Teaching Space, Place, and Literature

Cover
Title
Copyright
Dedication
CONTENTS
List of contributors
Acknowledgements
Introduction: the map and the guide
PART I Plotting courses
	1 Space odyssey: from place to lived space
	2 The nomadic classroom: encountering literary art through affective learning
	3 An interdisciplinary pedagogy for a graduate course in spatial studies
	4 Mapping multiethnic texts in the literary classroom: GIS and Karen Tei Yamashita’s Tropic of Orange
	5 Teaching literary cartographies of race, space, place, and displacement
	6 “Out of doors”: Shakespeare and the Forest School movement
	7 Teaching Victorian literature through cartography
	8 Thinking geocritically: teaching Canadian literature in Treaty 6 territory
PART II Representing space and place
	9 Panoramic perspectives and city rambles: teaching literary urban studies
	10 Modeling interdisciplinarity: spaces of modern Paris through literature and design
	11 From ashes to phoenix: a geocritical approach to teaching the literary landscapes of eighteenth-century London
	12 Interrogating the urban crisis: teaching Detroit 
in literature
	13 Place as palimpsest: literary works and cultural-political resistance
	14 Space, place, and gender: women and geography in the undergraduate American literature survey
	15 “But wither am I wandering?”: gender, class, and writing space in Mary Wollstonecraft’s Letters Written During a Short Residence in Sweden, Norway, and Denmark
PART III Critical domains
	16 Space and place in fictional storyworlds
	17 Space, movement, and modern literature
	18 Literature and the medieval English “borderland”: teaching the culture of identity and place
	19 Teaching the importance of space and place: Robert Stepto’s “ritual grounds”
	20 Multiple identities and imaginative spatiality in Kipling’s Kim and Rushdie’s Midnight’s Children
	21 Teaching non-places in British children’s fantasy literature
	22 Key concepts and the thriller: space, place, and mapping
Index