Contributors
- Conrtributor
Tanya Agathocleous is assistant professor of English at Yale University, where she teaches Victorian and postcolonial literature. She is the coeditor, with Ann Dean, of Teaching Literature: A Handbook (2003).
Kailash C. Baral is professor of English and director of the Northeast Campus of the Central Institute of English and Foreign Languages (CIEFL), Shillong, India. He has authored Sigmund Freud: A Study of His Theory of Art and Literature (1994) and edited Humanities and Pedagogy: Teaching of Humanities Today (2002), Interpretation of Texts: Text, Meaning, and Interpretation (2002), and Earth Songs: Stories from Northeast India (2005). He has coedited Theory and Praxis: Curriculum, Culture, and English Studies (2003), Reflections on Literature, Criticism, and Theory (2004), and U. R. Anantha Murthy’s Samskara: A Critical Reader (2005). His articles on critical theory, cultural studies, and postcolonial literatures are published in India and abroad and also are included in many anthologies.
Geneviève Brassard is assistant professor of English at the University of Portland. Her publications include essays and reviews on women writers, World War I literature, and modernism.
Cristina Vischer Bruns is completing an independent, interdisciplinary PhD in English and education at University of California, Santa Barbara. She is writing her dissertation on the psychosocial value of literary reading and its implications for pedagogy.
Karen M. Cardozo is a visiting Five College professor of Asian American Studies at Amherst College. She previously taught English and American studies courses at Mount Holyoke College (where she served in multiple capacities as a dean of academic and student affairs) and at the University of Massachusetts Amherst (where she received her PhD in English). Currently she is revising her dissertation on the “spacetime” of cultural trauma narratives.
Eric Daigre is lecturer, English Department-Community Liaison, and cofounder of the Literacy Lab at the University of Minnesota, where he teaches service-learning classes focused on literacy, education, and cultural diversity, including a yearlong community internships class. He has done communitybased education work in the Twin Cities area at Phyllis Wheatley Community Center, the Jane Addams School for Democracy, and the Youth Farm and Market Project. The people, cultural concerns, and neighborhood issues at the Franklin Learning Center, PYC-Lyndale Alternative High School, and his college classes served as inspiration for his contribution to “To Serve, Perchance to Learn,” which is dedicated to them.
Karin Gosselink is a lecturer in English at Yale University. She has taught courses in postcolonial literature and theory, ethnic American literature, and globalization. She is currently working on a book on refuge and collectivity in contemporary global Anglophone literature.
Terri A. Hasseler is professor of English and cultural studies at Bryant University. With Sue Lonoff, she coedited the MLA Approaches to Teaching Emily Brontë’s “Wuthering Heights” (2006).
Diane Long Hoeveler is professor of English and coordinator of the Women’s Studies Program at Marquette University. With Lisa Jadwin, she coauthored the Twayne Charlotte Brontë (1997); with Beth Lau, she coedited the MLA Approaches to Teaching “Jane Eyre” (1993), and she has also edited the Riverside edition of Wuthering Heights (2001).
Liz Hutter teaches a variety of literature and composition courses in the Department of English at the University of Minnesota while working on her dissertation in nineteenth-century American literature and culture. Integrating service learning into her Shakespeare and American literature courses has challenged her to design and implement classroom practices that form provocative and meaningful relationships between students and literature, between literary texts and history, and between students and their real and imagined communities, even in courses for which she does not offer a servicelearning component.
David Kellogg is assistant professor of English and director of advanced writing in the disciplines at Northeastern University. His research interests include the teaching of writing and the rhetoric of science.
Mitchell Ogden is a doctoral candidate in the Department of English at the University of Minnesota. His dissertation project is an intersection of his interests, examining the cultural production—literary and videographic—of contemporary refugee communities. His teaching relies upon community engagement and the consumption and production of texts of communal and public importance. His experience working full-time on community and nonprofit projects with the Jane Addams School for Democracy and...
