This essay is an attempt to think about melancholy as a shared creative endeavor, as a trans-corporeal blue (and blues) ecology that would bind humans, nonhumans, and stormy weather together in what Tim Ingold has called a meshwork. In this enmeshment of the “strange strangers” of Timothy Morton’s dark ecology, “[t]he only way out is down” a…[Read more]

The introduction to a special issue of the Journal of Narrative Theory, edited by Eileen Joy and Christine Neufeld, on “Premodern to Modern Humanisms: The BABEL Project.” This essay sketches out a blueprint for pursuing new “critical humanisms” in a post/human age.

This special issue of the “Journal of Narrative Theory” represents one of the BABEL Working Group’s first forays into a collaborative and “baggy” humanistic scholarship between medieval studies, more contemporary humanistic studies, and the sciences, with the objective of interrogating together the open terms, “human,” “humanity,” “humanism,”…[Read more]

This essay serves as the Preface to “Still Thriving: On the Importance of Aranye Fradenburg,” a collection of critical reflections on the career and paradigm-shifting scholarship of medievalist and psychoanalyst L.O. Aranye Fradenburg.

This short essay, co-authored with L.O. Aranye Fradenburg, in the edited 2-volume collection BURN AFTER READING, eds. Eileen A. Joy, Myra Seaman, and Jeffrey Jerome Cohen (Oliphaunt Books, 2014), ruminates the importance of the humanities as an important space for the artfulness of living, for enriched environments, and real-time experimental…[Read more]

The work of L.O. Aranye Fradenburg, especially her psychoanalytic criticism of Chaucer, and her formulations of discontinuist historical approaches to the Middle Ages, has been extremely influential within medieval studies for several decades. More recently she has been focusing on more broad defenses of the humanities, especially with regard to…[Read more]

Extending an argument presented in two articles published Studies in Art Education and Visual Arts Research, I discuss what would a poetic historiography mean for art education research.

Extending an argument presented in two articles published Studies in Art Education and Visual Arts Research, I discuss what would a poetic historiography mean for art education research.

Argues that Qohelet’s famous bit of speech on the seasons at 3:1-8 mimics and mocks proverbial poetry, as part of his larger, prosaic denial that life has discernible and usable rhythms and rhymes.

This essay argues for a revitalization of General Education by making it more holistic and more engaged with the world.

Part 2 of introduction to The Tale of Genji with bilbiography of Edward Seidensticker’s essays on the novel

In a recent essay in Rethinking Marxism, as part of a special issue on the legacy of Louis Althusser’s thinking,
Tyson E. Lewis takes up Althusser’s thinking on schooling, trade unionism, and seminars to delimit the concepts of
interpellation, counterinterpellation, and disinterpellation respectively. While Lewis’s work is a crucial first step…[Read more]

The poetry of Teimuraz I’s marks a turning point in Georgian literary history. From 1629–34, the poet-king of Kartli and Kaxetia (eastern Georgia) undertook to produce a Georgian equivalent to Niẓāmī Ganjevī’s famed quintet (khamsa) that stands as one of the major achievements of classical Persian literature. While Teimuraz I imitated the form…[Read more]

Have you ever thought about the language you speak? If the answer is yes, surely you might have wondered: Where does my language come from? How does it change? What are its relationships with other languages? How do its literary and cultural production reflect such evolution and connections? In this course we will approach classic works of Spanish…[Read more]

Have you ever thought about the language you speak? If the answer is yes, surely you might have wondered: Where does my language come from? How does it change? What are its relationships with other languages? How do its literary and cultural production reflect such evolution and connections? In this course we will approach classic works of Spanish…[Read more]

371 is an introduction to canonical works of Early Modern Spanish. This semester, we take a novel approach to the reading and interpretation of masterpieces of Spanish literature to revisit the notion of canon, and to challenge standard disciplinary approaches that constrain Spanish and Portuguese within the boundaries of national literary and…[Read more]

Spanish 260.001 is a methodological introduction to Hispanic Literature. We focus on three specific genres, Narrative, Poetry and Drama, and the course’s goal is to equip the student with the practical abilities to analyze a literary text in Spanish as well as with a basic knowledge of the major historical trends in Hispanic literature from its o…[Read more]

Spanish 260.001 is a methodological introduction to Hispanic Literature. We focus on three specific genres, Narrative, Poetry and Drama, and the course’s goal is to equip the student with the practical abilities to analyze a literary text in Spanish as well as with a basic knowledge of the major historical trends in Hispanic literature from its o…[Read more]

In this chapter I detail two socialist grading practices, one for grading classroom discussion and the other for determining final grades. Throughout the descriptions I argue for why they are socialist and how I began using them.

This paper shows a systematization of the research projects belong to Universidad de Ciencias Pedagógicas Enrique Jose Varona, Havana, Cuba between 2014-2016 and its projection for 2017 year. This paper has three essentials parts. Firstly, it explains theorist statements and way for designs a project in newest university. Secondly, is the…[Read more]