Education Commons^™

Feminist Scholarly Communities Have Been A Lifeline During The Pandemic, Karen Griscom

ABO: Interactive Journal for Women in the Arts, 1640-1830

I teach writing and literature at a community college, and I am a third-year Ph.D. candidate. Because I balance full-time teaching and graduate research, I am accustomed to the intensity of a heavy workload. Still, during this past year, my home and work responsibilities have multiplied and with that so has my anxiety. Stress and lack of time have made it challenging to write and research. However, two feminist organizations have helped me cope and remain hopeful about my scholarship.

Forced Compartmentalization: Parenting, Professing, And Writing Through The Age Of Covid-19 And Anti-Asian Hate, Kathleen T. Alves

ABO: Interactive Journal for Women in the Arts, 1640-1830

No abstract provided.

Summary Remarks On Conversations About “Researching, Reading And Writing During The Pandemic”, Kate Ozment, Mona Narain

ABO: Interactive Journal for Women in the Arts, 1640-1830

Summary remarks on the Spring 2021 issue that includes Conversation essays by participants in the ABO summer 2020 writing camp #WriteWithAphra. The participants describe their experience of reading, researching, and writing during the pandemic.

A New Poem By Anna Letitia Barbauld, Scott Krawczyk, William Mccarthy

ABO: Interactive Journal for Women in the Arts, 1640-1830

This short discovery article presents information pertaining to a previously unknown poem of four lines by Anna Letitia Barbauld. The poem is housed at Duke University in the David M. Rubenstein Rare Book & Manuscript Library.

Ardelia, Orinda, And . . . Ke$Ha: Teaching #Me Too And The Gendered Sphere Of Poetry, Andrew Black

ABO: Interactive Journal for Women in the Arts, 1640-1830

This article addresses the way in which the teaching of Anne Finch and Katherine Philips can be enhanced with classroom discussion of a surprising modern parallel: the sometimes coercive artistic and personal constraints placed on contemporary female pop artists by male producers. Focusing on Kesha, my class compares her recent struggles for autonomy and justice to the peculiar creative conditions which Anne Finch and Katherine Philips had to endure, inviting students to use their popular culture knowledge to gain a more nuanced insight into the historical gendering of creative cultures.

Teaching Eighteenth-Century English Coercion, Seduction, And Consent In Twenty-First Century India: Eliza Haywood’S Love In Excess, Sumi Bora

ABO: Interactive Journal for Women in the Arts, 1640-1830

Classroom teaching informed by the #MeToo movement is widespread and diverse. This paper evolves from classroom discussion with Third Semester English Major students at Lokanayak Omeo Kumar Das College, Dhekiajuli, Assam, India. The paper engages itself with #MeToo Movement and scrutinizes the depiction of seduction in Eliza Haywood’s novel Love in Excess. The paper records the students’ connections between Haywood and their own desire to build consciousness among the marginalized section of women so that they voice issues of harassment in any form.

"Side By Side With A Ruinous, Ever-Present Past": Trauma-Informed Teaching And The Eighteenth Century, Clarissa, And Fantomina, Kate Parker, Bryan M. Kopp, Lindsay Steiner

ABO: Interactive Journal for Women in the Arts, 1640-1830

This article explores the need for and applications of trauma-informed teaching in eighteenth-century studies, particularly around representations of sexual trauma (rape) and consent. The prevalence of trauma guarantees its presence in our classrooms, even and especially in its absences. As the field of eighteenth-century studies continues to reframe its white, Eurocentric, male-dominated past through more intentionally inclusive research and teaching methods, particularly those that explore the intersections of eighteenth-century studies and social justice approaches to education, the presence of trauma in our classrooms will become only more significant. Keeping in mind those students of marginalized identities who are most likely …

Customary Law And The Revival Of Natural Rights Reformism In Amelia Opie's Adeline Mowbray, Mark Zunac

ABO: Interactive Journal for Women in the Arts, 1640-1830

This essay investigates the role of natural law within the philosophical debates in 1790s Britain over the origins and applicability of citizens' rights, an issue amplified by memories of the French Revolution. It marks Amelia Opie’s 1805 novel Adeline Mowbray as representative of a counterrevolutionary faction focused extensively on the rights of citizens, yet fully distinct from the theoretically grounded cosmopolitan vision of both the French Jacobins and their radical British counterparts. The novel serves as evidence that the British counterrevolution was not intrinsically opposed to reform, and that reform itself was not incompatible with moral duty and social good …

Looking Beyond The Enlightenment Mother-Teacher: Anna Letitia Barbauld And The Eighteenth-Century Maternal Ideal, Kathryn J. Ready

ABO: Interactive Journal for Women in the Arts, 1640-1830

Based on her popular prose writing for children, liberal Dissenter Anna Letitia Barbauld has been cited as a prominent example of the Enlightenment mother-teacher associated with the influence of John Locke and Jean-Jacques Rousseau. However, close reading of her poetry reveals a complex maternal ideal in operation that was in part that of the Enlightenment mother-teacher, in part a modified form of republican motherhood, a strategic composite drawn, on the one hand, from classical republican discourse, which promoted the woman’s role in fostering patriotism and liberty, and, on the other, from contemporary defences of commerce, which highlighted women’s civilizing and …

The Boy In The Text: Mary Barber, Her Son, And Children's Poetry In Poems On Several Occasions, Chantel M. Lavoie

ABO: Interactive Journal for Women in the Arts, 1640-1830

The Boy in the Text: Mary Barber, Her Son, and Children’s Poetry in Poems on Several Occasions

This paper reconsiders the work of Dublin poet Mary Barber, whose collection of poems appeared in 1733/34. There she acknowledges the assistance of Jonathan Swift, and frames her poetry as a pedagogical aid to her children’s education—particularly that of her eldest son, Constantine. Barber’s relationship with Swift has received much critical attention, as has her focus on her own motherhood—sometimes in critiques that suggest both of these hampered the quality and scope of her work. This paper asks readers to look at her …

Editors' Thanks To Dr. Linda Troost, Editor Ecw, Mona Narain

ABO: Interactive Journal for Women in the Arts, 1640-1830

No abstract provided.