Sinclair Ross’s “As For Me and My House” as a (nefarious) safe-space whereby readers can subsume themselves within a locale that promises the sense of being taken care of, that they experienced within the maternal home but on one condition: ready willingness to defer; acquiesce to “mother’s” leadership. Written just before a culture pivoted from…[Read more]

Explores Quentin Tarantino’s “Pulp Fiction” as if it were experienced by many viewers of a particular type — SCM’s: suburban, collegiate young men — as a feeling out of how they might contrive themselves so that their future development would not place them as identifiable as losers by he-men pulp figures they’d learned early represent…[Read more]

A talk given at the ANT workshop at the University of Southern Denmark in 2017. I develop some of these ideas in chapter 4 of my current book

Explores how Henry James’s “The Beast in the Jungle” reads exactly as the sort of clinging back to a projected mother-figure, after freedom began to spell feelings of abandonment that psychically were proving increasingly intolerable, that object relations therapists finds in patients. Delineates how much of the story amounts to a tussle between…[Read more]

This study focuses on the cultural history of illegitimacy and its representation in literature, with an emphasis on the gender of fictional bastards and foundlings.

This study focuses on the cultural history of illegitimacy and its representation in literature, with an emphasis on the gender of fictional bastards and foundlings.

“Race” offers a compelling study of ideas related to race throughout history. Its breadth of coverage, both geographically and temporally, provides readers with an expansive, global understanding of the term from the classical period onwards: Intersections of Race and Gender // Race and Social Theory Identity // Ethnicity, and Immigration //…[Read more]

What is the relevance of Bruno Latour’s work for literary studies?

How might ANT help us rethink questions of comparison and translation?

How and why do we read? And what is the relationship between academic reading and the reading we do for pleasure? This course is divided into two parts. The first part, on critical reading, surveys some of the most influential critical approaches in recent decades, including structuralism, Marxism, psychoanalysis, deconstruction, feminism,…[Read more]

This thematic session of the journal is devoted to expressions of creative writing inspired by monuments. Our aim is to understand how and why diverse re/constructions of their specific genesis, descriptions of architectural features, explanations of symbolism, histories of mentors, sponsors and artists generate over/interpretations in the form of…[Read more]

This thematic session of the journal is devoted to expressions of creative writing inspired by monuments. Our aim is to understand how and why diverse re/constructions of their specific genesis, descriptions of architectural features, explanations of symbolism, histories of mentors, sponsors and artists generate over/interpretations in the form of…[Read more]

This is the Introduction to Rural Modernity in Britain: A Critical Intervention (Edinburgh UP, October 2018), which argues that the rural areas of Britain were impacted by modernisation just as much – if not more – than urban and suburban areas. It is the first study of modernity and modernism to focus on rural people and places that experienced…[Read more]

Drawing on research in developmental psychology, rhetorical narratology, and cultural history, as well as on digital data mining, this essay seeks to broaden the interdisciplinary and interpretive range of cognitive literary studies.

Drawing on research in developmental psychology, rhetorical narratology, and cultural history, as well as on digital data mining, this essay seeks to broaden the interdisciplinary and interpretive range of cognitive literary studies.

This is a paper that I presented at the 2019 MLA in Chicago. In this paper I situate discussions of the field of Iberian Studies within the context of the crisis of the Humanities and the future of Cultural Studies.

This article analyzes Stop-and-Frisk policing within the long history of lynching through the analytical framework of performance studies. Contemporary audio recordings of stop-and-frisk procedures are thought in relation to the historical examples of the Zoot Suit Riots and late 19th-century and early 20th-century lynchings of African Americans.