Ulteriori informazioni
A guide for today’s classrooms, this collection from leading Joyce scholars explores innovative pedagogical approaches to the works of this often-challenging writerTeaching James Joyce in the Twenty-First Century presents examples of bold, innovative pedagogical techniques instructors have used to adapt the study of Joyce’s work for the contemporary classroom. Leading Joyce scholars share approaches that go beyond the traditional university lecture hall to include experiences teaching high school students, senior citizens, art students, book club members, and people in prisons.
The strategies in this inspirational volume range from class discussions to creating art and music to walking city streets. Works examined include the complex
Finnegans Wake and the influential modernist milestones
Ulysses and
A Portrait of the Artist as a Young Man. While Joyce is often viewed as an essential and foundational author of Irish literature, contributors to this volume argue that the spirit of Joyce’s writing is global, and they offer suggestions for teaching these works in an international context.
Students are often daunted by the perceived difficulty and inaccessibility of Joyce, but this volume helps both new and experienced teachers of Joyce make the writer’s texts understandable, relatable, and even fun. These authors argue that reading Joyce helps develop skills in holding and interrogating opposing ideas, skills that are essential in navigating the modern academic and political landscape. In grappling with Joyce, students will recognize his writing as relevant and urgent.
Contributors: Mary Burke Lloyd Meadhbh Houston Jonathan Ezra Goldman A. Nicholas Fargnoli Barbara M. Hoffmann Zoë Henry Talia Abu Garry Leonard Gregory Erickson Paul Fagan Julieann Veronica Ulin Shinjini Chattopadhyay Sam Slote Greg Winston Ellen Scheible Margot Norris Rob Berry Michael Patrick Gillespie Barry Devine
Sommario
List of Figures ixForeword xi
Acknowledgments xiii
Introduction 1
Barry Devine and Ellen ScheibleI. Curricular Joyce1. Teaching Joyce’s
Portrait to High School Students 17
Barbara M. Hoffmann2. “. . . the real Oxford manner”: Teaching
Dubliners on the Foundation Year 31
Lloyd Meadhbh Houston3. Teaching Joyce’s Backstories 44
Julieann Veronica Ulin4. Black Lives and Irish Lives: Teaching and Reading Deesha Philyaw and Joyce in 2021 62
Mary M. Burke5. To Cause Students to Stop in Wonder: Using/Teaching Popular Culture in Joyce 75
Garry Leonard6. Reading (and Loving)
Ulysses While Black 92
Zoë L. Henry7. Decolonial Pedagogy and Teaching Joyce in a Liberal Arts College Classroom 116
Shinjini Chattopadhyay8. Eating with Joyce:
Ulysses and the Cultural Discourses That Shape Personal Nutrition 131
Talia Abu9. Teaching the Wakean Sentence 148
Paul Fagan10. Teaching
Finnegans Wake: Reading, Performing, and Creating 161
Gregory Erickson11. Preparing to Teach
Exiles 181
A. Nicholas FargnoliII. Extracurricular Joyce12. Teaching Joyce’s Poetry 199
Margot Norris13. Teaching
Ulysses in Nonacademic Spaces 214
Jonathan Goldman14. “At their joggerfry”: Joyce, Dublin, and City-as-Text 229
Greg Winston15. Teaching Art Through the Prism of
Ulysses 250
Robert Berry16. Teaching
Dubliners in Prison 266
Michael Patrick GillespieList of Contributors 281
Index 285
Info autore
Barry Devine is associate professor of English at Heidelberg University.
Ellen Scheible is professor of English at Bridgewater State University. Scheible is the author or editor of many books, including
Body Politics in Contemporary Irish Women's Fiction: The Literary Legacy of Mother Ireland.
