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

  • Contributors

matthew knip
is a doctoral candidate in English at the Graduate Center of the City University of New York and an adjunct instructor at Hunter College. His dissertation, Before Melville’s Masts: Sex in the Age of Sail, examines diverse sexual cultures Herman Melville experienced at sea and how these might inform the way we read his fiction.

anamaria seglie
is a postdoctoral fellow in the Program in Writing and Communication at Rice University, where she teaches courses in American literature, transnational studies, genre studies, and composition. Her current book project examines the relationship between religious intolerance and U.S. geopolitics in nineteenth-century U.S. romance writing. Her work has appeared in American Studies in Scandinavia and the transatlantic studies collection The Materials of Exchange between Britain and North East America, 1750-1900.

katie simon
is Assistant Professor of English and an affiliated faculty with the Program of Women’s and Gender Studies at Georgia College. She is working on a book project entitled “Something Akin to Freedom: Race, Space, and the Body in Nineteenth-Century American Literature,” from which this essay is drawn. Her work has appeared in Women’s Studies: An Interdisciplinary Journal and in Bad Subjects: Political Education for Everyday Life. [End Page 415]

allison speicher
is an assistant professor of English at Eastern Connecticut State University, where she teaches American literature and children’s literature. Her first book, Schooling Readers: Reading Common Schools in Nineteenth-Century American Fiction, will appear in 2016. This project introduces readers to the common school narrative, an immensely popular genre of fiction, since forgotten, set in rural common schools (the historical precursors to public schools). Schooling Readers recovers 130 of these narratives, ranging from one-page magazine fictions to 500-page novels. Each chapter outlines one of the four plotlines that define the common school narrative (school exhibitions and spelling bees, violence against teachers, student-teacher romance, and teachers adopting their students), revealing the anxieties nineteenth-century Americans felt about the development of mass education. [End Page 416]

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Additional Information

ISSN
1935-021X
Print ISSN
0093-8297
Pages
pp. 415-416
Launched on MUSE
2016-06-30
Open Access
No
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