CFP: "Approaches to Teaching Eliza Haywood" (Nov 1) for MLA Volume

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    Tiffany Potter
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    @tpotter

    CFP: Chapter proposals for the volume on Eliza Haywood in the MLA “Approaches to Teaching” series

    Editor, Tiffany Potter (University of British Columbia)

    Deadline: November 1 2015 (350 word proposal and short biographical note)

    email: TeachingElizaHaywood@gmail.com

    (for accepted proposals, completed chapters of 3500-4000 words will be due in September 2016)

    Eliza Haywood’s relatively sudden transition into the canon and the classroom leaves many college and university teachers in the position of teaching a text and author whom they did not read in graduate school, and whose available body of work is expanding rapidly. This volume will set a benchmark in the future of Haywood studies, creating useful teaching contexts and approaches for both new and experienced teachers and scholars. The goal of this volume is to provide materials and critical essays that move classroom discussion of Haywood’s work into questions of genre, the history of the novel, print culture, philosophy, and the ways in which Haywood’s texts concurrently interrogate and enforce several of the contested regulatory mechanisms of eighteenth-century London. Articles must focus on teaching, but original scholarship that is framed as part of research-informed teaching will be an important part of some essays.

    Please send proposals to Tiffany Potter, University of British Columbia: teachingElizaHaywood[at]gmail.com

    The MLA website has posted its survey about the volume, if you are interested in commenting on the volume as a whole at this stage: http://www.mla.org/approaches.
    ___________________________________________

    Preliminary list of potential topics (feel free to blend, combine or create new ones in framing your proposal)

    Materials and Backgrounds
    Eighteenth-century print culture, competition, and the literary marketplace
    Women writing, people reading: literacy, readership and audience

    Early Writings
    (with emphasis on the early fiction that made Haywood’s career, in the context of her other writings: emphasis is on texts most widely available in reasonably-priced classroom editions and general-use anthologies: Fantomina; Love in Excess; The Masqueraders; The Surprize; The Injured Husband; and Lasselia)
    *Social norms in early novels: understanding indoctrination, interrogation and enforcement in [select two short novels as focus]
    *Dangerous freedoms: masquerades, identity, and public space in Fantomina and The Masqueraders
    *Libertines, philosophy and power: reading individual and culture in Fantomina and Love in Excess
    *Female friendship in The Surprize and The British Recluse
    *Secret histories, politics, and de-coding gossip in Memoirs of a Certain Island Adjacent to Utopia and The Adventures of Eovaai
    *Haywood’s theatrical communities [addressing one of her plays in detail, as well as the relationships among her work in theatre and her early fiction]
    *Teaching rape narratives in the twenty-first century classroom
    *Teaching Fantomina in context: [focused specifically on the other texts included in the Broadview Fantomina edition]
    Later Writings
    (with emphasis on The Anti-Pamela; The History of Miss Betsy Thoughtless; The History of Jemmy and Jenny Jessamy, in the context of Haywood’s periodical and non-fiction publications)
    *Reclaiming female voice: teaching the Pamelas, Anti- and Sham
    *Teaching with adaptation theory: what happens when Pamela becomes Syrena Tricksy?
    *Modeling women: the problem of the female characters in Betsy Thoughtless
    *The golden mean: teaching Jemmy and Jenny Jessamy through eighteenth-century philosophy
    *Periodical debates: teaching with The Female Spectator and contemporary periodicals

    Wider Thematic Approaches
    *Queering Haywood
    *Haywood’s men: the anti/heroic and eighteenth-century masculinities
    *Defoe, Fielding, Richardson and Haywood and circles of competitive re-writing
    *Twenty-first-century Haywood: canon, anthology, and authority
    *Notoriety, celebrity, and authorial self-fashioning
    *Haywood and the sublime
    *Haywood’s London
    *Teaching Haywood teaching: conduct writing, didacticism and education
    *Teaching Haywood and “women’s writing”
    *Teaching Haywood in gender and sexuality studies

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