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A cosmopolitan author who spent nearly a decade in Europe and was versed in the works of his British and French contemporaries, James Fenimore Cooper was also deeply concerned with the America of his day and its history. His works embrace themes that have dominated American literature since: the frontier; the oppression of Native Americans by Europeans; questions of race, gender, and class; and rugged individualism, as represented by figures like the pirate, the spy, the hunter, and the settler. His most memorable character, Natty Bumppo, has entered into American popular culture.
The essays in this volume offer students bridges to Cooper's novels, which grapple with complex moral issues that are still crucial today. Engaging with film adaptations, cross-culturalism, animal studies, media history, environmentalism, and Indigenous American poetics, the essays offer new ways to bring these novels to life in the classroom.
This volume considers the challenges and opportunities of online literature classes and suggests instructional strategies that ensure students are engaged in the virtual classroom. The ideas shared here are grounded in research, practice, critical self-reflection, and collaboration. Reflecting a diverse collection of practical tips and experiences from colleagues teaching at a variety of institutions, the essays offer readers the chance to inhabit others' classrooms. Contributors discuss building an interactive and inclusive classroom and using hypertext, video lectures, and other asynchronous and synchronous tools in classes whose subjects include, among others, Shakespeare, the Chinese novel, early American literature, speculative fiction, and contemporary American poetry.
Recounting the murder of an elderly woman by a student expelled from university, Crime and Punishment is a psychological and political novel that portrays the strains on Russian society in the middle of the nineteenth century. Its protagonist, Raskolnikov, moves in a world of dire poverty, disillusionment, radicalism, and nihilism interwoven with religious faith and utopianism. In Dostoevsky’s innovative style, which he called fantastic realism, the narrator frequently reports from within the protagonist’s mind. The depiction of the desperate lives of tradespeople, students, alcoholics, prostitutes, and criminals gives readers insight into the urban society of St. Petersburg at the time.
The first part of this book offers instructors guidance on editions and translations, a map of St. Petersburg showing locations mentioned in the novel, a list of characters and an explanation of the Russian naming system, and recommendations for further reading. In the second part, essays analyze key scenes, address many of Dostoevsky’s themes, and consider the roles of ethics, gender, money, Orthodox Christianity, and social justice in the narrative. The volume concludes with essays on digital media, film adaptations, and questions of translation.
Georges Ngal's pathbreaking satire Giambatista Viko explores the vexed relations between metropolitan centers and peripheral former colonies through its titular antihero, an African professor at an African studies institute divided between European-focused cosmopolitans and Africanists. Struggling to write the great African novel and subject to abuse, Viko realizes he can no longer separate the African and the European parts of his multilayered, African francophone culture. Viko's fate is a warning about the perils of artistic creation in a world where power is not shared. Part of the wave of African novels of the 1960s and 1970s that grappled with the disenchantments of decolonization, Giambatista Viko can be read at once as a Congolese novel, a francophone novel, and a work of world literature.
The Plum in the Golden Vase (also known as The Golden Lotus) was published in the early seventeenth century and may be the first long work of Chinese fiction written by a single (though anonymous) author. Featuring both complex structural elements and psychological and emotional realism, the novel centers on the rich merchant Ximen Qing and his household and describes the physical surroundings and material objects of a Ming dynasty city. In part a social, political, and moral critique, the novel reflects on hierarchical power relations of family and state and the materialism of life at the time.
The essays in this volume provide ideas for teaching the novel using a variety of approaches, from questions of genre, intertextuality, and the novel's reception to material culture, family and social dynamics, and power structures in sexual relations. Insights into the novel's representation of Buddhism, Chinese folk religion, legal culture, class, slavery, and obscenity are offered throughout the volume.
Before children's stories came to exemplify the French fairy tale, early modern audiences read the works of women writers known as conteuses. From the late seventeenth century through the Revolution, the conteuses published rich, complex tales that were popular in literary salons and elite courtly settings.
These unpredictable works feature candid representations of female desire, strong support for the education of women, and surprising twists on the fairy tale formulas familiar to readers of Charles Perrault. Not only witty and entertaining, the tales also comment on the unfair treatment of women that the authors saw in society, history, and myth.
Brief biographies introduce to new audiences writers who challenged social conventions, won popular and critical acclaim, and defined the fairy tale genre in their own time.
Taking up the idea that teaching is a political act, this collection of essays reflects on recent trends in ecocriticism and the implications for pedagogy. Focusing on a diverse set of literature and media, the book also provides background on historical and theoretical issues that animate the field of postcolonial ecocriticism. The scope is broad, encompassing not only the Global South but also parts of the Global North that have been subject to environmental degradation as a result of colonial practices. Considering both the climate crisis and the crisis in the humanities, the volume navigates theoretical resources, contextual scaffolding, classroom activities, assessment, and pedagogical possibilities and challenges. Essays are grounded in environmental justice and the project to decolonize the classroom, addressing works from Africa, New Zealand, Asia, and Latin America and issues such as queer ecofeminism, disability, Latinx literary production, animal studies, interdisciplinarity, and working with environmental justice organizations.
The author of Comentarios reales and La Florida del Inca, now recognized as key foundational works of Latin American literature and historiography, Inca Garcilaso de la Vega was born in 1539 in Cuzco, the son of a Spanish conquistador and an Incan princess, and later moved to Spain. Recalling the family stories and myths he had heard from his Quechua-speaking relatives during his youth and gathering information from friends who had remained in Peru, he created works that have come to indelibly shape our understanding of Incan history and administration. He also articulated a new American identity, which he called mestizo.
This volume provides guidance on the translations of Garcilaso's writings and on the scholarly reception of his ideas. Instructors will discover ideas for teaching Garcilaso's works in relation to indigenous thought, European historiography, natural history, indigenous religion and Christianity, and Incan material culture. In essays informed by postcolonial and decolonial perspectives, scholars draw connections between Garcilaso's writings and contemporary issues like migration, multiculturalism, and indigenous rights.
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