... themselves. world literature Oriental tale Fort William College colonial pedagogy nineteenth-century Urdu Copyright © 2017 by University of Washington 2017 Though celebrated mainly for the philological achievements of the Hastings era, eighteenth-century Indic orientalism and its...

.... That there should be such a smooth reproduction was, of course, increasingly important as Shakespeare was inscribed within a national and colonial pedagogy. If strategies as desperate as Coleridge’s could not command assent, what could one do with the sonnets? Steevens had a rare follower. Henry Hallam...

... celebrating the country’s independence (El abrazo de Acatem­ pan), a full-length satire of religious zealotry (Martín el demente), and another satire that criticized colonial collaboration with the Spanish (El tirano doméstico).8 The theatrical pedagogy that Mateos and Riva Palacio learned...

... Americans—may have the advantage here. They don’t miss cues about competing values and norms, nor do they always presume to be preferred audiences. Readers who may be resentful—perhaps put off by works they associate with colonialism or privilege—know the advantages of mastering those imperious works...

... implications and suggest that, if we wish to speak differently about religion, we should replace this implicit pedagogy of dismissing religion and reinstantiating secularism with an explicit pedagogy engaging the secular/religious binary. As a discipline, we need to take up religion in our literature...

... the reckoning over race and colonialism the casualization of academic work the pandemic technology and innovation the crisis of faith in institutions rising economic disparities political polarization the fate of disciplines, departments, or institutions emerging methods, pedagogies...

... professor of literature at the University of Sydney (and a figure central to the direction of the humanities academy in Australia), taught Victorian literature, including Browning, from the 1890s. MacCallum’s public lectures, like his pedagogy, aimed to convert a primary obstacle for many readers...

... pedagogy and recouped historical rhetoric. The appearance of Manly Wntzng irnderscores the importance of the recent move in composition studies to theoretical, feminist, and histori- cized analyses. For many years the mere reappropriation of classical rhetoric into composition studies was deemed...

...,” to name but the most familiar. Nineteenth- and twentieth-century French literary disgust is polymorphous, its privileged objects ranging from a toddler’s tears to a colonial diamond and from a rotting carcass to an aesthete’s enthusiastic slobber. In this essay I examine some of the affect’s most salient...

... on the coattails of colonialism: Commodore Matthew C. Perry’s black ships, the gunboats, the extraterritorial settle- ments. It is not surprising if such laws still carry a scent of gunpowder, as if their main purpose were to force China to comply with rules made...

...Siraj Ahmed Siraj Ahmed is associate professor of English and director of comparative literature at Lehman College, City University of New York. He is author of The Stillbirth of Capital: Enlightenment Writing and Colonial India (2012), Archaeology of Babel: Comparative Literature...

...Lynn Festa Lynn Festa is associate professor of English at Rutgers University. She is author of Sentimental Figures of Empire in Eighteenth-Century Britain and France (2006) and coeditor, with Daniel Carey, of The Postcolonial Enlightenment: Eighteenth-Century Colonialism...

... for political reasons: for them, realism either encouraged accep- tance of the status quo by way of its stereotypes or left no place for political pedagogy, owing to its mimesis of a paralyzed world in which political action seemed impossible or inconceivable. On the other hand, political defenders...

...). For Aravamudan, the persistence of such forms in Anglo-­French writing attests to a “transcultural” field subsequently effaced by the institution of national literatures and the establishment of colonial rule (203, 210 – 11). The five chapters between Aravamudan’s introduction and conclusion...

... by the institution of national literatures and the establishment of colonial rule (203, 210 – 11). The five chapters between Aravamudan’s introduction and conclusion demonstrate his dizzying knowledge of eighteenth-­century fictional form and the countless traditions and discourses that influenced...

...). For Aravamudan, the persistence of such forms in Anglo-­French writing attests to a “transcultural” field subsequently effaced by the institution of national literatures and the establishment of colonial rule (203, 210 – 11). The five chapters between Aravamudan’s introduction and conclusion...

...” field subsequently effaced by the institution of national literatures and the establishment of colonial rule (203, 210 – 11). The five chapters between Aravamudan’s introduction and conclusion demonstrate his dizzying knowledge of eighteenth-­century fictional form and the countless...

...). For Aravamudan, the persistence of such forms in Anglo-­French writing attests to a “transcultural” field subsequently effaced by the institution of national literatures and the establishment of colonial rule (203, 210 – 11). The five chapters between Aravamudan’s introduction and conclusion...

...” field subsequently effaced by the institution of national literatures and the establishment of colonial rule (203, 210 – 11). The five chapters between Aravamudan’s introduction and conclusion demonstrate his dizzying knowledge of eighteenth-­century fictional form and the countless...

... in English Studies (2005-12). She is editor of the journal Australian Literary Studies and editor, with Helen Gilbert, of Economies of Representation, 1790-2000: Colonialism and Commerce (2007). Her book on representations of self-harm in medical, criminological, and literary texts is nearing completion...