Project MUSE®: Pedagogy - Latest Articles
https://muse.jhu.edu/journal/154
Project MUSE®: Latest articles in Pedagogy.daily12026-05-16T00:00:00-05:00text/htmlen-USVol. 1 (2001) through current issueLatest Articles: PedagogyTWOProject MUSE®Pedagogy1533-62551531-4200Latest articles in Pedagogy. Feed provided by Project MUSE®"Not a Detour from Rigor": Teaching as Care, Organizing, and Collective World Making
https://muse.jhu.edu/article/983917
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We begin with a story.A student lingers after class—quiet, hesitant. "I'm sorry I don't talk much," they say. "I've just gotten used to teachers assuming I don't care."By semester's end, that same student is leading discussion, challenging ideas, supporting peers.What changed? Not the syllabus. The context. A refusal to read silence as disinterest. A classroom recalibrated around trust, not compliance.This is not exceptional teaching. It is what becomes possible when care is a method, not an afterthought.This moment illustrates how care reshapes classroom dynamics and redefines what counts as rigor.Care is often romanticized in university rhetoric but punished in practice. We are told to build community while being
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/154/image/coversmall"Not a Detour from Rigor": Teaching as Care, Organizing, and Collective World Making2026-02-27text/htmlen-US"Not a Detour from Rigor": Teaching as Care, Organizing, and Collective World Making2026-02-272026TWOProject MUSE®580732026-05-16T00:00:00-05:002026-02-27Defining and Teaching Close Reading as Disciplinary Method
https://muse.jhu.edu/article/983918
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I wish to begin by setting aside the desire to defend our discipline. I certainly recognize that the context in which we function continues to be characterized by precarity. As John Guillory (2025) argues in his treatise On Close Reading, debates about disciplinary methods today are "connected to an ongoing legitimation crisis" (14), and the desires motivating participants are thus not dissimilar to those of the New Critics "asserting criticism as a specialized knowledge" comparable to the institutional prestige of scientific discovery (42). Defenders of literary studies today usually rely on one of two strategies: They claim for our discipline the power to confer either the transferable skills necessary for
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/154/image/coversmallDefining and Teaching Close Reading as Disciplinary Method2026-02-27text/htmlen-USDefining and Teaching Close Reading as Disciplinary Method2026-02-272026TWOProject MUSE®1537322026-05-16T00:00:00-05:002026-02-27A Valuable Tool in the English Classroom: A Survey of Undergraduate Literature Students on Their Experiences with Audiobooks
https://muse.jhu.edu/article/983919
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The last decade has seen significant growth in American audio culture. Pod-casts are now so popular that they are thought to have played a critical role in the most recent presidential election (Modell 2024), and Spotify's nine-year-old "Wrapped" feature has tens of millions of people waiting in anticipation every December for their personalized listening summary (Murray 2023). It should be no surprise then that audiobooks—another fast-growing facet of audio culture—are increasingly present in the undergraduate literature classroom. And yet, I was unprepared in fall 2019 when one of my students disclosed that they had been listening to audiobooks instead of reading the print editions I had assigned. The student had
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/154/image/coversmallA Valuable Tool in the English Classroom: A Survey of Undergraduate Literature Students on Their Experiences with Audiobooks2026-02-27text/htmlen-USA Valuable Tool in the English Classroom: A Survey of Undergraduate Literature Students on Their Experiences with Audiobooks2026-02-272026TWOProject MUSE®1178802026-05-16T00:00:00-05:002026-02-27Mining Reading: A Theory of Reading for Conversation
https://muse.jhu.edu/article/983920
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If we are to believe the conversation, artificial intelligence will make research easier and more efficient than ever. Writers will no longer be burdened with reading (or writing) long, complex essays; rather, an algorithm will find the source, offer a summary that responds to prompting questions, and paraphrase, summarize, or quote to support an argument. This promise can be understood as a return to a transactional paradigm of reading: one where reading is decontextualized from a rhetorical situation, rendering readerly identity and purpose moot (Haas and Flower 1988). Reading as transaction ignores foundational assumptions in writing studies: that reading is a meaning making process, that reading and writing are
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/154/image/coversmallMining Reading: A Theory of Reading for Conversation2026-02-27text/htmlen-USMining Reading: A Theory of Reading for Conversation2026-02-272026TWOProject MUSE®814532026-05-16T00:00:00-05:002026-02-27"We Have to Be Detectives": Digital Archival Research in the Undergraduate British Literature Survey Course
https://muse.jhu.edu/article/983921
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How might an anonymous 1675 diatribe characterizing sex workers as "Ape-Gentle-wom[e]n" elucidate Jonathan Swift's satire on women's beauty conventions in "The Lady's Dressing Room" (1732)? What might we learn about novelist Frances Burney's 1811 account of her mastectomy if we read it in conjunction with an eighteenth-century surgeon's treatise on breast cancer? How can late eighteenth-century dueling manuals help readers understand Emily Brontë's characterization of Heathcliff in Wuthering Heights (1847)? Can an advertisement for a house for "fallen women" shed light on Christina Rossetti's representation of young women in her notoriously multilayered poem Goblin Market (1862)?These research questions were
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/154/image/coversmall"We Have to Be Detectives": Digital Archival Research in the Undergraduate British Literature Survey Course2026-02-27text/htmlen-US"We Have to Be Detectives": Digital Archival Research in the Undergraduate British Literature Survey Course2026-02-272026TWOProject MUSE®862662026-05-16T00:00:00-05:002026-02-27Notes on Contributors
https://muse.jhu.edu/article/983922
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Bridget C. Donnelly is an assistant professor of English at Middle Tennessee State University. Her primary teaching areas include eighteenth-century British literature, the novel, and Gothic and horror literature. Her research has appeared in Philosophy and Literature, Studies in Eighteenth-Century Culture, and The Literary Taylor Swift: Songwriting and Intertextuality (2024). She is completing, along with a team of undergraduate and graduate student researchers, a critical edition of Elizabeth Meeke's 1796 The Abbey of Clugny, under contract with Routledge's Chawton House: Women's Novel Series.Kishonna Gray (she/her) is a professor of racial justice and technology in the School of Information at the University of
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/154/image/coversmallNotes on Contributors2026-02-27text/htmlen-USNotes on Contributors2026-02-272026TWOProject MUSE®50132026-05-16T00:00:00-05:002026-02-27