Details

Autor(en) / Beteiligte

• Woods,Livia Arndal

Titel

Practicing Canon-Formation in the Digital Classroom

Ist Teil von

• Nineteenth-Century gender studies, 2016-07, Vol.12 (2), p.25

Ort / Verlag

Lexington: Nineteenth-Century Gender Studies

Erscheinungsjahr

2016

Link zum Volltext

Quelle

Electronic Journals Library - Freely accessible e-journals

Beschreibungen/Notizen

• The work of one student group in creating a Wikipedia page for the abolitionist and writer Abigail Mott—and reflections on that work from a member of the student group in her final essay for the course—speak to the interrogation of canonicity that motivated “Why Are We Reading This?” [ 5 ] “Why Are We Reading This?” engaged theories of canonicity with the help of Lee Morrissey’s 2005 Debating the Canon. (6) The role of Wikipedia in my 2014 course offers a perspective on the new opportunities for information sharing among communities that extend beyond “teachers and students”—opportunities that highlight the practices of canon formation. Though a small number of women writers—most notably among novelists Jane Austen and George Eliot, with some back and forth between Charlotte and Emily Brontë—tended to be included in class syllabi and anthologies of British literature during the first half of the twentieth century, unexamined partialities shaped by sexism, racism, and classism limited the scholarly viability even of authors consistently in print, such as Mary Shelley or Elizabeth Barrett Browning, not to mention authors whose works had fallen out of print. The relevance of feminist, sexuality, gender, and queer studies to Victorian literary criticism is also attested to by the large numbers of nineteenth-century women writers who responded to the historical limitation of middle class women’s economic options as the domestic space became idealized as feminine and disconnected from market-driven labors.