“You taught me language, and my profit on ‘t Is I know how to curse. The red plague rid you
For learning me your language!” (The Tempest, I.ii.362-4).

What does a home mean to you? Have you left it? How did you get there? Would you go back? Starting with the foundational travel narrative in Western literature, Homer’s The Odyssey…[Read more]

Where do we come from? Our families play an instrumental role in our development. Indeed, the idea of the individual, apart from the family, challenges notions of family as a continual process, as something permanent. How old is the idea that the individual can strike out on her own, separate from her family, and thus do as she pleases?…[Read more]

[from pp. 151-52:]

“Not only do we ourselves treat fictional characters as if they were capable of a broad variety of mental states (as real people are) to make sense of the story when we first read it; not only do we casually refer to these characters’ and the author’s mental states in our subsequent discussions with students; not only do we…[Read more]

[from pp. 151-52:]

“Not only do we ourselves treat fictional characters as if they were capable of a broad variety of mental states (as real people are) to make sense of the story when we first read it; not only do we casually refer to these characters’ and the author’s mental states in our subsequent discussions with students; not only do we…[Read more]

Today, Lady Lovelace is recognized as the first computer programmer – for an algorithm she co-authored with inventor Charles Babbage in 1843. She has also become, per biographer Betty Toole, a “modern myth,” whose very ambiguity and otherness encourage readers’ self-invention around gender and tech, human-machine interactions, and female sexuali…[Read more]

My talk at the round table on Service Learning in Literary Studies about the necessity of failure in experiential learning.

This primer in “cognitive cultural studies” explores the cultural fantasy of perfect access to mind through body. It shows that different genres and media—movies, novels, classic Chinese operas, medieval ribald tales, musicals, paintings, documentaries, stand-up comedy, and photography—have different strategies for making us think that we have ju…[Read more]

PMLA Forum piece that argues for the direct and indirect value of the scholarly enterprise to the sacred art of teaching.

In lieu of an abstract, here is the beginning of the chapter:

Ungleichzeitigkeit and global modernisms

Over the last twenty-five years, the modernist canon has been significantly revised as theoretical and empirical interventions have emphasised its transnational and globalised patterns of connection through a range of disciplinary…[Read more]

In lieu of an abstract, here is the beginning of the article: In a recent discussion of modernism, Peter Osborne argues that the terms “modern,” “modernity,” and “modernization” need to be understood through their shared philosophical status as temporal constructions. The emergence of the modern within Western philosophy is predicated on a subjec…[Read more]

In lieu of an abstract, here is the beginning of the article:

After the fall of the Berlin Wall and the subsequent collapse of communism in the former Soviet bloc, the concept of utopia was blighted with the stigma of Stalinist totalitarianism. Khrushchev’s denunciation of Stalin’s despotism at the 20th Congress of the Communist Party in 195…[Read more]

In this free workshop, children and preteens (age 8-12) creatively explore and expand their sense of self by thinking and writing about their life – past, present, and future. Group activities, games, solitary writing, and illustrating provide for a fun and productive setting. Students will receive individual attention and gradually realize how…[Read more]