Marissa Greenberg - Böcker

A collection of innovative examinations of embodiment in Milton’s oeuvre that challenge assumptions about disciplinary boundaries This volume brings unprecedented focus to the forms, spaces, and implications of embodied motion in Milton’s writing and its afterlives to explore how and why he privileges the body—human and textual—as a site of dynamic movement. The contributors bring a variety of lenses to Milton’s moving bodies: political history, kinematics, mathematics, cosmology, translation, illustration, anatomies of racialized and disabled bodies, and twenty-first-century pedagogies. From these wide-ranging vantage points, they consider anew Milton’s contributions to the histories of scientific development, global exploration and imperial expansion, migration and diaspora, and translation and adaptation in England, Europe, and the Americas, from the early modern period to today. Milton’s Moving Bodies draws together established and emerging scholars, offering fresh analyses of the poet’s legacy for multiple traditions within and beyond Milton studies.

On college and university campuses across the United States, scholar-teachers and their students find themselves in conditions of both real threat and tremendous possibility. Building on the recent surge of interest in equitable pedagogy within the field of Shakespeare and Renaissance literary studies, Situating Shakespeare Pedagogy in U.S. Higher Education makes a case for anchoring our teaching in these institutional power dynamics that have historically contributed to systemic injustice and continue to affect our work on a daily basis. Each of the contributors to this collection speaks directly to the intersection between their own identities, the lived experiences of their students, and the particular qualities of the institutions where they teach including student demographics, curricular requirements, geographical location, and comparative levels of administrative support for implementing social justice approaches. From this perspective, they provide hope and practical guidance for scholar-educators who want to meet our students where they are.

On college and university campuses across the United States, scholar-teachers and their students find themselves in conditions of both real threat and tremendous possibility. Building on the recent surge of interest in equitable pedagogy within the field of Shakespeare and Renaissance literary studies, Situating Shakespeare Pedagogy in U.S. Higher Education makes a case for anchoring our teaching in these institutional power dynamics that have historically contributed to systemic injustice and continue to affect our work on a daily basis. Each of the contributors to this collection speaks directly to the intersection between their own identities, the lived experiences of their students, and the particular qualities of the institutions where they teach including student demographics, curricular requirements, geographical location, and comparative levels of administrative support for implementing social justice approaches. From this perspective, they provide hope and practical guidance for scholar-educators who want to meet our students where they are.