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>From: Miriam Wallace <[log in to unmask]>
>Subject: CFP: Teaching Romantic Fiction (11/30/06; journal issue)
>
>Proposals are invited for new volume of the online-journal, Romantic=20
>Pedagogy Commons, on narrative fiction from 1780-1832 entitled: "Novel=20=
>
>Prospects: Teaching Romantic-era Fiction." Proposals are due November=20
>30, 2006, with final essays to follow by March 15, 2007, after=20
>selections are made. See details below.
>
>
>Novel Prospects: Teaching Romantic-era Fiction
>Guest Editors: Patricia A. Matthew & Miriam L. Wallace
>Call for Papers: Novel Prospects: Teaching Romantic-Era Fiction
>
>				"Let me make the novels of a country, =
>and let who will make the=20
>systems"
>				(Anna Laetitia Barbauld, =93On the =
>Origin and Progress of Novel=20
>Writing=94)
>
>Proposals are invited for new volume of the Romantic Pedagogy Commons=20
>on narrative fiction from 1780-1832.
>
>  =46rom a much-neglected genre for Romanticists, narrative fiction has=20=
>
>become a consistent feature at conferences, in special issues of=20
>journals, and the subject of monographs and collected essays. This=20
>notoriously cannibalistic genre can include the philosophical romance,=20=
>
>didactic fiction, the Jacobin and anti-Jacobin English novel, the moral=20=
>
>tale, novels of sensibility, seduction narratives, gothic fictions, and=20=
>
>the political novel, merely to name a few. As work on Romantic-era=20
>fiction expands and the list of authors who might be included on course=20=
>
>syllabi expands beyond Ann Radcliffe, Walter Scott, Mary Shelley, Mme=20
>de Genlis, and Johann Wolfgang von Goethe, we invite considerations of=20=
>
>how effectively to teach this material to undergraduates. Put simply,=20
>what kind of work does Romanticera fiction do in the classroom, and how=20=
>
>should it be considered in our teaching? We seek thoughtful essays that=20=
>
>address specific pedagogical problems and offer excellent models for=20
>teaching this material are solicited. We are most interested in essays=20=
>
>that blend discussions of the larger questions surrounding the teaching=20=
>
>of Romantic era fictions with the practical issues of bringing these=20
>texts to students.
>
>Some questions contributions might address include:
>
>=95 What are the advantages or costs of naming these works =93Romantic=94 =
>and=20
>what is signified by =93Romantic=94 when speaking of narrative fiction?
>
>=95 Are these works primarily of interest to cultural critics or those=20=
>
>who seek to add historical context, or do they merit careful literary=20
>or even aesthetic examination in themselves?
>
>=95 What reconsiderations of dominant literary narratives does =
>addressing=20
>prose fiction demand?
>
>=95 How does teaching this material change or impact pedagogical=20
>practice(s)?
>
>=95 What kinds of works must be included to offer a reasonable=20
>representation of the richness of this literature?
>
>=95 Are secondary sources required before undergraduates can access =
>these=20
>works, or do these novels themselves function most often as secondary=20
>materials themselves in a Romantic Literature course?
>
>=95 What meta-critical issues are addressed through teaching these=20
>materials?  How do they invite a consideration of critical apparatuses?
>
>=95 How might literature of this era be taught alongside texts generally=20=
>
>included in Romanticism courses.
>
>Essays may also helpfully include supporting materials that will be of=20=
>
>use for other teachers and that can be accessed in electronic form such=20=
>
>as text,  sound, or image files.
>
>Essay proposals (including title and 200-word abstract) are invited on=20=
>
>any aspect of =93Teaching Romantic-era Fiction.=94  Essays for this =
>volume=20
>may vary in length from 3,000-10,000, words, though 6000-8000 is=20
>recommended as a goal; please indicate the proposed length of your=20
>submission. Submit your proposal to Patricia Matthew=20
>([log in to unmask]) by November 30, 2006.  All submissions=20=
>
>will be peer-reviewed. Romantic Circles editorial staff will adapt the=20=
>
>code and design of essays and materials to site standards, so=20
>submissions may be in MS Word or HTML format. Final essays (and=20
>permissions) will need to be submitted to Patricia Matthew as e-mail=20
>attachments by March 15th, 2007.
>
>The online format of the Commons can accommodate publications which=20
>include resources such as sample syllabi, lesson plans, links to=20
>handouts, primary reading texts, or in-class exercises, web pages or=20
>samples of web-based student activities, full-color illustrations and=20
>designs, sound files, digital video, and so on. In your proposal,=20
>please include comments about your plans to use these kinds of elements=20=
>
>if you would like to do so. All submissions are encouraged to include:=20=
>
>(1) a guide to further reading, and (2) links to useful online=20
>resources.  To see examples of what is possible in this medium, you=20
>might take a look at the Romantic Circles Praxis volumes:=20
><http://www.rc.umd.edu/praxis>, or the =93Innovations=94 issue of =
>Romantic=20
>Pedagogy Commons, <http://www.rc.umd.edu/pedagogies/commons/index.html>
>DEADLINE FOR SUBMISSION OF PROPOSALS: November 30, 2006. Please submit=20=
>
>your proposal to Patricia Matthew ([log in to unmask]). If=20=
>
>you have questions about the proposed volume, or wish to discuss=20
>possible topics, please contact the editors:
>Miriam Wallace
>New College of Florida
>941-359-4335
>[log in to unmask]
>OR
>Patricia A. Matthew
>Montclair University
>973.746.2570
>[log in to unmask]

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