Michelle Kohler – författare

Miles of Stare explores the problem of nineteenth-century American literary vision: the strange conflation of visible reality and poetic language that emerges repeatedly in the metaphors and literary creations of American transcendentalists.The strangeness of nineteenth-century poetic vision is exemplified most famously by Emerson’s transparent eyeball. That disembodied, omniscient seer is able to shed its body and transcend sight paradoxically in order to see - not to create - poetic language “manifest” on the American landscape. In Miles of Stare, Michelle Kohler explores the question of why, given American transcendentalism’s anti-empiricism, the movement’s central trope becomes an eye purged of imagination. And why, furthermore, she asks, despite its insistent empiricism, is this notorious eye also so decidedly not an eye? What are the ethics of casting a boldly equivocal metaphor as the source of a national literature amidst a national landscape fraught with slavery, genocide, poverty, and war?Miles of Stare explores these questions first by tracing the historical emergence of the metaphor of poetic vision as the transcendentalists assimilated European precedents and wrestled with America’s troubling rhetoric of manifest destiny and national identity. These questions are central to the work of many nineteenth-century authors writing in the wake of transcendentalism, and Kohler offers examples from the writings of Douglass, Hawthorne, Dickinson, Howells, and Jewett that form a cascade of new visual metaphors that address the irreconcilable contradictions within the transcendentalist metaphor and pursue their own efforts to produce an American literature. Douglass’s doomed witness to slavery, Hawthorne’s reluctantly omniscient narrator, and Dickinson’s empty “miles of Stare” variously skewer the authority of Emerson’s all-seeing poetic eyeball while attributing new authority to the limitations that mark their own literary gazes.Tracing this metaphorical conflict across genres from the 1830s through the 1880s, Miles of Stare illuminates the divergent, contentious fates of American literary vision as nineteenth-century writers wrestle with the commanding conflation of vision and language that lies at the centre of American transcendentalism- and at the core of American national identity.

This collection presents new approaches to Emily Dickinson's oeuvre. Informed by twenty-first-century critical developments, the Dickinson that emerges here is embedded in and susceptible to a very physical world, and caught in unceasing interactions and circulation that she does not control. The volume's essays offer fresh readings of Dickinson's poetry through such new critical lenses as historical poetics, ecocriticism, animal studies, sound studies, new materialism, posthumanism, object-oriented feminism, disability studies, queer theory, race studies, race and contemporary poetics, digital humanities, and globalism. These essays address what it means to read Dickinson in braille, online, graffitied, and internationally, alongside the work of poets of color. Taken together, this book widens our understanding of Dickinson's readerships, of what the poems can mean, and for whom.

Language teachers are key figures in preparing young people for participation in an increasingly multilingual and culturally diverse world, yet little is known about how they go about this in practice. This book uses examples of classroom interaction to reveal how teachers of languages act as intercultural mediators and the implications of this for practice. To date, there has been little exploration of how teachers mediate language and culture learning from an intercultural perspective, and what underlies their mediation practices in terms of their conceptions of intercultural language teaching and learning. This book offers an account of what teachers are thinking, feeling and doing as they enact an intercultural perspective on language teaching and learning.

Language teachers are key figures in preparing young people for participation in an increasingly multilingual and culturally diverse world, yet little is known about how they go about this in practice. This book uses examples of classroom interaction to reveal how teachers of languages act as intercultural mediators and the implications of this for practice. To date, there has been little exploration of how teachers mediate language and culture learning from an intercultural perspective, and what underlies their mediation practices in terms of their conceptions of intercultural language teaching and learning. This book offers an account of what teachers are thinking, feeling and doing as they enact an intercultural perspective on language teaching and learning.