CFP: Performing Pedagogy: Gender and Instruction in Early Modern England

by Jessica C. Murphy

Performing Pedagogy: Gender and Instruction in Early Modern England
Editors seek articles of 5000-7000 words, including notes, for a proposed book-length collection entitled Performing Pedagogy: Gender and Instruction in Early Modern England.
We seek essays discussing models of childhood (particularly girlhood) educability as they were applied in domestic, religious and school settings and as they were rehearsed in the dramas of Shakespeare and his contemporaries.
Articles may address questions such as
* How is the instruction of children gendered?
* What effects result from the gender of the parent/teacher and the gender of the child?
* How do early modern educational theories and practices intersect with popular ideas about gender, class and national identity?
* In what ways is the cultural narrative of parental schooling under pressure during the Tudor and Stuart era?
* How did women understand their own educational experiences and how did they imagine their roles in the education of their children, particularly their daughters?
* What is the relationship amongst non-literary texts and the representation of pedagogy on the early modern stage?
* With regard to dramatic representation, how is pedagogy performative and how it is performed on stage?
Send detailed proposals or finished articles along with a 1-2 page curriculum vitae by December 1, 2007 to both editors, preferably electronically:
Professor Kate Moncrief, Department of English, 300 Washington Avenue, Washington College, Chestertown, MD 21620. Professor Kate McPherson, Department of English, Mailcode 153, Utah Valley State College, 800 West University Parkway, Orem, UT 84058.