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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.

562 pages | 52 | 6 x 9 | © 2023

History: European History

Medieval Studies

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"Comprised of twenty-three erudite, informative, and thought provoking contributions by scholars well versed in their subjects, Teaching Race in the European Renaissance: A Classroom Guide is exceptionally well organized and presented, making it an ideal and unreservedly recommended core addition to personal, professional, college, and university library European History collections and supplemental curriculum studies lists." 

Midwest Book Review

Table of Contents

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

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