Contributors
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Zsuzsa Baross is a cultural theorist currently teaching in the Cultural Studies Program at Trent University. She is the author of The Scandal of Disease in Theory and Discourse (1988) and, more recently, a series of essays on ethics, writing, and testimony “after ‘Bosnia.’” She is preparing for publication the manuscript Deleuze and Derrida: Thaumaturgy and Self-Portrait.
Mark Bevir is a member of the Department of Political Science at the University of California, Berkeley. He is the author of The Logic of the History of Ideas (1999) as well as articles on social theory and the history of political thought, especially British socialism.
Timothy Bewes is Postdoctoral Fellow in Literature and Cultural History at Liverpool John Moores University. He is the author of Cynicism and Postmodernity (1997) and recently co-edited Cultural Capitalism: Politics after New Labour (2000). He has published various articles on literary theory, postmodernism, and contemporary politics, and is currently writing a book on reification and cultural anxiety.
Deanne Bogdan is Professor in the Graduate Program in the Philosophy of Education, Department of Theory and Policy Studies, Ontario Institute for Studies in Education of the University of Toronto. Author of Re-educating the Imagination: Toward a Poetics, Politics, and Pedagogy of Literary Engagement (1992); and co-editor of Beyond Communication: Reading Comprehension and Criticism (1990) and Constructive Reading: Teaching Beyond Communication (1993); she has published numerous articles on Northrop Frye, the philosophy of literature education, musical aesthetics, feminist literary criticism, and feminist pedagogy.
E. James Cunningham teaches in the Continuing Education Division, Ryerson Polytechnic University, Toronto. He has previously published in the areas of sociology, philosophy of mind, and philosophy of literature. His current research interests concern the relationship between literature/aesthetic education and mass culture.
Hilary E. Davis teaches in the Philosophy Department of York University, Toronto. She has previously published in the areas of feminist aesthetics, feminist reader-response theory, and philosophy of education. Her current research focuses on antiracism education and philosophy of emotions.
Elizabeth Deeds Ermarth is Saintsbury Professor at Edinburgh University. She is the author of many essays and four books, including two volumes on the post-Renaissance construction and deconstruction of historical narrative and other forms of representation in politics and art: Sequel to History: Postmodernism [End Page 615] and the Crisis of Representational Time (1992) and Realism and Consensus: Time, Space and Narrative (1998). She has published widely on narrative, feminism, postmodernity, and the rationale for interdisciplinary work.
Bruce Fleming is Professor of English at the U.S. Naval Academy. His scholarly books include An Essay in Post-Romantic Literary Theory: Art, Artifact, and the Innocent Eye (1991), Caging the Lion: Cross-Cultural Fictions (1993), Modernism and its Discontents: Philosophical Problems of Twentieth-Century Literary Theory (1995), and Structure and Chaos in Modernist Works (1995). A collection of dance essays, Sex, Art, and Audience, has recently come out (2000). He is the author of a novel, Twilley (1997), and his short fiction has appeared in literary magazines.
Jim O’loughlin teaches English at Penn State Erie—The Behrend College. He has published articles on American literature, pedagogy, and Internet writing. The present essay is drawn from his book-in-progress, Literature Without Guarantees: American Fiction in the Public Sphere.
Daniel Punday teaches in the English Department of Purdue University Calumet. He has recently completed a manuscript, Narrative After Deconstruction, and is currently studying the body in narrative theory.
Alan Richardson is Professor of English at Boston College. His books include Literature, Education, and Romanticism: Reading as Social Practice, 1780–1832 (1994), British Romanticism and the Science of the Mind (forthcoming), and (as co-editor) Romanticism, Race, and Imperial Culture, 1780–1834 (1996). He has published numerous essays on Romantic-era literature and culture, particularly in relation to gender, childhood and education, colonialism, and early neuroscience.
Steven Edmund Winduo teaches literature at the University of Papua New Guinea. He has co-edited Critical and Developmental Literacy and is author of Lomo’ha, I am in Spirit’s Voice I Call (1991) and Hembemba: Rivers of the Forest (forthcoming). He has published poetry, short stories, and essays in numerous journals. He is working on a critical study of Papua New...
