Plenary Four: Pedagogies

|Plenary Speakers| |Workshops|

We frame our teaching of early modern women within intellectual and institutional structures that profoundly affect our classroom experience and curriculum. Validating personal experience has been a fundamental principle of feminist pedagogy, but how can it be integrated into courses on early modern women? How do textbooks and anthologies, along with the priorities of publishers, shape our ideas about teaching early modern women? What happens when we create our own texts in photocopied packets, on the web, or as part of student projects? How does our sense of our discipline inform our teaching of early modern women and the questions we ask of the materials we teach? What happens when we move into an interdisciplinary, team-taught classroom? How do larger institutional structures—departments, interdisciplinary programs, and schools—shape our pedagogy? Given the current academic climate, how can we best mentor our undergraduate and graduate students in early modern studies as they move through their careers? What is our vision of the place of early modern studies and gender in the university of the twenty-first century?