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Articles 1 - 30 of 299
Full-Text Articles in Educational Methods
Advancing Blended Education: Caribbean Lecturers’ Reflective Narratives Of Caution, Creativity, And Change, Mia A. Jules, Donna-Maria B. Maynard, Grace A. Fayombo, Jason E. Marshall, Tanya Newton, Kamilah Hutson, Amanda Kellman, Cherise Bynoe, Mikaila Collymore, Jo-Ann Prosper-Chase, Laura Lee Foster, Adicia Clarke
Advancing Blended Education: Caribbean Lecturers’ Reflective Narratives Of Caution, Creativity, And Change, Mia A. Jules, Donna-Maria B. Maynard, Grace A. Fayombo, Jason E. Marshall, Tanya Newton, Kamilah Hutson, Amanda Kellman, Cherise Bynoe, Mikaila Collymore, Jo-Ann Prosper-Chase, Laura Lee Foster, Adicia Clarke
Journal of Global Education and Research
Blended teaching requires lecturers to constantly self-reflect on their pedagogical practice to enhance student learning. However, there is yet to be a significant corpus of literature that highlights the cognitive resources that lecturers in higher education should possess to effectively use blended learning strategies. It is important to understand the intellectual resources required for blended pedagogy so that such capabilities can be fostered during faculty-training programs; ultimately resulting in innovative strategies to ensure quality learning outcomes and the advancement of university-level blended teaching mandates. This qualitative case study explored how twelve Caribbean lecturers experienced and navigated the teaching process in …
Fifteen Years Of Open-Access, Feminist Editing And Beyond: Laura L. Runge Transitions From Editor-In-Chief To Co-Director Of Abo Editorial Board As Of Abo Vol. 16, No. 1, Kelly Plante
ABO: Interactive Journal for Women in the Arts, 1640–1830
This is an editor's note thanking Laura L. Runge for her more than 15 years service as the founding editor of ABO. The current editors thank Laura for her foundational work and we commit to carry on her editorial vision.
Retrospective: The Burney Centre, Mcgill University, 1945-2024, Peter Sabor
Retrospective: The Burney Centre, Mcgill University, 1945-2024, Peter Sabor
ABO: Interactive Journal for Women in the Arts, 1640–1830
The origins of McGill University’s Burney Centre go back to 1945, when Joyce Hemlow was appointed to McGill’s Department of English. After publishing a major biography of Frances Burney in 1958, Hemlow initiated what she termed the Burney Project: a research centre devoted to producing scholarly editions of the journals and letters of Burney and her father, the music historian Charles Burney. The Frances Burney edition was completed, in 25 volumes, in 2019; five volumes of the Charles Burney edition have appeared to date, with a sixth and final volume to follow. Joyce Hemlow was succeeded as Director of the …
A Review Of The South Central Society For Eighteenth-Century Studies (Scsecs) Annual Conference (Pinehurst, Nc 19-21 February 2026), Laura Runge-Gordon
A Review Of The South Central Society For Eighteenth-Century Studies (Scsecs) Annual Conference (Pinehurst, Nc 19-21 February 2026), Laura Runge-Gordon
ABO: Interactive Journal for Women in the Arts, 1640–1830
A conference review for the South-Central Society for Eighteenth-Century Studies conference held in Pinehurst, North Carolina February 19-21, 2026. The conference was organized by SCECS President Catherine Parisian and featured the keynote speaker Peter Radford.
A Review Of Willow White's Feminist Comedy: Women Playwrights Of London (University Of Delaware Press, 2024), Mattie Burkert
A Review Of Willow White's Feminist Comedy: Women Playwrights Of London (University Of Delaware Press, 2024), Mattie Burkert
ABO: Interactive Journal for Women in the Arts, 1640–1830
A review of Willow White's Feminist Comedy: Women Playwrights of London by Mattie Burkert.
A Review Of Karen Bloom Gevirtz 'S The Apothecary's Wife (University Of California Press, 2024), Annika Mann
A Review Of Karen Bloom Gevirtz 'S The Apothecary's Wife (University Of California Press, 2024), Annika Mann
ABO: Interactive Journal for Women in the Arts, 1640–1830
A review of Karen Bloom Gevirtz's The Apothecary's Wife by Annika Mann.
Teaching Evelina With Digital Humanities, Hilary Havens
Teaching Evelina With Digital Humanities, Hilary Havens
ABO: Interactive Journal for Women in the Arts, 1640–1830
Digital humanities, an interdisciplinary field that applies digital methodologies and technologies to the humanities, is an excellent lens through which to approach the eighteenth century. I integrate digital humanities tools and workshops alongside primary source readings in all of my eighteenth-century British literature classes to help students better understand those texts and the world in which they were created. In my upper-level undergraduate class on late eighteenth-century literature, I teach four digital humanities tools to students, two of them (StoryMapJS and Voyant) in connection with Frances Burney’s Evelina (1778). These tools train students how to uncover historical and geographic contexts …
Teaching Frances Burney's Evelina With Netflix’S Bridgerton, Willow White
Teaching Frances Burney's Evelina With Netflix’S Bridgerton, Willow White
ABO: Interactive Journal for Women in the Arts, 1640–1830
This pedagogical essay explores strategies for teaching Frances Burney's first novel Evelina (1778) through comparison with Netflix's popular series Bridgerton. The essay demonstrates how Bridgerton's widespread popularity has renewed interest in Georgian literature and provides an engaging and accessible entry point for undergraduate students to explore Evelina's themes of social anxiety, gender, and coming of age.
Teaching A Stand-Alone Course On Burney, Lorna J. Clark
Teaching A Stand-Alone Course On Burney, Lorna J. Clark
ABO: Interactive Journal for Women in the Arts, 1640–1830
This essay outlines a stand-alone course on Frances Burney, suggesting that she offers a good entry point into eighteenth-century studies. Given that she wrote in so many genres—novels, plays, journals, and letters—such a course avoids the narrowness which often marks a single author course. In twelve weeks, the course studied ten works: four novels, five plays (three comedies and two tragedies) and a selection of journals and letters. The latter describes well-known figures in Burney’s social and literary networks in eighteenth-century London and leads to discussion of techniques of the epistolary, of diary-writing and of women’s life-writing. Burney’s novels are …
Reading Burney’S Mastectomy Letter: Presentist Thinking And Personal Responses In The Classroom, Heather Meek
Reading Burney’S Mastectomy Letter: Presentist Thinking And Personal Responses In The Classroom, Heather Meek
ABO: Interactive Journal for Women in the Arts, 1640–1830
Frances Burney’s mastectomy letter, in its graphic and detailed depiction of the operation she underwent without anesthetic in 1811, does not always lend itself immediately to standard, scholarly classroom discussion. It tends, rather, to incite unusually intimate responses, as well as conversations about medicine and health today. In my teaching of the letter in literature courses at Université de Montréal over the course of the past 13 years, I have found that students are inclined to seize upon the subject of breast cancer as especially contemporary in its relevance and to share their own anecdotal knowledge of the disease. I …
Lifelong Learning: Approaches To Teaching Frances Burney’S The Wanderer To Adults, Miriam Al Jamil
Lifelong Learning: Approaches To Teaching Frances Burney’S The Wanderer To Adults, Miriam Al Jamil
ABO: Interactive Journal for Women in the Arts, 1640–1830
The construction of a course for adult learners who are not studying for a qualification or credits but rather for enjoyment and engagement with learning for its own sake, requires an approach centered on needs which may not be entirely academic. Drawing on students’ individual life experiences while avoiding assumptions based on familiarity with the material shapes the course and offers many benefits. The essay is based on teaching Workers Education Association (WEA) courses and proposes the structure of a literature course on Frances Burney’s 1814 novel The Wanderer. It selects thematic content which resonates with older learners, such …
The Wanderers: Teaching The Literature Of Migration And Exile, Linda Zionkowski
The Wanderers: Teaching The Literature Of Migration And Exile, Linda Zionkowski
ABO: Interactive Journal for Women in the Arts, 1640–1830
In our current global landscape, exile—or forced, often permanent migration—appears a central rather than tangential experience, being driven by armed conflict, environmental destruction, economic collapse, and political repression. The climate on many university campuses reflects students’ awareness of and concern for the situation of displaced populations, and this awareness has influenced political discourse and political action inside and outside the classroom. My course titled “The Wanderers: Teaching the Literature of Migration and Exile” begins with Frances Burney’s narration of exilic experiences in her life writings and The Wanderer. Burney’s texts offer a conceptual foundation for exploring instances of physical …
Introduction: Concise Collection On Teaching The Works Of Frances Burney, Dana Gliserman Kopans
Introduction: Concise Collection On Teaching The Works Of Frances Burney, Dana Gliserman Kopans
ABO: Interactive Journal for Women in the Arts, 1640–1830
This short essay introduces a Concise Collection special issue on teaching Frances Burney. The collection brings together a range of texts and approaches to them and demonstrates that Burney can be successfully taught to students outside of the graduate context.
Numeracy-Based Civic Education Model: Needs Analysis Through An Explanatory Sequential Design, Sulkipani Sulkipani, Kokom Komalasari, Sapriya Sapriya, Susan Fitriasari, Vina Amilia Suganda Makenun
Numeracy-Based Civic Education Model: Needs Analysis Through An Explanatory Sequential Design, Sulkipani Sulkipani, Kokom Komalasari, Sapriya Sapriya, Susan Fitriasari, Vina Amilia Suganda Makenun
Numeracy
The United Nations Sustainable Development Goals emphasize numeracy as essential for quality education, and require its integration across the curriculum, including into civic education (CE). However, the integration of numeracy in CE in Indonesian universities has not yet been clearly mapped out. This study aims to analyze the need for numeracy integration in CE as a basis for developing a numeracy-based CE learning model. Using a mixed method with an explanatory sequential design, the study involved a convenience sample of 225 students and 10 lecturers from various universities through surveys, interviews, observations, and documentation studies. Quantitative findings show that numeracy …
A Review Of Books And Borrowing 1750–1830: An Analysis Of Scottish Borrowers' Registers, Sophie Coulombeau
A Review Of Books And Borrowing 1750–1830: An Analysis Of Scottish Borrowers' Registers, Sophie Coulombeau
ABO: Interactive Journal for Women in the Arts, 1640–1830
No abstract provided.
A Review Of Deborah Weiss's Women And Madness In The Early Romantic Novel: Injured Minds, Ruined Lives, Jennifer L. Nault Ms
A Review Of Deborah Weiss's Women And Madness In The Early Romantic Novel: Injured Minds, Ruined Lives, Jennifer L. Nault Ms
ABO: Interactive Journal for Women in the Arts, 1640–1830
A review of Women and Madness in the Early Romantic Novel by Jennifer Nault.
Learning From The Legacies Of Phillis Wheatley Peters: A Collaborative Pedagogical Public Humanities Project, Sandra Zagarell
Learning From The Legacies Of Phillis Wheatley Peters: A Collaborative Pedagogical Public Humanities Project, Sandra Zagarell
ABO: Interactive Journal for Women in the Arts, 1640–1830
“’Learning from the Legacies of Phillis Wheatley Peters’: A Collaborative Pedagogical Public Humanities Project” is an account of a Spring, 2024 Zoom and web-based public humanities project for primary, secondary and post-secondary teachers interested in learning more about African-born American poet Phillis Wheatley Peters (c.1746-1784) and developing writing-based curricular materials about her. Foregrounding the levels of pedagogy the project involved, the essay describes leaders’ planning processes and our sessions with teacher-participants and provides links to the materials the teachers prepared. The instructional approaches the essay details can be adapted by educators working in a wide variety of classroom settings.
Teaching Phillis Wheatley Peters’S “On Being Brought From Africa To America” For The First Time In An Online Undergraduate Women’S Literature Course, Shazia Khan
ABO: Interactive Journal for Women in the Arts, 1640–1830
As one of Phillis Wheatley Peters’ most famous poems, “On Being Brought from Africa to America” is often introduced to undergraduates; however, it is also an often-misunderstood text by undergraduate and graduate students alike when they first read it. Students often believe that Wheatley Peters is happy about her condition as an enslaved person in America and out of Africa. But upon deeper analysis of her word choice, use of punctuation, and biblical references, a reader can see her unique voice as an enslaved person criticizing slavery through sarcasm. Such responses can discourage instructors from teaching the poem, especially in …
Teaching Phillis Wheatley (Peters) As A Working Artist, Lenora Warren
Teaching Phillis Wheatley (Peters) As A Working Artist, Lenora Warren
ABO: Interactive Journal for Women in the Arts, 1640–1830
In recent years, the challenge of teaching the poetry of Phillis Wheatley (Peters) has been managing my students’ expectations of what constitutes “representative” African American literature and coming to a more comprehensive idea of constitutes both “political” and black art. In managing some initial confusion around Wheatley’s muted response to her enslavement I have landed on presenting Wheatley’s insistence of her work as a poet as “labour” to be the most interesting tact to take with students. For Wheatley it is the imperative of becoming a poet that allows her access to what might be seen as a more vital …
Teaching Phillis Wheatley Peters’S Morals On Words And Actions In American Literature To 1860, Don Holmes
Teaching Phillis Wheatley Peters’S Morals On Words And Actions In American Literature To 1860, Don Holmes
ABO: Interactive Journal for Women in the Arts, 1640–1830
This article argues that teaching Phillis Wheatley-Peters (c. 1753-1784) as a moral authority during the American Revolution provides a robust historical framework for fostering an empowering humanism in students. When Phillis Wheatley Peters wrote to Indigenous Mohegan Minister Samson Occom (1723-1792) in 1774, she expressed satisfaction with his reasons for recognizing the conditions faced by enslaved Africans in North America. Her didactic perspective aimed to enlighten her readers about the limitations of the human condition: “This I desire not for their Hurt, but to convince them of the strange Absurdity of their Conduct whose Words and Actions are so diametrically …
On Being Brought From Gambia Or Ghana To Colonial Boston: Teaching Phillis Wheatley And Place, D. Quentin Miller
On Being Brought From Gambia Or Ghana To Colonial Boston: Teaching Phillis Wheatley And Place, D. Quentin Miller
ABO: Interactive Journal for Women in the Arts, 1640–1830
In this pedagogical article, I describe my classroom practice in which the context of place becomes supremely important when introducing Wheatley’s work to students. With the help of experiential learning in the form of a walking tour of Wheatley's Boston and some maps, I call attention to spatiality as a crucial context for framing the poet’s most persistent concerns. The article contains images that can be useful to instructors who do not have the benefit of teaching Wheatley in Boston.
Introduction: Concise Collection On Teaching The Works Of Phillis Wheatley Peters, Part Ii, Mona Narain, Sarah Ruffing Robbins
Introduction: Concise Collection On Teaching The Works Of Phillis Wheatley Peters, Part Ii, Mona Narain, Sarah Ruffing Robbins
ABO: Interactive Journal for Women in the Arts, 1640–1830
This short essay introduces part two of a two-part Concise Collections special issue on teaching Phillis Wheatley Peters. It discusses how the life and works of the poet can be taught in various educational settings.
Framing Affect: Close Up To Feeling With Women At The Eighteenth-Century Theatre On The Twenty-First Century Screen, Ros M. Ballaster Professor
Framing Affect: Close Up To Feeling With Women At The Eighteenth-Century Theatre On The Twenty-First Century Screen, Ros M. Ballaster Professor
ABO: Interactive Journal for Women in the Arts, 1640–1830
Period films and television dramas of the twenty-first century use scenes of attendance at the theatre by women in the (long) eighteenth century as a test of their capacity to feel. Such scenes provide an opportunity to measure the competing affordances of screen and stage regarding affect in the eighteenth century and our present moment. Explored are scenes of theatrical affect from Dangerous Liaisons (1998) to The Duchess (2008), Harlots (2017), Portrait of a Lady on Fire (2019), Bridgerton (2020). The figure of the liberated, educated, and aesthetically sensitive woman serves in period fiction on stage, screen and page more …
Managerial Forms: Narrative, Information, And Household Government In The Diaries Of Sarah Cowper, Robert Stearn
Managerial Forms: Narrative, Information, And Household Government In The Diaries Of Sarah Cowper, Robert Stearn
ABO: Interactive Journal for Women in the Arts, 1640–1830
The diary of Sarah Cowper (written 1700-16) is characterized by elaborate techniques of information management and a sustained attention to the fractious emotional dynamics of her household. Bringing together historical scholarship on domestic service and literary analyses of organizing practices in print and manuscript, the article argues that the finding devices in Cowper’s seven-volume diary disclose a practical knowledge both textual and social—one which took the affective dynamics of the household as its object, but which was also shaped by and afloat in those dynamics. The article is in two parts. The first explores how Cowper’s information management practices were …
Epic Anger And Shame In Lucy Hutchinson’S Order And Disorder, Mary Trull
Epic Anger And Shame In Lucy Hutchinson’S Order And Disorder, Mary Trull
ABO: Interactive Journal for Women in the Arts, 1640–1830
In his didactic epic, De rerum natura, the Roman poet Lucretius rejects the unity of affect and genre in Homeric epic. Instead, in Lucretius anger is anti-heroic: the human race is demeaned by fear, cowering before a fabricated vision of vengeful gods. The gods are not angry, and human fear is therefore absurd, even shameful, since it leads to outrageous acts of appeasement that violate basic human decency. When Lucy Hutchinson, the first English translator of the full De rerum natura, approached the task of writing an epic version of the book of Genesis, affect was already a central, …
Opportunities For Growth: A Metacognitive Self-Talk Strategy That Improves Classroom Unity And Academic Attitudes, Sera Anello, Michael J. Haslip
Opportunities For Growth: A Metacognitive Self-Talk Strategy That Improves Classroom Unity And Academic Attitudes, Sera Anello, Michael J. Haslip
Journal of Practitioner Research
This teacher action research study describes the development and application of the opportunities for growth teaching method to increase learner motivation, persistence, cooperation and positive self-talk among primary school students. The approach was implemented with 30 fourth graders in a Philadelphia public school classroom to foster unity, support attitudes toward academics and participation, redefine failure, and reframe challenges. Before this intervention, most of the students lacked self-regulation, self-awareness, and relationship skills needed to thrive. This study investigates how and to what effect the opportunities for growth approach shifts students’ language and mindset about academic and social challenges. Qualitative data was …
Reading With Aunt Bunty: Intergenerational Feminism And Eighteenth-Century Studies, Alison Conway
Reading With Aunt Bunty: Intergenerational Feminism And Eighteenth-Century Studies, Alison Conway
ABO: Interactive Journal for Women in the Arts, 1640–1830
This essay asks: what might an intergenerational reading practice look like for feminist critics working in eighteenth-century studies? What could be learned from reading the political and institutional conditions that have shaped reading practices, past and present, in relation to each other? I consider, here, the case of Q.D. Leavis. Reading Leavis, as well as other women who studied at Cambridge in the early twentieth century, shows me how profoundly I have been shaped by Virginia Woolf’s characterization of the university and literary history’s marginalization of women writers. What would it mean to consider the eighteenth century through the lens …
A Review Of Glenn Mcgillivray's Actors, Audiences, And Emotions In The Eighteenth Century: Communities Of Sentiment, Semane Parsons
A Review Of Glenn Mcgillivray's Actors, Audiences, And Emotions In The Eighteenth Century: Communities Of Sentiment, Semane Parsons
ABO: Interactive Journal for Women in the Arts, 1640–1830
A Review of Glen McGillivray's book Actors, Audiences, and Emotions in the Eighteenth Century: Communities of Sentiment (2023).
A Review Of Maeve E. Kane's Shirts Powdered Red: Haudenosaunee Gender, Trade, And Exchange Across Three Centuries, Melissa Adams-Campbell
A Review Of Maeve E. Kane's Shirts Powdered Red: Haudenosaunee Gender, Trade, And Exchange Across Three Centuries, Melissa Adams-Campbell
ABO: Interactive Journal for Women in the Arts, 1640–1830
A review of Shirts Powdered Red: Haudenosaunee Gender, Trade, and Exchange across Three Centuries, by Maeve Kane
“Strange And Unusual Things”: Teaching The Speculative Fiction Of Margaret Cavendish, E Mariah Spencer
“Strange And Unusual Things”: Teaching The Speculative Fiction Of Margaret Cavendish, E Mariah Spencer
ABO: Interactive Journal for Women in the Arts, 1640–1830
Margaret Cavendish, a prolific author and natural philosopher, defies categorization with her multifaceted contributions to literature and philosophy. While she is recognized for her groundbreaking work in various academic fields, her literature also resonates within the realms of science fiction, weird fiction, and speculative genres. This essay explores innovative approaches to teaching Cavendish's work, particularly within the realm of speculative literature, using an interdisciplinary lens. Drawing on perspectives including monster theory and the concept of the abject, students are prompted to critically engage with Cavendish's texts. By examining themes such as the monstrous, the supernatural, and the occult, students uncover …