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Volume 17, Issue 3
October 1, 2017
Pedagogy Cover Image for Volume 17, Issue 3
ISSN 1531-4200
EISSN 1533-6255
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Articles

Student Perspectives on Faith in the Classroom: Religious Discourses and Rhetorical Possibilities
Heather Thomson-Bunn
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“Not the Stereotypical View of the South”: An Oral History Service-Learning Project in a Southern Women's Literature Course
Casey Kayser
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Toward the Soul of a Transformational Praxis: Close Reading and the Liberationist Possibilities of Prison Education
Rachel Boccio
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Cluster on Teaching Dante's Divine Comedy Vertically

Introduction: Why Teach Dante Vertically
Brenda Deen Schildgen
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“Differing Voices Join to Form Sweet Music”: Dante Translations in the Classroom and Beyond
Akash Kumar
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“In My End Is My Beginning”: Teaching Dante Retrospectively
Peter S. Hawkins
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Teaching Brunetto Latini with Cacciaguida: A Vertical Reading of Inferno and Paradiso 15
Monica Keane
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Just Look through the Eagle's Eye: Teaching Justice and Vision in Cantos 19 of the Divine Comedy
Jessica Hooten Wilson
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Birds of Paradise and Other Transitional Phenomena: A Vertical Reading of Cantos 23
So Young Park
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Teaching the Antepenultimate Cantos of the Divine Comedy: The Dilemma of Not Moving
Margaret Hughes
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From the Classroom

What Would Lady Mary Do?: Teaching the Twentieth-Century Novel in the Era of Downton Abbey
Erica Gene Delsandro
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Instructional Technology in the Literature Classroom: Using a Wiki to Construct an Interactive Time Line in an American Literature Survey Course
Melissa Dennihy
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Why Front?: Thoughts on the Importance of “Nonstandard” English in the Shakespeare Classroom
Kyle Grady
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Beyond Pacifism: Teaching World War I Literature from Left to Right
Joyce Wexler
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Reviews

Roundtable
Teaching What We Do in Literary Studies
Paul T. Corrigan
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From the Parlor to the Classroom: An Undergraduate Perspective
Jamie K. Paton
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Beginning Where the Students Are Beginning
Nancy L. Chick
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Contributors

Contributors
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