Brit Lit I: the 16th, 17th, and 18th Centuries

As the start of the fall semester looms closer, my attention has been drawn away from syllabus construction and blogging and toward a lot of the nitty gritty details of teaching: course schedules, Blackboard shells, writing assignments, and of course scheduling service commitments. In the midst of all that, here’s what I currently have for my Brit Lit I syllabus (you’ll want to scroll down to the “Outline of Topics”:

http://syllabi.ua.edu/apis/docs/api/v1/renderDocument/id/5c9535b2d1f3141391efa86a?contextId=20194041157

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Illustration credit: http://www.vecteezy.com

I am not entirely happy with the course readings, though I am excited about a great deal of the new material I’ve been able to include. The middle third of the class, the Sixteenth and Early Seventeenth Centuries, features Elizabeth I, Sidney, Pembroke, Shakespeare, Wroth, Donne, Cavendish, and Milton. I’m also including “The Wider World” topic cluster from the Norton, which features selections of travel writing on Africa, the Arctic, the Americas, and the Ottoman Empire. The last third of the class features Bunyan, Behn, and Equiano, and Norton clusters on “Travel, Trade, and the Expansion of Empire,” “Debating Women: Arguments in Verse,” “Slavery and the Slave Trade in Britain,” and “Liberty.” The clusters on travel and slavery were only available online in Norton’s Instructor Resources, not in the anthology itself, but I can easily share the pdfs with my students.

I would love to be able to devote more full weeks to minoritized voices in Brit Lit I, as I’m doing with Equiano in our last week of class discussions. (I could certainly grant Cavendish a full week, courtesy of Liza Blake’s excellent online edition.) However, as I’ve mentioned before, the standard canonical anthology doesn’t allow for such an approach. Most of the full-length works in the Norton, for instance, are the soundly canonical ones. I could jettison the use of an anthology altogether, but then I’m tight-rope walking without the safety net of the historical period introductions and the special topics clusters.

For now, I’ll be sticking to the roadmap I’ve laid out above. Things may change drastically for Fall 2020, but that’s the point of these revisions. Decolonizing a syllabus isn’t a one and done affair, it’s an ongoing commitment to challenging social norms. As we move into the fall semester, I’ll continue blogging about my experiences teaching this new (to me) material.

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