Abstract

Appendix D: Mapping Black Atlantic Romantic Imag-I-Nation(s) Syllabus

Appendix D: Mapping Black Atlantic Romantic Imag-I-Nation(s) Syllabus

Description

This course examines imaginative representations of the self in the poems, novels, autobiographies, essays, and sermons of the earliest African American writers, including the works of Phillis Wheatley, Harriet Jacobs, and Frederick Douglass and

Taking a Step, Learning from Below, and Imagining Planetarity in Romanticism: On Poems for the Millennium, Volume Three

This essay distills the experience of teaching an upper-division English course entitled "An Introduction to Global Romanticisms." This class focused on one text over the course of the semester – Jerome Rothenberg and Jeffrey Robinson’s experimental anthology Poems for the Millennium Volume 3: The University of California Book of Romantic & Postromantic Poetry. This collection attempts to construct a truly global Romantic tradition. In addition to the standard writers of the European Romantic canon, North and South American, Scandinavian, Eastern European, and Asian authors are included here as well. The broad scope of the anthology presents exciting opportunities and challenges. This essay assesses the potential of this volume to reform our teaching of and scholarship about Romanticism, and it briefly articulates a thesis about the “cosmic” dimension of literary texts, which can possibly provide an organizing rubric for engaging with the expansive richness of global Romanticism once conventional formalist and historicist methods are shown to be inadequate for managing its complexity.

Translating Revolution into Spanish: British Romanticism and the Spanish-Speaking World

"Translating Revolution into Spanish: British Romanticism and the Spanish-Speaking World" offers ways of teaching British Romanticism through the lens of human rights. The proposed course covers the pamphlet wars of the 1790s in Edmund Burke’s Reflections on the Revolution in France, Thomas Paine’s The Rights of Man, and Mary Wollstonecraft’s Vindications of the Rights of Woman. Students also consider abolitionist literature of the eighteenth and nineteenth centuries in The Interesting Narrative of the Life of Olaudah Equiano, Hannah More’s "Slavery, A Poem," and Leonora Sansay’s Secret History; or, The Horrors of St. Domingo. The goal of this approach is to address the cultural amnesia regarding the history of slavery and enslaved peoples, and to broaden students’ understanding of the era’s independence movements by introducing historical documents from Latin and South America.

Appendix C: Syllabus for Introduction to Global Romanticisms

Appendix C: Syllabus for Introduction to Global Romanticisms

Description

Originating in the late-18th century and flowering in the 19th, Romanticism was a multi-faceted, complex literary movement that radically altered the way language expresses the human condition. Reacting against a

#BlackLivesMatter: The Black Atlantic Matters

My aim is to consider the ways in which the “black Atlantic” and its combined focus on music and literature redefine the field of Romanticism and how this redefinition translates into the classroom. One pedagogical approach is to examine how Wheatley maps time, space, and memory through meter. Through attention Wheatley’s use of syncopation, it’s possible to see how her verse subverts the colonialist notion of mapping, accounting for and claiming ownership of internal and external space as well as rhythmical spaces of lines of poetry and typography. Her versified maps have spaces and places that are unaccounted for, that are merely implied and must be imagined, like a pulse that is felt but not heard. Such interstitial spaces are represented in her poetry by syncopation’s silences, omissions, ambiguities, ironies, reversals, (un)stressed syllables, and the music theory surrounding “on beats” and “off beats.” "On Imagination" and "On Being Brought from Africa to America" metaphorically re-plot the coordinates of her memory of the middle passage, as a metrically mapped journey from earth to heaven. Before Wordsworth and Coleridge, Wheatley’s autobiographical pentameter testified to the spiritually and politically transformative power of the Imag-I-Nation(s), remapping national, spiritual, emotional, racial, and spatial coordinates to challenge the understanding of the Enlightenment’s legacy in her day as well as the present.

European Romanticism and Frankenstein: A Comparative Literature Course for English Majors

"European Romanticism and Frankenstein: A Comparative Literature Course for English Majors" outlines a course that prepares future teachers of Mary Shelley’s Frankenstein to acknowledge the novel’s French and German influences. Such influences include Jean-Jacques Rousseau’s Confessions and The Sufferings of Young Werther by Johann Wolfgang von Goethe, one of the texts that the creature finds in the forest. The essay offers ways to introduce topics such as the French Revolution (the backdrop for the DeLacey family’s story) and argues for the importance of teaching Romantic irony as a way to approach literature of the period, particularly French and German Romantic poetry. The course invites students to explore European texts with similar themes as Frankenstein. E. T. A. Hoffmann’s novella The Sandman (published a year before Frankenstein) and Goethe’s Faust also feature doubles, death and rebirth, and scientists.

#BlackLivesMatter: The Black Atlantic Matters

My aim is to consider the ways in which the “black Atlantic” and its combined focus on music and literature redefine the field of Romanticism and how this redefinition translates into the classroom. One pedagogical approach is to examine how Wheatley maps time, space, and memory through meter. Through attention Wheatley’s use of syncopation, it’s possible to see how her verse subverts the colonialist notion of mapping, accounting for and claiming ownership of internal and external space as well as rhythmical spaces of lines of poetry and typography. Her versified maps have spaces and places that are unaccounted for, that are merely implied and must be imagined, like a pulse that is felt but not heard. Such interstitial spaces are represented in her poetry by syncopation’s silences, omissions, ambiguities, ironies, reversals, (un)stressed syllables, and the music theory surrounding “on beats” and “off beats.” "On Imagination" and "On Being Brought from Africa to America" metaphorically re-plot the coordinates of her memory of the middle passage, as a metrically mapped journey from earth to heaven. Before Wordsworth and Coleridge, Wheatley’s autobiographical pentameter testified to the spiritually and politically transformative power of the Imag-I-Nation(s), remapping national, spiritual, emotional, racial, and spatial coordinates to challenge the understanding of the Enlightenment’s legacy in her day as well as the present.

Translating Revolution into Spanish: British Romanticism and the Spanish-Speaking World

"Translating Revolution into Spanish: British Romanticism and the Spanish-Speaking World" offers ways of teaching British Romanticism through the lens of human rights. The proposed course covers the pamphlet wars of the 1790s in Edmund Burke’s Reflections on the Revolution in France, Thomas Paine’s The Rights of Man, and Mary Wollstonecraft’s Vindications of the Rights of Woman. Students also consider abolitionist literature of the eighteenth and nineteenth centuries in The Interesting Narrative of the Life of Olaudah Equiano, Hannah More’s "Slavery, A Poem," and Leonora Sansay’s Secret History; or, The Horrors of St. Domingo. The goal of this approach is to address the cultural amnesia regarding the history of slavery and enslaved peoples, and to broaden students’ understanding of the era’s independence movements by introducing historical documents from Latin and South America.

Introduction: Teaching Global Romanticism

The essays on Teaching Global Romanticism collected here present varied approaches to teaching Romanticism in a global context through individual assignments, units, and syllabi. The contributors share ways to enrich pedagogical approaches to Romantic literature and culture with texts and ideas from beyond Britain and America. These essays discuss how literature guides students’ engagement with international themes and issues in the Romantic period and after. The initiative for this volume began under the leadership of William Stroup.

Appendix A: Readings for Literature and Culture of the Romantic Period: The Logic of Culture

Appendix A: Readings for "Literature and Culture of the Romantic Period: The Logic of Culture"


We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are

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