Virginia Krause, Kathleen Long, Stephen Murphy, Corinne Noirot, Jeff Persels, Bernd Renner, Nicolas Russell, Nicholas Shangler, Cynthia Skenazi, Kendall Tarte, Cara Welch, and Cathy Yandell.
Mademoiselle de Montpensier: Writings, Châteaux, and Female Self-Construction in Early Modern France examines questions of self-construction in the works of Anne-Marie-Louise d’Orléans, Duchesse de Montpensier (1627-1693), the wealthiest unmarried woman in Europe at the time, a pro-women advocate, author of memoirs, letters and novels, and the commissioner of four châteaux and other buildings throughout France, including Saint-Fargeau, Champigny-sur-Veude, Eu, and Choisy-le-roi. An NEH-funded project, this study explores the interplay between writing and the symbolic import of châteaux to examine Montpensier’s strategies to establish herself as a woman with autonomy and power in early modern France.
Dutch Golden Age scholar Anna Maria van Schurman was widely regarded throughout the seventeenth century as the most learned woman of her age. She was 'The Star of Utrecht','The Dutch Minerva','The Tenth Muse', 'a miracle of her sex', 'the incomparable Virgin', and 'the oracle of Utrecht'. As the first woman ever to attend a university, she was also the first to advocate, boldly, that women should be admitted into universities. A brilliant linguist, she mastered some fifteen languages. She was the first Dutch woman to seek publication of her correspondence. Her letters in several languages Hebrew, Greek, Latin, and French – to the intellectual men and women of her time reveal the breadth of her interests in theology, philosophy, medicine, literature, numismatics, painting, sculpture, embroidery, and instrumental music. This study addresses Van Schurman's transformative contribution to the seventeenth-century debate on women's education. It analyses, first, her educational philosophy; and, second, the transnational reception of her writings on women's education, particularly in France. Anne Larsen explores how, in advocating advanced learning for women, Van Schurman challenged the educational establishment of her day to allow women to study all the arts and the sciences. Her letters offer fascinating insights into the challenges that scholarly women faced in the early modern period when they sought to define themselves as intellectuals, writers, and thoughtful contributors to the social good.
Memory and Community in Sixteenth-Century France engages the question of remembering from a number of different perspectives. It examines the formation of communities within diverse cultural, religious, and geographical contexts, especially in relation to the material conditions for producing texts and discourses that were the foundations for collective practices of memory. The Wars of Religion in France gave rise to numerous narrative and graphic representations of bodies remembered as icons and signifiers of the religious ’troubles.’ The multiple sites of these clashes were filled with sound, language, and diverse kinds of signs mediated by print, writing, and discourses that recalled past battles and opposed different factions. The volume demonstrates that memory and community interacted constantly in sixteenth-century France, producing conceptual frames that defined the conflicting groups to which individuals belonged, and from which they derived their identities. The ongoing conflicts of the Wars hence made it necessary for people both to remember certain events and to forget others. As such, memory was one of the key ideas in a period defined by its continuous reformulations of the present as a forum in which contradictory accounts of the recent past competed with one another for hegemony. One of the aims of Memory and Community in Sixteenth-Century France is to remedy the lack of scholarship on this important memorial function, which was one of the intellectual foundations of the late French Renaissance and its fractured communities.
When Abraham Lincoln met Harriet Beecher Stowe in 1863, he reportedly greeted her as "the little woman who wrote the book that started this Great War." To this day, Uncle Tom's Cabin serves as a touchstone for the war. Yet few works have been selected to represent the Civil War's literature, even though historians have filled libraries with books on the war itself. This volume helps teachers address the following questions: What is the relation of canonical works to the multitude of occasional texts that were penned in response to the Civil War, and how can students understand them together? Should an approach to war literature reflect the chronology of historical events or focus instead on thematic clusters, generic forms, and theoretical concerns? How do we introduce students to archival materials that sometimes support, at other times resist, the close reading practices in which they have been trained? Twenty-three essays cover such topics as visiting historical sites to teach the literature, using digital materials, teaching with anthologies; soldiers' dime novels, Confederate women's diaries, songs, speeches; the conflicted theme of treason, and the double-edged theme of brotherhood; how battlefield photographs synthesize fact and fiction; and the roles in the war played by women, by slaves, and by African American troops. A section of the volume provides a wealth of resources for teachers.
In the decade from the early 1960s to the early 1970s, Latin American authors found themselves writing for a new audience in both Latin America and Spain and in an ideologically charged climate as the Cold War found another focus in the Cuban Revolution. The writers who emerged in this energized cultural moment--among others, Julio Cortázar (Argentina), Guillermo Cabrera Infante (Cuba), José Donoso (Chile), Carlos Fuentes (Mexico), Gabriel García Márquez (Colombia), Manuel Puig (Argentina), and Mario Varas Llosa (Peru)--experimented with narrative forms that sometimes bore a vexed relation to the changing political situations of Latin America. This volume provides a wide range of options for teaching the complexities of the Boom, explores the influence of Boom works and authors, presents different frameworks for thinking about the Boom, proposes ways to approach it in the classroom, and provides resources for selecting materials for courses.
Both the actualities and the metaphorical possibilities of illness and medicine abound in literature: from the presence of tuberculosis in Franz Kafka's fiction or childbed fever in Mary Shelley's Frankenstein to disease in Thomas Mann's Death in Venice or in Harold Pinter's A Kind of Alaska; from the stories of Anton Chekhov and of William Carlos Williams, both doctors, to the poetry of nurses derived from their contrasting experiences. These are just a few examples of the cross-pollination between literature and medicine. It is no surprise, then, that courses in literature and medicine flourish in undergraduate curricula, medical schools, and continuing-education programs throughout the United States and Canada. This volume, in the MLA series Options for Teaching, presents a variety of approaches to the subject. It is intended both for literary scholars and for physicians who teach literature and medicine or who are interested in enriching their courses in either discipline by introducing interdisciplinary dimensions. The thirty-four essays in Teaching Literature and Medicine describe model courses; deal with specific texts, authors, and genres; list readings widely taught in literature and medicine courses; discuss the value of texts in both medical education and the practice of medicine; and provide bibliographic resources, including works in the history of medicine from classical antiquity.
Since the adoption of the Universal Declaration of Human Rights of 1948, the discourse of human rights has expanded to include not just civil and political rights but economic, social, cultural, and, most recently, collective rights. Given their broad scope, human rights issues are useful touchstones in the humanities classroom and benefit from an interdisciplinary and cross-cultural pedagogy in which objects of study are situated in historical, legal, philosophical, literary, and rhetorical contexts. Teaching Human Rights in Literary and Cultural Studies is a sourcebook of inventive approaches and best practices for teachers looking to make human rights the focus of their undergraduate and graduate courses. Contributors first explore what it means to be human and conceptual issues such as law and the state. Next, they approach human rights and related social-justice issues from the perspectives of particular geographic regions and historical eras, through the lens of genre, and in relation to specific rights violations--for example, storytelling and testimonio in Latin America or poetry created in the aftermath of the Armenian genocide. Essays then describe efforts to cultivate students' capacity for ethical reading practices and to deepen their understanding of the stakes and artistic dimensions of human rights representations, drawing on active learning and experimental class contexts. The final section, on resources, directs readers to further readings in history, criticism, theory, and literary and visual studies and provides a chronology of human rights legal documents.