Teaching the Eighteenth Century Now

Pedagogy As Ethical Engagement
In this timely collection, teacher-scholars of “the long eighteenth century,” a Euro-centric timeframe from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, indigenous, and immigrant peoples.
In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach-how our pedagogies can be more meaningful, more impactful, and more relevant.

Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.

Contributor: Kate Parker (Edited by), Miriam L. Wallace (Edited by), Tiffany Potter (Contributions by), Ziona Kocher (Contributions by), Kate Parker (Contributions by), Teri Doerksen (Contributions by), Christine D. Myers (Contributions by), Diana Epelbaum (Contributions by), Matthew L. Reznicek (Contributions by), Travis Chi Wing Lau (Contributions by), Emily C. Casey (Contributions by), Eugenia Zuroski (Contributions by)

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