Auerbach was one of the foremost literary critics of the 20th century whose work has relevance within the fields of literary criticism, historiography and postcolonial theory. The opening chapter of this book explains how he understood the task of interpretation and his role as an interpreter. The following chapter outlines the important phases in his life with reference to the writers and thinkers who influenced him in his thinking and practice. The central chapters of the book focus on specific themes in his work: the historical grounding of the ‘figural’ imagination; the relation between the secular and the sacred; the emergence of tragic realism; and the notion of ‘inner history’ as a defining feature of early 20th-cenntury modernism. The final two chapters focus on broader issues relating to the development of Auerbach’s understanding of the development of an educated readership within Europe and of his concerns regarding the emergence of what he terms ‘a world literature’.

Auerbach was one of the foremost literary critics of the 20th century whose work has relevance within the fields of literary criticism, historiography and postcolonial theory. The opening chapter of this book explains how he understood the task of interpretation and his role as an interpreter. The following chapter outlines the important phases in his life with reference to the writers and thinkers who influenced him in his thinking and practice. The central chapters of the book focus on specific themes in his work: the historical grounding of the ‘figural’ imagination; the relation between the secular and the sacred; the emergence of tragic realism; and the notion of ‘inner history’ as a defining feature of early 20th-cenntury modernism. The final two chapters focus on broader issues relating to the development of Auerbach’s understanding of the development of an educated readership within Europe and of his concerns regarding the emergence of what he terms ‘a world literature’.

This is the report of two linked research projects: the SSRC Project on Problems and Effects of Teaching about Race Relations, and the Calouste Gulbenkian Foundation Project on Teaching About Race Relations through Drama. Its aim is to help teachers who will face race as a theme, whether it arises in the normal course of their subject teaching or is introduced as a separate topic.

The project worked with three groups of teachers, each of which adopted a different approach, and the results of the testing programme are given alongside a series of case studies of classroom teaching. The book includes a summary of the findings of the research, express as hypotheses and an account of the teacher-dissemination of the project’s work; it concludes with reflections by the director of the project and a participant teacher.

This is the report of two linked research projects: the SSRC Project on Problems and Effects of Teaching about Race Relations, and the Calouste Gulbenkian Foundation Project on Teaching About Race Relations through Drama. Its aim is to help teachers who will face race as a theme, whether it arises in the normal course of their subject teaching or is introduced as a separate topic.

The project worked with three groups of teachers, each of which adopted a different approach, and the results of the testing programme are given alongside a series of case studies of classroom teaching. The book includes a summary of the findings of the research, express as hypotheses and an account of the teacher-dissemination of the project’s work; it concludes with reflections by the director of the project and a participant teacher.

Auerbach was one of the foremost literary critics of the 20th century whose work has relevance within the fields of literary criticism, historiography and postcolonial theory. The opening chapter of this book explains how he understood the task of interpretation and his role as an interpreter. The following chapter outlines the important phases in his life with reference to the writers and thinkers who influenced him in his thinking and practice. The central chapters of the book focus on specific themes in his work: the historical grounding of the ‘figural’ imagination; the relation between the secular and the sacred; the emergence of tragic realism; and the notion of ‘inner history’ as a defining feature of early 20th-cenntury modernism. The final two chapters focus on broader issues relating to the development of Auerbach’s understanding of the development of an educated readership within Europe and of his concerns regarding the emergence of what he terms ‘a world literature’.

Auerbach was one of the foremost literary critics of the 20th century whose work has relevance within the fields of literary criticism, historiography and postcolonial theory. The opening chapter of this book explains how he understood the task of interpretation and his role as an interpreter. The following chapter outlines the important phases in his life with reference to the writers and thinkers who influenced him in his thinking and practice. The central chapters of the book focus on specific themes in his work: the historical grounding of the ‘figural’ imagination; the relation between the secular and the sacred; the emergence of tragic realism; and the notion of ‘inner history’ as a defining feature of early 20th-cenntury modernism. The final two chapters focus on broader issues relating to the development of Auerbach’s understanding of the development of an educated readership within Europe and of his concerns regarding the emergence of what he terms ‘a world literature’.

This is the report of two linked research projects: the SSRC Project on Problems and Effects of Teaching about Race Relations, and the Calouste Gulbenkian Foundation Project on Teaching About Race Relations through Drama. Its aim is to help teachers who will face race as a theme, whether it arises in the normal course of their subject teaching or is introduced as a separate topic.

The project worked with three groups of teachers, each of which adopted a different approach, and the results of the testing programme are given alongside a series of case studies of classroom teaching. The book includes a summary of the findings of the research, express as hypotheses and an account of the teacher-dissemination of the project’s work; it concludes with reflections by the director of the project and a participant teacher.

This is the report of two linked research projects: the SSRC Project on Problems and Effects of Teaching about Race Relations, and the Calouste Gulbenkian Foundation Project on Teaching About Race Relations through Drama. Its aim is to help teachers who will face race as a theme, whether it arises in the normal course of their subject teaching or is introduced as a separate topic.

The project worked with three groups of teachers, each of which adopted a different approach, and the results of the testing programme are given alongside a series of case studies of classroom teaching. The book includes a summary of the findings of the research, express as hypotheses and an account of the teacher-dissemination of the project’s work; it concludes with reflections by the director of the project and a participant teacher.