No CrossRef data available.
Article contents
Prioritizing Pedagogy in Victorian Studies
Published online by Cambridge University Press: 30 May 2023
Abstract
This essay argues that practical discussions about pedagogy in the field of Victorian studies warrant a regular place in major field-based conferences and journals as well as greater attention in graduate programs at large to maintain our discipline's viability. While conversations about and tools to help with teaching have become more prominent in digital projects like Undisciplining the Victorian Classroom and COVE, these topics continue to be minimized at conferences like NAVSA and are often relegated to special issues of Victorian studies journals. By “defamiliarizing” pedagogy, we ask the field of Victorian studies to reckon with the ways its systems of prestige and recognition sideline teacher-scholars working at teaching-intensive institutions, community colleges, high schools, and minority-serving institutions. We assert that, given the current state of the job market, more space must be dedicated to pedagogical research, and requirements for tenure/promotion need to recognize pedagogy as a viable field of research. Such attention to pedagogy will contribute to efforts to decolonize Victorian studies, attend more deeply to gendered and racialized labor politics, and mobilize for collective action.
- Type
- Defamiliarization
- Information
- Copyright
- Copyright © The Author(s), 2023. Published by Cambridge University Press
References
Works Cited
American Association of University Professors. “The 2022 AAUP Survey of Tenure Practices.” May 2022. www.aaup.org/file/2022_AAUP_Survey_of_Tenure_Practices.pdf.Google Scholar
American Association of University Professors. “Data Snapshot: IPEDS Data on Full-Time Women Faculty and Faculty of Color.” December 2020. www.aaup.org/sites/default/files/Dec-2020_Data_Snapshot_Women_and_Faculty_of_Color.pdf.Google Scholar
Armstrong, Isobel. “Jane Eyre: A Teaching Experiment.” In The Brontës and the Idea of the Human, edited by Lewis, Alexandra, 226–50. Cambridge: Cambridge University Press, 2019.CrossRefGoogle Scholar
Bauer, Pearl Chaozon, Fong, Ryan D., Hsu, Sophia, and Adrian, S. Wisnicki, founding developers. Undisciplining the Victorian Classroom. 2021. https://undiscipliningvc.org.Google Scholar
Bauer, Pearl Chaozon, Fong, Ryan D., Hsu, Sophia, and Wisnicki, Adrian S.. “Introduction: Study, Struggle, and the Critical Work of Teaching.” Victorian Studies 64, no. 2 (2022): 240–48. https://doi.org/10.2979/victorianstudies.64.2.03.Google Scholar
Betensky, Carolyn. “Casual Racism in Victorian Literature.” Victorian Literature and Culture 47, no. 4 (2019): 723–51. https://doi.org/10.1017/S1060150319000202.CrossRefGoogle Scholar
Blum, Susan, ed. Ungrading: Why Rating Students Undermines Learning (and What to Do Instead). Morgantown: West Virginia University Press, 2020.Google Scholar
Cadwallader, Jen, and Mazzeno, Laurence W.. Teaching Victorian Literature in the Twenty-First Century. London: Palgrave, 2017.CrossRefGoogle Scholar
Cantey, Nia Imani, Bland, Robert, Mack, LaKerri R., and Joy-Davis, Danielle. “Historically Black Colleges and Universities: Sustaining a Culture of Excellence in the Twenty-First Century.” Journal of African American Studies 17, no. 2 (2013): 142–53. https://doi.org/10.1007/s12111-011-9191-0.CrossRefGoogle Scholar
Carnegie Classification of Institutions of Higher Education, “ 2021 Update – Facts and Figures.” Center for Postsecondary Research, Indiana University Bloomington School of Education, February 18, 2021. https://carnegieclassifications.acenet.edu/downloads/CCIHE2021-FactsFigures.pdf.Google Scholar
Cary, Kevin. “The Incredible Shrinking Future of College.” Vox, November 21, 2022. www.vox.com/the-highlight/23428166/college-enrollment-population-education-crash.Google Scholar
Chatterjee, Ronjaunee, Christoff, Alicia Mireles, and Wong, Amy R.. “Introduction: Undisciplining Victorian Studies.” Victorian Studies 62, no. 3 (2020): 369–91. https://doi.org/10.2979/victorianstudies.62.3.01.CrossRefGoogle Scholar
Cox, Kimberly, Draucker, Shannon, and Thierauf, Doreen. “Introduction: ‘Teaching to Transgress’ in the Emergency Remote Classroom.” Nineteenth-Century Gender Studies 17, no. 1 (2020). http://ncgsjournal.com/issue171/introduction.html.Google Scholar
Droge, Abigail. “Reading George Eliot with Victorian College Students.” Victorian Studies 63, no. 2 (2021): 224–45. https://doi.org/10.2979/victorianstudies.63.2.03.CrossRefGoogle Scholar
Eliot, George. The Mill on the Floss. 1860. New York: Oxford World's Classics, 2015.CrossRefGoogle Scholar
Gannon, Kevin. Radical Hope: A Teaching Manifesto. Morgantown: West Virginia University Press, 2020.Google Scholar
Ginther, Donna K., Schaffer, Walter T., Schnell, Joshua, Masimore, Beth, Liu, Faye, Haak, Laurel L., and Kington, Raynard. “Race, Ethnicity, and NIH Research Awards.” Science 333, no. 6045 (2011): 1015–19. https://doi.org/10.1126/science.1196783.CrossRefGoogle ScholarPubMed
Gooblar, David. The Missing Course: Everything They Never Taught You about College Teaching. Cambridge, MA: Harvard University Press, 2019.CrossRefGoogle Scholar
Hensley, Nathan K. “The Norton Anthology of English Literature, 10th Edition: Volume E, The Victorian Age. Reader's Comments,” Nathan K. Hensley (blog), July 21, 2020. www.nathankhensley.net/blog/the-norton-anthology-of-english-literature-10th-edition-volume-e-the-victorian-age-readers-comments.Google Scholar
hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.Google Scholar
Hubler, Shawn. “University of California Academic Workers End Strike.” New York Times, December 23, 2022. www.nytimes.com/2022/12/23/us/university-california-workers-strike.html.Google Scholar
Huseby, Amy Kahrmann, and Thierauf, Doreen. “Cultivating a Political Learning Ecology: An Experimental Cross-Institutional Course on Climate Change amidst Global Precarity.” Pedagogy 23, no. 3 (2023).Google Scholar
Katopodis, Christina, and Davidson, Cathy. The New College Classroom. Cambridge, MA: Harvard University Press, 2022.Google Scholar
Lang, James. Life on the Tenure Track. Baltimore: Johns Hopkins University Press, 2005.CrossRefGoogle Scholar
Lecourt, Sebastian. “That Untravell'd World: The Difficulties of Thinking Globally in Victorian Studies.” Literature Compass 13, no. 2 (2016): 108–17. https://doi.org/10.1111/lic3.12304.CrossRefGoogle Scholar
Martinek, Jason D., and Miller, Elizabeth Carolyn. Teaching William Morris. Vancouver: Fairleigh Dickinson University Press, 2019.Google Scholar
Menke, Richard. “‘Framed and Wired’: Teaching ‘In the Cage’ at the Intersection of Literature and Media.” Henry James Review 25, no. 1 (2004): 33–43. https://doi.org/10.1353/hjr.2004.0008.CrossRefGoogle Scholar
Parker, Kendra R. “Introduction: Decolonizing the University: A Battle for the African Mind.” CLA Journal 60, no. 2 (2016): 164–71. www.jstor.org/stable/26355914.Google Scholar
Reed, John R. “The Public Schools in Victorian Literature.” Nineteenth-Century Fiction 29, no. 1 (1974): 58–76. https://doi.org/10.2307/2933406.CrossRefGoogle Scholar
Reeder, Jessie. “Toward a Multilingual Victorian Transatlanticism.” Victorian Literature and Culture 49, no. 1 (2021): 171–95. https://doi.org/10.1017/S1060150319000585.CrossRefGoogle Scholar
Robson, Catherine. Heart Beats: Everyday Life and the Memorized Poem. Princeton: Princeton University Press, 2015.Google Scholar
American Academy of Arts and Sciences. “Gender Distributions of Degrees in English Language and Literature.” Humanities Indicators, 2019. www.amacad.org/humanities-indicators/higher-education/gender-distribution-degrees-english-language-and-literature.Google Scholar
Semenza, Gregory Colón. Graduate Study for the Twenty-First Century: How to Build an Academic Career in the Humanities. London: Palgrave, 2005.CrossRefGoogle Scholar
Sexton, Danny. “Strangers in the Discipline: What Victorian Literature Says to Students of Color.” Victorian Studies 64, no. 2 (2022): 249–53. https://doi.org/10.2979/victorianstudies.64.2.04.CrossRefGoogle Scholar
Shalaby, Marwa, Allam, Nermin, and Buttorf, Gail. “Gender, COVID, and Faculty Service.” Inside Higher Ed, December 18, 2020. www.insidehighered.com/advice/2020/12/18/increasingly-disproportionate-service-burden-female-faculty-bear-will-have.Google Scholar
Stein, Marc. “The End of Faculty Tenure.” Inside Higher Ed, April 25, 2022. www.insidehighered.com/views/2022/04/25/declining-tenure-density-alarming-opinion.Google Scholar
Stommel, Jesse, and Morris, Sean Michael. Urgency of Teachers: The Work of Critical Digital Pedagogy. Washington, D.C.: Hybrid Pedagogy, 2020.Google Scholar
Truong, Debbie, and Toohey, Grace. “‘Shut It Down!’: Picketers Disrupt UC Regents Meeting as Strike Drags into 5th Week.” Los Angeles Times, December 15, 2022. www.latimes.com/california/story/2022-12-15/hundreds-rally-as-uc-strike-drags-into-5th-week.Google Scholar
“Victorian Teaching Now.” V21 Collective. Accessed October 23, 2022. http://v21collective.org/category/victorian-teaching-now.Google Scholar
Weissman, Sara. “Striving for the ‘Gold Standard.’” Inside Higher Ed, November 2, 2022. www.insidehighered.com/news/2022/11/02/some-hbcus-strive-r-1-status-record-research-dollars.Google Scholar
Wisnicki, Adrian S., with Ball, Heather F., Bauer, Pearl Chaozon, Kwok, Cherrie, McDonald, Jared, Ton, Mary Borgo, and Wahu-Mũchiri, Ng'ang’a. “Mission Statement.” One More Voice, solidarity edition, 2022. https://onemorevoice.org/mission_statement.html.Google Scholar
Zimmerman, Jonathan. Amateur Hour: A History of College Teaching in America. Baltimore: Johns Hopkins University Press, 2020.CrossRefGoogle Scholar