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Teaching Race in the European Renaissance: A Classroom Guide
A Classroom Guide
A multidisciplinary guide to classroom discussion of race in the European Renaissance.
Teaching Race in the European Renaissance: A Classroom Guide provides both educators and students the tools they need to discuss race in the European Renaissance both in its unique historical contexts and as part of a broader continuum with racial thinking today. The volume gathers scholars of the English, French, Italian, and Iberian Renaissances to provide exercises, lesson plans, methodologies, readings, and other resources designed to bring discussions of race into a broad spectrum of classes on the early modern period, from literature to art history to the history of science. This book is designed to help educators create more diverse and inclusive syllabi and curricula that engage and address a diverse, twenty-first-century student body composed of students from a growing variety of cultural, national, ethnic, and racial backgrounds. By providing clear, concise, and diverse methodologies and analytical focuses, Teaching Race in the European Renaissance: A Classroom Guide will help educators in all areas of Renaissance Studies overcome the anxiety and fear that can come with stepping outside of their expertise to engage with the topic of race, while also providing expert scholars of race in the Renaissance with new techniques and pedagogies to enhance the classroom experience of their students.
Teaching Race in the European Renaissance: A Classroom Guide provides both educators and students the tools they need to discuss race in the European Renaissance both in its unique historical contexts and as part of a broader continuum with racial thinking today. The volume gathers scholars of the English, French, Italian, and Iberian Renaissances to provide exercises, lesson plans, methodologies, readings, and other resources designed to bring discussions of race into a broad spectrum of classes on the early modern period, from literature to art history to the history of science. This book is designed to help educators create more diverse and inclusive syllabi and curricula that engage and address a diverse, twenty-first-century student body composed of students from a growing variety of cultural, national, ethnic, and racial backgrounds. By providing clear, concise, and diverse methodologies and analytical focuses, Teaching Race in the European Renaissance: A Classroom Guide will help educators in all areas of Renaissance Studies overcome the anxiety and fear that can come with stepping outside of their expertise to engage with the topic of race, while also providing expert scholars of race in the Renaissance with new techniques and pedagogies to enhance the classroom experience of their students.
Reviews
Table of Contents
Introduction
Matthieu Chapman, SUNY New Paltz
Anna Wainwright, University of New Hampshire
Mapping Race in Early Modern Europe
Matthieu Chapman, SUNY New Paltz
When Students Recognize Gender but not Race: Addressing the Othello-Caliban Conundrum
Maya Mathur, University of Mary Washington
Sight-Reading Race in Early Modern Drama: Dog Whistles, Signifiers, and the Grammars of Blackness
Matthieu Chapman, SUNY New Paltz
Joshua Kelly, University of Wisconsin
Teaching Spenser’s Darkness: Race, Allegory, and the Making of Meaning in The Faerie Queene
Dennis Britton, University of New Hampshire
Teaching Aphra Behn’s Oroonoko as Execution Narrative
Jennifer Lodine-Chaffey, Washington State University Tri-Cities
Causing Good and Necessary Trouble with Race in Milton’s Comus
Reginald A. Wilburn, University of New Hampshire
“The Present Terror of the World”: The Ottoman Empire in the English Imaginary
Ambereen Dadabhoy, Harvey Mudd College
When They Consider How Their Light Is Spent: Intersectional Race and Disability Studies in the Classroom
Amrita Dhar, Ohio State University
Teaching Race in Renaissance Italy
Anna Wainwright, University of New Hampshire
Ogres and Slaves: Representations of Race in Giambattista Basile’s Fairy Tales
Suzanne Magnanini, University of Colorado, Boulder
The Black Female Attendant in Titian’s Diana and Actaeon (c.1559), and in Modern Oblivion
Patricia Simons, University of Michigan
Whitewashing the Whitewashed Renaissance: Italian Renaissance Art through a Kapharian Lens
Rebecca M. Howard, University of Memphis
Giovanni Buonaccorsi (fl. 1651–1674): An Enslaved Black Singer at the Medici Court
Emily Wilbourne, Queens College and the Graduate Center, City University of New York
Barbouillage and Blackface in the Classroom: Twenty Seventeenth-century Poems on an Enslaved Black Woman
Anna Klosowska, Miami University
Learning to Listen: A New Approach to Teaching Early Modern Encounters in the Americas
Charlotte Daniels, Bowdoin College
Katherine Dauge-Roth, Bowdoin College
Racial Profiling: Delineating the Renaissance Face
Noam Andrews, Ghent University
Contextualizing Race in Leonard Thurneysser’s Account of Portugal
Carolin Alff, University of Hamburg
Settler Colonialism, Families, and Racialized Thinking: Casta Painting in Latin America
Dana Leibsohn, Smith College
Barbara E. Mundy, Fordham University
Teaching Race in the Global Renaissance Using Local Art Collections
Lisandra Estevez, Winston-Salem State University
Podcasting Las Casas and Robert E. Lee: A Case Study in Historicizing Race
Elizabeth L. Spragins, Washington and Lee University
American Moor: Othello, Race, and the Conversations Here and Now
Amy Rodgers, Mount Holyoke College
Marjorie Rubright, UMass Amherst
Mapping Race Digitally in the Classroom
Roya Biggie, Knox College
(Re-)Editing the Renaissance for an Anti-Racist Classroom
Ann Christensen, University of Houston
Laura Turchi, University of Houston
Matthieu Chapman, SUNY New Paltz
Anna Wainwright, University of New Hampshire
Mapping Race in Early Modern Europe
Matthieu Chapman, SUNY New Paltz
When Students Recognize Gender but not Race: Addressing the Othello-Caliban Conundrum
Maya Mathur, University of Mary Washington
Sight-Reading Race in Early Modern Drama: Dog Whistles, Signifiers, and the Grammars of Blackness
Matthieu Chapman, SUNY New Paltz
Joshua Kelly, University of Wisconsin
Teaching Spenser’s Darkness: Race, Allegory, and the Making of Meaning in The Faerie Queene
Dennis Britton, University of New Hampshire
Teaching Aphra Behn’s Oroonoko as Execution Narrative
Jennifer Lodine-Chaffey, Washington State University Tri-Cities
Causing Good and Necessary Trouble with Race in Milton’s Comus
Reginald A. Wilburn, University of New Hampshire
“The Present Terror of the World”: The Ottoman Empire in the English Imaginary
Ambereen Dadabhoy, Harvey Mudd College
When They Consider How Their Light Is Spent: Intersectional Race and Disability Studies in the Classroom
Amrita Dhar, Ohio State University
Teaching Race in Renaissance Italy
Anna Wainwright, University of New Hampshire
Ogres and Slaves: Representations of Race in Giambattista Basile’s Fairy Tales
Suzanne Magnanini, University of Colorado, Boulder
The Black Female Attendant in Titian’s Diana and Actaeon (c.1559), and in Modern Oblivion
Patricia Simons, University of Michigan
Whitewashing the Whitewashed Renaissance: Italian Renaissance Art through a Kapharian Lens
Rebecca M. Howard, University of Memphis
Giovanni Buonaccorsi (fl. 1651–1674): An Enslaved Black Singer at the Medici Court
Emily Wilbourne, Queens College and the Graduate Center, City University of New York
Barbouillage and Blackface in the Classroom: Twenty Seventeenth-century Poems on an Enslaved Black Woman
Anna Klosowska, Miami University
Learning to Listen: A New Approach to Teaching Early Modern Encounters in the Americas
Charlotte Daniels, Bowdoin College
Katherine Dauge-Roth, Bowdoin College
Racial Profiling: Delineating the Renaissance Face
Noam Andrews, Ghent University
Contextualizing Race in Leonard Thurneysser’s Account of Portugal
Carolin Alff, University of Hamburg
Settler Colonialism, Families, and Racialized Thinking: Casta Painting in Latin America
Dana Leibsohn, Smith College
Barbara E. Mundy, Fordham University
Teaching Race in the Global Renaissance Using Local Art Collections
Lisandra Estevez, Winston-Salem State University
Podcasting Las Casas and Robert E. Lee: A Case Study in Historicizing Race
Elizabeth L. Spragins, Washington and Lee University
American Moor: Othello, Race, and the Conversations Here and Now
Amy Rodgers, Mount Holyoke College
Marjorie Rubright, UMass Amherst
Mapping Race Digitally in the Classroom
Roya Biggie, Knox College
(Re-)Editing the Renaissance for an Anti-Racist Classroom
Ann Christensen, University of Houston
Laura Turchi, University of Houston