Performing Pedagogy: Gender and Instruction in Early Modern England

CALL FOR PAPERS

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. kmoncrief2_at_washcoll.edu

Professor Kate McPherson, Department of English, Mailcode 153, Utah
Valley State College, 800 West University Parkway, Orem, UT 84058.
mcpherka_at_uvsc.edu