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

  • Contributors

Timothy Alborn is professor of history at Lehman College and the City University of New York Graduate Center. He has published two books, Conceiving Companies: Joint-Stock Politics in Victorian England (1998) and Regulated Lives: Life Insurance and British Society, 1800-1914 (2009), and his current research focuses on the cultural and financial history of gold in Great Britain. At Lehman, which primarily caters to first-generation college students of color, he teaches British history, business history, and the history of popular music and directs the MA program in liberal studies. At the CUNY Graduate Center he teaches modern British history and supervises doctoral students working in that field.

Melissa Ames is associate professor at Eastern Illinois University specializing in media studies, television scholarship, popular culture, feminist theory, and pedagogy. Her most recent and forthcoming publications include her books Women and Language: Gendered Communication across Media (2011), Time in Television Narrative: Exploring Temporality in Twenty-First Century Programming (2012), and How Pop Culture Shapes the Stages of a Woman’s Life: From Toddlers-in-Tiaras to Cougars-on-the-Prowl (2016); chapters in Grace under Pressure: Grey’s Anatomy Uncovered (2008), Writing the Digital Generation (2010), Bitten by Twilight: Youth Culture, Media, and the Twilight Saga (2010), and Manufacturing Phobias (2016); and articles in the Journal of Dracula Studies (2011), Women and Popular Culture Encyclopedia (2012), High School Journal (2013), and Journal of Popular Culture (2014).

Suzy Anger is associate professor of English at the University of British Columbia, where she teaches courses in Victorian literature and science and technology studies. She is the author of Victorian Interpretation (2005), editor of Knowing the Past: Victorian Literature and Culture (2001), and coeditor of Victorian Science as Cultural Authority (2011). She is currently writing a monograph on theories of consciousness and Victorian fiction and has recently taught courses on literary consciousness and Victorian ghost fiction. [End Page 367]

Rebecca C. Conklin is a second-year graduate assistant at Central Michigan University seeking a master’s degree in composition and communication. Her thesis research focuses on the pedagogical benefits of process journals in first-year composition classrooms. Her experiences living abroad have influenced her scholarly interest in cultural rhetorics, particularly the potential for rhetoric to inform pedagogical best practices for pluralist civic education.

Phillip Goodwin is a doctoral candidate in rhetoric and composition at the University of Nevada, Reno. His research interests include the twenty-first-century American university and the use of multimodality in pedagogies of public engagement.

Anne Humpherys is professor emerita of English at Lehman College and the City University of New York Graduate Center. She is the author of Travels in the Poor Man’s Country: The Work of Henry Mayhew (1980) and coeditor of G. W. M. Reynolds: Fiction, Politics, and the Press (2008) and has authored articles and chapters on Victorian fiction, poetry, popular literature, and the press. She is currently working on the impact of the divorce laws on nineteenth-century British literature and a second project on the penny libraries published by John Dicks and the way high culture was disseminated to the working classes in Victorian England.

Maimuna Islam is associate professor of English at the College of Idaho, where she teaches postcolonial literature and fiction writing. Most recently she was an invited coconvener of a pan-African workshop on decolonizing knowledge production held in Ethiopia in 2016 and a recipient of a Palestine American Research Center faculty development seminar grant to the West Bank (2014). Her short story “Migrations to Medina” appeared in Kweli’s December 2015 issue.

Vincent A. Lankewish has taught literature to high school students, undergraduates, graduate students, and high school English teachers for thirty years. His essays on classroom practice have appeared in English Journal and the Pater Newsletter, as well as in the collection Social Issues in the English Classroom: Theory and Practice (1992). He is a consultant for the College Board’s AP English program and has directed the Rutgers University–New Brunswick English department’s annual summer AP English Institute for the past two decades. He is completing a book manuscript titled Seeing through the Marriage Plot: Same-Sex Marriage, Queer Vision, and the Rise...

pdf

Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 367-369
Launched on MUSE
2017-03-30
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.