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Teaching the Early Modern Period by Derval Conroy, Danielle Clarke

By Derval Conroy, Danielle Clarke

Instructing the Early sleek interval is an leading edge venture bringing jointly major early modernists from a large geographical and disciplinary history. students from English, background and French stories unite during this distinct quantity to check the demanding situations which the early glossy interval offers within the third-level school room. along 9 essays the quantity is interspersed with shorter reflections of fourteen invited professors from eire, the united kingdom, France, the Netherlands, South Africa, Canada and the united states. The members supply an extraordinary transcontinental perception into present pedagogical praxis in a few Western nationwide traditions, featuring quite a lot of case-studies of the way examine can tell educating from students who refuse to just accept a divorce among the 2.

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With this recognition of difference in place one can investigate the specificities of the early modern period and the ways in which we construct relations between it and the present. 25 Issues of alienation and alterity take on a different resonance in the context of women writers. 26 Published to mark the tenth anniversary of the Chicago University Press ‘Other Voice in Early Modern Europe’ series, the 14 essays of this last volume, which focus on the religious writings of women, vary in their emphasis on course content or classroom practice, addressing a dual readership of both students and specialists.

145–9 (p. 147). 40. Frances Teague, ‘Responding to Renaissance Drama: One Way of Guiding Students’, in Approaches to Teaching English Renaissance Drama, pp. 65–72. See also Katherine Dauge-Roth’s account (n. 8 above) of the use of online learning journals and other learner-centred pedagogical strategies in her teaching of seventeenth-century France. 41. E. McGee, ‘Webbing Webster’, in Approaches to Teaching English Renaissance Drama, pp. 106–12 (p. 106). 42. 1 (2001), 127–33. On an earlier text, see Massimo Riva, ‘The Decameron Web: Teaching a Classic as Hypertext at Brown University’, in Approaches to Teaching Boccaccio’s ‘Decameron’, ed.

34 Most crucially, the text moves out of the corral of the specialist academic library and is multiply and simultaneously available to a potentially infinite number of users, none of whom will necessarily access that text in precisely the same way. 39 The widespread availability of search terms and, increasingly, searchable text, means that even quite sophisticated academic work can be very narrowly based, deriving from pre-existing categories of analysis rather than from a rigorous survey of the relevant material.

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