Options for Teaching – serie

Can the story be told? Jorge Semprun asked after his liberation from Buchenwald. The question is addressed from many angles in this volume of essays on teaching about the Holocaust. The thirty-eight contributors to this volume come from various disciplines and address a wide range of issues pertinent to the teaching of a subject that many teachers and students feel is an essential part of a liberal arts education.

Research is beginning to unearth the astounding wealth of oral traditions that have served as a vital cultural activity and verbal art for peoples throughout the world, from antiquity to the present. In this thirteenth volume of the MLA series Options for Teaching, forty-two scholar-teachers bring these discoveries and rediscoveries from the scholarly forum to the classroom.The essays in this exciting field touch on more than a hundred traditions and draw from the methodologies of literary studies, folklore, anthropology, and linguistics. They are filled with vivid specifics. Among the subjects discussed are the unwritten roots of the Bible; the genesis and art of the Homeric poems; Native American traditions, like the Zuni "Deer Boy" tale and the Quechua proverb "Corn-Planting Day"; the performance of the African American toast "Stagolee"; Old English charms for afflictions; Mexican American corridos; the Travelling People of Scotland; African trickster tales; women's songs of mid-eleventh-century Andalusia; a Yiddish picaresque narrative; the fifth-century Indian Tale of an Anklet; South Slavic epics; the oral traditions behind Beowulf and behind the Canterbury Tales; the professional entertainers (jongleurs) of medieval France; and Icelandic sagas.Teaching Oral Traditions demonstrates the importance of performance and challenges many current assumptions about the authority of the written word.

Performance pedagogy does more than involve students in the acting, directing, and production work needed to bring a play text to life. It engages them in interpretation; it makes issues of structure or subtext immediate; it deepens understanding of stage history; in film, it demonstrates the role of camera, lighting, sound.Teaching Shakespeare through Performance is designed for teachers of both high school and college English courses who wish to introduce performance strategies into their classroom. The volume illustrates how attention to theatrical detail can give insight into Shakespeare's work and world: the significance of an omitted exit or entrance, the role of stage directions in King Lear, costumes and transvestism on the Renaissance stage, the changing fashions of acting Juliet, how experimenting with the use of different personal props in a scene from Hamlet reveals cultural attitudes, and much more.

Performance pedagogy does more than involve students in the acting, directing, and production work needed to bring a play text to life. It engages them in interpretation; it makes issues of structure or subtext immediate; it deepens understanding of stage history; in film, it demonstrates the role of camera, lighting, sound.Teaching Shakespeare through Performance is designed for teachers of both high school and college English courses who wish to introduce performance strategies into their classroom. The volume illustrates how attention to theatrical detail can give insight into Shakespeare's work and world: the significance of an omitted exit or entrance, the role of stage directions in King Lear, costumes and transvestism on the Renaissance stage, the changing fashions of acting Juliet, how experimenting with the use of different personal props in a scene from Hamlet reveals cultural attitudes, and much more.

Focuses on North American environmental writing, presenting teachers with background on environmental justice issues, ecocriticism, and ecofeminism. Contributors consider the various disciplines that have shaped the field, including African American, American Indian, Canadian, and Chicana/o literature. The interdisciplinary approaches recommended treat the theme of predators in literature, ecology and ethics, conservation, and film.

Twentieth-century modernism reduced the list of nineteenth-century American poets to Walt Whitman, Emily Dickinson, and (less often) Edgar Allan Poe. The rest were virtually forgotten. This volume in the MLA series Options for Teaching marks a milestone in the resurgence of the study of the rest. It features poets, like Henry Wadsworth Longfellow and Lydia Huntley Sigourney, who were famous in their day, as well as poets who were marginalized on the basis of their race (Paul Laurence Dunbar, Alexander Posey) or their sociopolitical agenda (Emma Lazarus, John Greenleaf Whittier). It also takes a fresh look at poets whose work has been dismissed as sentimental (Frances Osgood), genteel (Oliver Wendell Holmes), or didactic (William Cullen Bryant).The volume's twenty-two essays are grouped into parts: "Teaching Various Kinds of Poems," "Teaching Poets in Context," and "Strategies for Teaching." The fourth part is a selective guide to the field: an annotated bibliography of editions, anthologies, reference books, biographies, critical studies, and Web resources.

Courses dealing with the Spanish Civil War are given regularly in literature, foreign language, and history departments, in English and in Spanish. This volume helps instructors plan courses that exploit the interdisciplinary, multigeneric opportunities present in the period's aesthetic output. In thirty-five essays, contributors negotiate the complex relation between art and history in depictions of the war and its aftermath, exploring how memory is shaped.

"This is an exciting, and unsettling, time to be teaching world literature," writes David Damrosch. Because the range of works taught in world literature courses has expanded enormously, both historically and geographically, the task of selection—and of teacher preparation—has grown more challenging. Teachers of this field must grapple with such issues as coverage, cultural difference, and the role of translation in the classroom. Should one emphasize masterpieces or traditions, concepts or themes? How does one avoid making a work bear the burden of representing an entire tradition? To what extent should anthologies be used? Can a course be global in scope and yet focus on a few works, authors, moments?This collection of thirty-two essays in the MLA series Options for Teaching offers an array of solutions to these challenges, reflecting the wide variety of institutions, courses, and students described by the contributors. An annotated bibliography is provided, with a listing of useful Web sites.

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 Vargas 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

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 also 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.

Understanding the complexities of Arab politics, history, and culture has never been more important for North American readers. Yet even as Arabic literature is increasingly being translated into English, the modern Arabic literary tradition is still often treated as other?controversial, dangerous, difficult, esoteric, or exotic. This volume examines modern Arabic literature in context and introduces creative teaching methods that reveal the literature’s richness, relevance, and power to anglophone students.Addressing the complications of translation head on, the volume interweaves such important issues such as gender, the Palestinian-Israeli conflict, and the status of Arabic literature in world literature. Essays cover writers from the recent past, like Emile Habiby and Tayeb Salih; contemporary Palestinian, Egyptian, and Syrian literatures; and the literature of the nineteenth-century Nahda.

The Italian romance epic of the fifteenth and sixteenth centuries, with its multitude of characters, complex plots, and roots in medieval Carolingian and Arthurian chivalric romances, was a form popular with courtly and urban audiences. In the hands of writers such as Boiardo, Ariosto, and Tasso, works of remarkable sophistication that combined high seriousness and low comedy were created. Their works went on to influence Cervantes, Milton, Ronsard, Shakespeare, and Spenser.In this volume, instructors will find ideas for teaching the Italian Renaissance romance epic along with its adaptations in film, theater, visual art, and music. An extensive resources section locates primary texts online and lists critical studies, anthologies, and reference works.

This volume addresses the teaching of satire written in English over the past three hundred years. For instructors covering current satire, it will help in finding ways to enrich students' understanding of voice, irony, and rhetoric and to explore the questions of how to define satire and how to determine what its ultimate aims are. For instructors teaching older satire, the essays in the volume will demonstrate ways to help students gain knowledge of historical context, medium, and audience, while addressing more specific literary questions of technique and form. Readers of this volume will find ways to introduce students to authors such as Swift and Twain, to techniques such as parody and verbal irony, and to the difficult subject of satire's offensiveness and elitism. This volume also helps teachers of a wide variety of courses, from composition to gateway courses and surveys, think about how to use modern satire in conceiving and structuring them.

The study of the history of the English language (HEL) encompasses a broad sweep of time and space, reaching back to the fifth century and around the globe. Further, the language has always varied from place to place and continues to evolve today. Instructors face the challenge of fitting this vast subject into one semester of study and the challenge of engaging students with unfamiliar material and techniques. This volume guides instructors in choosing among many possibilities to design an HEL course to match their own interests and institutions.The essays consider what subjects of HEL to include, how to organize the course, and what textbook to assign. They offer historical approaches and those that are not structured by chronology. Sample assignments provide opportunities for students to conduct original research, work with archives and digital resources, and investigate language in their communities. The essays also help them question notions of linguistic correctness.

This volume considers the challenges and opportunities of online literature classes and gives instructors tools to ensure students are engaged in the virtual classroom. The ideas shared here are grounded in research, practice, critical self-reflection, and collaboration. Reflecting a diverse collection of practical tips and experiences from colleagues teaching at a variety of institutions, the essays offer readers the chance to inhabit others' classrooms. Contributors discuss building an interactive and inclusive classroom and using hypertext, video lectures, and other asynchronous and synchronous tools in classes whose subjects include, among others, Shakespeare, the Chinese novel, early American literature, speculative fiction, and contemporary American poetry.

A multilingual, transnational literary tradition, Jewish American writing has long explored questions of personal identity and national boundaries. These questions can engage students in literature, writing, or religion; at Jewish, Christian, or secular schools; in or outside the United States.This volume takes an expansive view of Jewish American literature, beginning with writing from the earliest colonies in the Americas and continuing to contemporary Soviet-born authors in the United States, including works that engage deeply with religious concepts and others that embrace assimilation. It invites readers to rethink the nature of American multiculturalism, suggests pairings of Jewish American texts with other ethnic American literatures, and examines the workings of whiteness and privilege.Contributors offer varied perspectives on classic texts such as Yekl, Bread Givers, and Goodbye, Columbus, along with approaches to interdisciplinary topics including humor, graphic novels, and musical theater. The volume concludes with an extensive resources section.

Thanks to the success of franchises such as The Hunger Games and Twilight, young adult literature has reached a new level of prominence and popularity. Teens and adults alike are drawn to the genre's coming-of-age themes, fast pacing, and vivid emotional portrayals. The essays in this volume suggest ways high school and college instructors can incorporate YA texts into courses in literature, education, library science, and general education.The first group of essays explores key issues in YA literature, situates works in cultural contexts, and addresses questions of text selection and censorship. The second section discusses a range of genres within YA literature, including both realistic and speculative fiction as well as verse narratives, comics, and film. The final section offers ideas for assignments, including interdisciplinary and digital projects, in a variety of courses.

Thanks to the success of franchises such as The Hunger Games and Twilight, young adult literature has reached a new level of prominence and popularity. Teens and adults alike are drawn to the genre's coming-of-age themes, fast pacing, and vivid emotional portrayals. The essays in this volume suggest ways high school and college instructors can incorporate YA texts into courses in literature, education, library science, and general education.The first group of essays explores key issues in YA literature, situates works in cultural contexts, and addresses questions of text selection and censorship. The second section discusses a range of genres within YA literature, including both realistic and speculative fiction as well as verse narratives, comics, and film. The final section offers ideas for assignments, including interdisciplinary and digital projects, in a variety of courses.

As authors and publishers, individuals and collectives, women significantly shaped the modernist movement. While figures such as Virginia Woolf and Gertrude Stein have received acclaim, authors from marginalized communities and those who wrote for mass, middlebrow audiences also created experimental and groundbreaking work. The essays in this volume explore formal aspects and thematic concerns of modernism while also challenging rigid notions of what constitutes literary value as well as the idea of a canon with fixed boundaries.The essays contextualize modernist women's writing in the material and political concerns of the early twentieth century and in life on the home front during wartime. They consider the original print contexts of the works and propose fresh digital approaches for courses ranging from high school through graduate school. Suggested assignments provide opportunities for students to write creatively and critically, recover forgotten literary works, and engage with their communities.

Global and cosmopolitan since the late nineteenth century, anglophone South Asian women's writing has flourished in many genres and locations, encompassing diverse works linked by issues of language, geography, history, culture, gender, and literary tradition. Whether writing in the homeland or in the diaspora, authors offer representations of social struggle and inequality while articulating possibilities for resistance.In this volume experienced instructors attend to the style and aesthetics of the texts as well as provide necessary background for students. Essays address historical and political contexts, including colonialism, partition, migration, ecological concerns, and evolving gender roles, and consider both traditional and contemporary genres such as graphic novels, chick lit, and Instapoetry. Presenting ideas for courses in Asian studies, women's studies, postcolonial literature, and world literature, this book asks broadly what it means to study anglophone South Asian women's writing in the United States, Asia, and around the world.

Global and cosmopolitan since the late nineteenth century, anglophone South Asian women's writing has flourished in many genres and locations, encompassing diverse works linked by issues of language, geography, history, culture, gender, and literary tradition. Whether writing in the homeland or in the diaspora, authors offer representations of social struggle and inequality while articulating possibilities for resistance.In this volume experienced instructors attend to the style and aesthetics of the texts as well as provide necessary background for students. Essays address historical and political contexts, including colonialism, partition, migration, ecological concerns, and evolving gender roles, and consider both traditional and contemporary genres such as graphic novels, chick lit, and Instapoetry. Presenting ideas for courses in Asian studies, women's studies, postcolonial literature, and world literature, this book asks broadly what it means to study anglophone South Asian women's writing in the United States, Asia, and around the world.

Mexicana and Chicana authors from the late 1970s to the turn of the century helped overturn the patriarchal literary culture and mores of their time. This landmark volume acquaints readers with the provocative, at times defiant, yet subtle discourses of this important generation of writers and explains the influences and historical contexts that shaped their work.Until now, little criticism has been published about these important works. Addressing this oversight, Teaching Late-Twentieth-Century Mexicana and Chicana Writers starts with essays on Mexicana and Chicana authors. It then features essays on specific teaching strategies suitable for literature surveys and courses in cultural studies, Latino studies, interdisciplinary and comparative studies, humanities, and general education that aim to explore the intersectionalities represented in these works. Experienced teachers offer guidance on using these works to introduce students to border studies, transnational studies, sexuality studies, disability studies, contemporary Mexican history and Latino history in the United States, the history of social movements, and race and gender.

Although globalism may seem like a modern phenomenon, people of the premodern world were also interconnected, sharing merchandise, technology, languages, and stories over long distances. Looking across civilizations, this volume takes a broad view of the Middle Ages in order to foster new habits of thinking and develop a multilayered, critical sense of the past.The essays in this volume reach across disciplinary lines to bring insights from music, theater, religion, ecology, museums, and the history of medicine into the literature classroom. The contributors provide guidance on texts such as the Thousand and One Nights, Sunjata, and the Malay Annals, and on topics such as hotels, maps, and camels. They propose syllabus recommendations, present numerous digital resources, and offer engaging class activities and discussion questions. Ultimately, they provide tools that will help students evaluate popular representations of the Middle Ages and engage with the dynamics of past, present, and future world relationships.

Although globalism may seem like a modern phenomenon, people of the premodern world were also interconnected, sharing merchandise, technology, languages, and stories over long distances. Looking across civilizations, this volume takes a broad view of the Middle Ages in order to foster new habits of thinking and develop a multilayered, critical sense of the past.The essays in this volume reach across disciplinary lines to bring insights from music, theater, religion, ecology, museums, and the history of medicine into the literature classroom. The contributors provide guidance on texts such as the Thousand and One Nights, Sunjata, and the Malay Annals, and on topics such as hotels, maps, and camels. They propose syllabus recommendations, present numerous digital resources, and offer engaging class activities and discussion questions. Ultimately, they provide tools that will help students evaluate popular representations of the Middle Ages and engage with the dynamics of past, present, and future world relationships.

Tragedy has been reborn many times since antiquity. Seventeenth-century French playwrights composed tragedies marked by neoclassical aesthetics and the divine-right absolutism of the grand siècle. But their works also speak to the modern imagination, inspiring reactions from Barthes, Derrida, and Foucault, adaptations and reworkings by Césaire and Kushner, and new productions by francophone and anglophone directors.This volume addresses both the history of French neoclassical tragedy--its audiences, performance practice, and development as a genre--and the ideas these works raise, such as necessity, free will, desire, power, and moral behavior in the face of limited choices. Essays demonstrate ways to teach the plays through a variety of lenses, such as performance, spectatorship, aesthetics, rhetoric, and affect. The book also explores postcolonial engagement, by writers and directors both in and outside France, with these works.

Taking up the idea that teaching is a political act, this collection of essays reflects on recent trends in ecocriticism and the implications for pedagogy. Focusing on a diverse set of literature and media, the book also provides background on historical and theoretical issues that animate the field of postcolonial ecocriticism. The scope is broad, encompassing not only the Global South but also parts of the Global North that have been subject to environmental degradation as a result of colonial practices. Considering both the climate crisis and the crisis in the humanities, the volume navigates theoretical resources, contextual scaffolding, classroom activities, assessment, and pedagogical possibilities and challenges. Essays are grounded in environmental justice and the project to decolonize the classroom, addressing works from Africa, New Zealand, Asia, and Latin America and issues such as queer ecofeminism, disability, Latinx literary production, animal studies, interdisciplinarity, and working with environmental justice organizations.

From the short stories and journalism of Sui Sin Far to Maxine Hong Kingston's pathbreaking The Woman Warrior to recent popular and critical successes such as Viet Thanh Nguyen's The Sympathizer, Mohsin Hamid's The Reluctant Fundamentalist, and Kevin Kwan's Crazy Rich Asians, Asian North American literature and media encompass a long history and a diverse variety of genres and aesthetic approaches.The essays in this volume provide context for understanding the history of Asian immigrants to the United States and Canada and the experiences of their children, grandchildren, and great-grandchildren. Contributors both address historical contexts, from the early enactment of Asian exclusion laws to the xenophobia following 9/11, and provide tools for textual analysis. The essays explore conventionally literary texts, genres such as mystery and speculative fiction, historical documents and legal texts, and visual media including films, photography, and graphic novels, emphasizing the ways that creators have crossed boundaries of genre and created innovative new forms.

From the short stories and journalism of Sui Sin Far to Maxine Hong Kingston's pathbreaking The Woman Warrior to recent popular and critical successes such as Viet Thanh Nguyen's The Sympathizer, Mohsin Hamid's The Reluctant Fundamentalist, and Kevin Kwan's Crazy Rich Asians, Asian North American literature and media encompass a long history and a diverse variety of genres and aesthetic approaches.The essays in this volume provide context for understanding the history of Asian immigrants to the United States and Canada and the experiences of their children, grandchildren, and great-grandchildren. Contributors both address historical contexts, from the early enactment of Asian exclusion laws to the xenophobia following 9/11, and provide tools for textual analysis. The essays explore conventionally literary texts, genres such as mystery and speculative fiction, historical documents and legal texts, and visual media including films, photography, and graphic novels, emphasizing the ways that creators have crossed boundaries of genre and created innovative new forms.

Central America has a long history as a site of cultural and political exchange, from Mayan and Nahua trade networks to the effects of Spanish imperialism, capitalism, and globalization. In Teaching Central American Literature in a Global Context, instructors will find practical, interdisciplinary, and innovative pedagogical approaches to the cultures of Central America that are adaptable to various fields of study. The essays map out classroom lessons that encourage students to relate writings and films to their own experience of global interconnectedness and to read critically the history that binds Central America to the United States, Mexico, and the Caribbean. In the context of debates about immigration and a growing Central American presence in the United States, this book provides vital resources about the region's cultural production and covers trends in Central American literary studies including Mayan and other Indigenous literatures, modernismo, Jewish and Afro-descendant literatures, nineteenth- and twentieth-century literature, and contemporary texts and films.