Teaching Laboring Class British Literature Of The Eighteenth And Nineteenth Centuries

Behind our contemporary experience of globalization, precarity, and consumerism lies a history of colonization, increasing literacy, transnational trade in goods and labor, and industrialization. Teaching British laboring-class literature of the eighteenth and nineteenth centuries means exploring ideas of class, status, and labor in relation to the historical developments that inform our lives as workers and members of society. This volume demonstrates pedagogical techniques and provides resources for students and teachers on autobiographies, broadside ballads, Chartism and other political movements, georgics, labor studies, satire, service learning, writing by laboring-class women, and writing by laboring people of African descent.

This book explores the complex and contested relationships that existed between class, patronage, and poetry in Hanoverian England by examining the life and work of Stephen Duck, the 'famous threshing poet'. Duck's remarkable story reveals the tolerances, and intolerances, of the Hanoverian social order.

This book features a collection of essays, shedding subversively new light on Romanticism and its canon of big-six, white, male Romantics by focusing on marginalised, forgotten and lost writers and their long-neglected works. Probing the realms of literary and cultural lostness, this book identifies different strata of oblivion and shows how densely the net of contacts and rivalries was woven around the ostensibly monolithic stars of the Romantic age. It reveals how the lost poets inspired the production of anthologised poetry, that they served as indispensable muses, sidekicks and interlocutors of the big six and that their relevance for the literary scene has been continuously underrated. This is also surprisingly true for some creators of famous one-hit wonders (Frankenstein, The Vampyre) who were suddenly rocketed to fame or notoriety, but could not help seeing their other works of fiction turning into abortive flops.

Sheila Cordner traces a tradition of literary resistance to dominant pedagogies in nineteenth-century Britain, recovering an overlooked chapter in the history of thought about education. This book considers an influential group of writers - all excluded from Oxford and Cambridge because of their class or gender - who argue extensively for the value of learning outside of schools altogether. From just beyond the walls of elite universities, Jane Austen, Elizabeth Barrett Browning, Thomas Hardy, and George Gissing used their position as outsiders as well as their intimate knowledge of British universities through brothers, fathers, and friends, to satirize rote learning in schools for the working classes as well as the education offered by elite colleges. Cordner analyzes how predominant educational rhetoric, intended to celebrate England's progress while simultaneously controlling the spread of knowledge to the masses, gets recast not only by the four primary authors in this book but also by insiders of universities, who fault schools for their emphasis on memorization. Drawing upon working-men's club reports, student guides, educational pamphlets, and materials from the National Home Reading Union, as well as recent work on nineteenth-century theories of reading, Cordner unveils a broader cultural movement that embraced the freedom of learning on one's own.

In Britain, the period that stretches from the middle of the eighteenth century to the mid-nineteenth century marks the emergence of the working classes, alongside and in response to the development of the middle-class public sphere. This collection contributes to that scholarship by exploring the figure of the "working-class intellectual," who both assimilates the anti-authoritarian lexicon of the middle classes to create a new political and cultural identity, and revolutionizes it with the subversive energy of class hostility. Through considering a broad range of writings across key moments of working-class self-expression, the essays reevaluate a host of familiar writers such as Robert Burns, John Thelwall, Charles Dickens, Charles Kingsley, Ann Yearsley, and even Shakespeare, in terms of their role within a working-class constituency. The collection also breaks fresh ground in eighteenth- and nineteenth-century scholarship by shedding light on a number of unfamiliar and underrepresented figures, such as Alexander Somerville, Michael Faraday, and the singer Ned Corvan.

Rereading Orphanhood: Texts, Inheritance, Kin explores the ways in which the figure of the literary orphan can be used to illuminate our understanding of the culture and mores of the long nineteenth century, especially those relating to family and kinship.

Charles Macklin (1699?–1797) was one of the most important figures in the eighteenth-century theatre. Born in Ireland, he began acting in London in around 1725 and gave his final performance in 1789 – no other actor can claim to have acted across seven decades of the century, from the reign of George I to the Regency Crisis of 1788. He is credited alongside Garrick with the development of the natural school of acting and gave a famous performance of Shylock that gave George II nightmares. As a dramatist, he wrote one of the great comic pieces of the mid-century (Love à la Mode, 1759), as well as the only play of the century to be twice refused a performance licence (The Man of the World, 1781). He opened an experimental coffeehouse in Covent Garden, he advocated energetically for actors’ rights and copyright reform for dramatists, and he successfully sued theatre rioters. In short, he had an astonishingly varied career. With essays by leading experts on eighteenth-century culture, this volume provides a sustained critical examination of his career, illuminating many aspects of eighteenth-century theatrical culture and of the European Enlightenment, and explores the scholarly benefit – and thrill – of restaging Macklin’s work in the twenty-first century.

Inspired by the conversations of like-minded professors interested in promoting eighteenth-century literature through informed, innovative teaching, this collection began as a series of presentations at the South Central Society for Eighteenth-Century Studies Conference. Covering a range of texts and strategies—from a genre-based approach to early novels, to an argument for student-teacher collaboration engaging Shen Fu’s Six Records of a Floating Life—the collection aims to participate in larger conversations about the “best practices” of teaching eighteenth-century texts in the undergraduate classroom. With an eye toward energizing further pedagogical dialogue about this important period, the authors share a wealth of experience and practical advice about the joys and pitfalls of teaching Western and non-Western texts to students relatively unfamiliar with early-modern literature.