In lieu of an abstract, here is a brief excerpt of the content:

  • Editors' Introduction
  • Jennifer L. Holberg and Marcy Taylor

Through the years, Pedagogy has prided itself on the wide-ranging nature of its contents and has strived to be a journal that can speak to colleagues across the discipline. This issue is no exception: from a commentary offering real insight into the ever-present and seemingly ever-increasing world of assessment to an article on constructing a research identity in introductory composition courses to From the Classroom pieces treating such topics as global feminism and the Vietnam War. This issue's book reviews touch on the Occupy moment, the growth of literary studies, and teaching the literature of the Middle East in post-9/ 11 America — truly a rich offering.

We're particularly excited to be able to bring you an eleven-article cluster on "Multidisciplinary Approaches to Teaching Dante's Commedia," ably assembled and edited by Kirilka Stavreva of Cornell College. Drawing from a National Endowment for the Humanities summer seminar titled "Dante's Divine Comedy and the Medieval World: Literature, History, Art," this cluster is a model of interdisciplinarity, giving teachers ways to approach Dante's work creatively, rhetorically, historically, politically, religiously, philosophically, and then some. Whether one is a medievalist by training, a generalist called upon to teach world literature courses, or simply a teacher interested in innovative pedagogy, this cluster provides a rich collection of ideas, both beautifully contextualized and theorized.

Building on this Dante cluster, we'll be featuring a special issue on teaching medieval studies in Pedagogy 13:2. And Pedagogy 14:2 will be devoted to surveying the state of graduate studies in English today. [End Page 1]

If you are thinking of submitting to Pedagogy, we are particularly looking for pieces on teaching British literature, especially from the nineteenth and twentieth centuries (although the seventeenth and eighteenth centuries would also be welcome), and American literature from any period, as well as innovative approaches to teaching introductory and survey courses. We also accept ideas for themed groups of articles like the Dante cluster that may grow from a conference panel or workshop. We hope you are inspired by the varied collection here to submit an article or review on teaching and learning to Pedagogy. [End Page 2]

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