Paper $30.00 ISBN: 9780226736136 Published December 2020
Cloth $95.00 ISBN: 9780226735948 Published January 2021
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The Teaching Archive

A New History for Literary Study

Rachel Sagner Buurma and Laura Heffernan

The Teaching Archive

Rachel Sagner Buurma and Laura Heffernan

320 pages | 25 halftones | 6 x 9 | © 2020
Paper $30.00 ISBN: 9780226736136 Published December 2020
Cloth $95.00 ISBN: 9780226735948 Published January 2021
E-book $10.00 to $30.00 About E-books ISBN: 9780226736273 Will Publish December 2020
The Teaching Archive shows us a series of major literary thinkers in a place we seldom remember them inhabiting: the classroom. Rachel Sagner Buurma and Laura Heffernan open up “the teaching archive”—the syllabuses, course descriptions, lecture notes, and class assignments—of critics and scholars including T. S. Eliot, Caroline Spurgeon, I. A. Richards, Edith Rickert, J. Saunders Redding, Edmund Wilson, Cleanth Brooks, Josephine Miles, and Simon J. Ortiz. This new history of English rewrites what we know about the discipline by showing how students helped write foundational works of literary criticism and how English classes at community colleges and HBCUs pioneered the reading methods and expanded canons that came only belatedly to the Ivy League. It reminds us that research and teaching, which institutions often imagine as separate, have always been intertwined in practice. In a contemporary moment of humanities defunding, the casualization of teaching, and the privatization of pedagogy, The Teaching Archive offers a more accurate view of the work we have done in the past and must continue to do in the future.
Contents
List of Figures
A Note on Authorship

Introduction: A New Syllabus

Chapter 1
Caroline Spurgeon, The Art of Reading (1913)

Chapter 2
T. S. Eliot, Modern English Literature (1916–19)

Chapter 3
I. A. Richards, Practical Criticism (1925), and Edith Rickert, Scientific Analysis of Style (1926)

Chapter 4
J. Saunders Redding, The Negro in American Literature (1944) and American Biographical Literature (1976)

Chapter 5
Cleanth Brooks, Modern Poetry (1963), and Edmund Wilson, Literature of the Civil War (1959)

Chapter 6
Josephine Miles, English 1A (1940–55)

Chapter 7
Simon J. Ortiz, Native American Arts (1978)

Conclusion: The Past We Need Now
 
Acknowledgments
Appendix: Archives and Collections Consulted
Notes
Bibliography
Index
Review Quotes
Louis Menand, author of 'The Marketplace of Ideas: Reform and Resistance in the American University'
The Teaching Archive shows us what we should always have known: the history of English is not the history of big books of criticism talking to other big books of criticism. Instead it is the history of students and teachers talking to each other in the classroom, where what goes on has often been quite different from what conventional histories of the discipline have assumed. Buurma and Heffernan reanimate the twentieth-century classroom, and in the process they reanimate our understanding of the profession.”
Deidre Shauna Lynch, author of 'Loving Literature: A Cultural History'
“This remarkably well-researched, beautifully written, wise, and moving study offers the discipline of English literary studies a new account of its twentieth-century history. What would happen if we understood disciplinary history as unfolding in classrooms where literary critics worked as instructors, as well as through the field-changing books they authored? What would happen if we saw those books as themselves shaped by the everyday life of teaching? The Teaching Archive makes untenable much of the received wisdom about twentieth-century English studies; it makes silenced classroom voices audible once more.”
Jonathan Rose, author of 'The Intellectual Life of the British Working Classes'
“How was literature actually taught in the classroom? Historians of literary studies have scarcely touched this centrally important question. But Buurma and Heffernan explore it in depth and detail, shifting our attention away from prestigious academic critics, and refocusing on syllabi, course notes, and student papers. And they show that, outside the elite universities, literary education could be much more inclusive, experimental, offbeat, and student-centered than we imagined.”
Alison R. Byerly, President, Lafayette College
"The distinction between teaching and research is a key organizing principle of academia, and the hierarchy implicit in that distinction affects the rankings of universities, the careers of professors, and the public perception of higher education. The revisionist history of literary study offered by Buurma and Heffernan brilliantly explodes this false dichotomy, showing that the college classroom provided a dynamic laboratory that was fundamental to the development of the twentieth century’s most influential modes of critical theory. With the materials of classroom practice as archival evidence, Buurma and Heffernan restore a lost history of intellectual experimentation in which professors and students of all levels collaborated in the creation of the field of literary criticism. At the same time, they offer a compelling defense of the humanities as an active, integrated, and broadly accessible mode of education."
 
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