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Teaching the New English
Series Editor
Ben Knights
Teesside University
Durham City , United Kingdom
Teaching The New English is an innovative series primarily concerned
with the teaching of the English degree in the context of the modern
university. The series is simultaneously concerned with addressing exciting
new areas that have developed in the curriculum in recent years and those
more traditional areas that have reformed in new contexts. It is grounded
in an intellectual or theoretical concept of the curriculum, yet is largely
concerned with the practicalities of the curriculum’s manifestation in the
classroom. Volumes will be invaluable for new and more experienced
teachers alike.
More information about this series at
http://www.springer.com/series/14458
Katy S haw
Editor
Teaching 21st
Century Genres
Editor
Katy Shaw
School of Cultural Studies and Humanities
Leeds Beckett University
Leeds , UK
Teaching the New English
ISBN 978-1-137-55389-8 ISBN 978-1-137-55391-1 (eBook)
DOI 10.1057/978-1-137-55391-1
Library of Congress Control Number: 2016957366
© The Editor(s) (if applicable) and The Author(s) 2 016
The author(s) has/have asserted their right(s) to be identifi ed as the author(s) of this work
in accordance with the Copyright, Designs and Patents Act 1988.
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifi cally the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfi lms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specifi c statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the pub-
lisher nor the authors or the editors give a warranty, express or implied, with respect to the
material contained herein or for any errors or omissions that may have been made.
Printed on acid-free paper
This Palgrave Macmillan imprint is published by Springer Nature
The registered company is Macmillan Publishers Ltd.
The registered company address is: The Campus, 4 Crinan Street, London, N1 9XW,
United Kingdom
A
CKNOWLEDGEMENTS
This collection originated in a Higher Education Academy UK (HEA)
seminar held at the University of Brighton in 2013. The seminar acknowl-
edged the increasing presence and signifi cance of genre in the fi rst decade
of twenty-fi rst century literary studies, and its infl uence on intertextual-
ity and interdisciplinary approaches across media, fi lm and screen stud-
ies. The day-long event invited academics to ask whether the politics of
new twenty-fi rst century genres could offer insights into developments
in the teaching of our subject disciplines across the Arts and Humanities.
Speakers presented on a wide range of topics including social media, tech-
nology, popular culture and pedagogy. Thanks go to the HEA for their
support of that day and the development of this collection. Special thanks
to Prof Ben Knights, T eaching The New English series editor, for his enthu-
siasm for the collection, and his helpful guidance throughout the publica-
tion process. Thanks also to Ben Doyle at Palgrave for advice on content
and style. Personal thanks as Editor are extended to all contributors at
the original seminar and to all authors in this collection. It has been an
educational and enjoyable experience, and offers an important contribu-
tion to the evolving and ever-changing world of new genres entering our
classrooms and lecture theatres today.
v
C
ONTENTS
Part One: Contemporary Gothic 1
Genre Trouble: The Challenges of Designing Modern
and Contemporary Gothic Modules 3
Xavier Aldana Reyes
Dark Chocolate from the Literary Crypt: Teaching
Contemporary Gothic Horror 23
Gina Wisker
Part Two: Writing Race 4 5
Teaching Crime Fiction and the African American
Literary Canon 4 7
Nicole King
Genre and its ‘Diss-contents’: Twenty-First-C entury
Black British Writing on Page and Stage 6 7
Deirdre Osborne
vii
viii CONTENTS
Part Three: Utopias and Dystopias 8 9
Teaching Utopia Matters from More, to Piercy and Atwood 9 1
Kate Aughterson
Other Mothers and Fathers: Teaching Contemporary
Dystopian Fiction 109
Oliver Tearle
Pathways to Terror: Teaching 9/11 Fiction 1 29
Mark Eaton
Part Four: World Literature 147
Teaching Translit: An Unsettled and Unsettling Genre 149
Bianca Leggett
Teaching Contemporary Cosmopolitanism 167
Kristian Shaw
Index 1 87
N C
OTES ON ONTRIBUTORS
Xavier Aldana Reyes is Senior Lecturer in English Literature and Film
at Manchester Metropolitan University and a founding member of the
Manchester Centre for Gothic Studies. He specialises in Gothic and
Horror fi lm and fi ction, and is the author of various books in these areas,
including B ody Gothic: Corporeal Transgression in Contemporary Literature
and Horror Film (2014), Digital Horror: Haunted Technologies, Network
Panic and the Found Footage Phenomenon (co-edited with Linnie Blake;
2015), H orror Film and Affect: Towards a Corporeal Model of Viewership
(2016) and H orror: A Literary History (editor; 2016). Xavier is also the
Series Editor of the University of Wales Press’s Horror Studies series.
Pedagogically, Xavier is a Fellow of the Higher Education Academy and
was awarded a Postgraduate Certifi cate in Academic Practice in 2013.
Since then, he has contributed to, and participated in, events connected
to the teaching of the Gothic for the HEA and for the English and Media
Centre.
Kate Aughterson works on seventeenth-century drama, notably with
regard to gender and literature, sexuality and literature, performance cul-
ture. She is the author of R enaissance Woman; The English Renaissance:
An Anthology of Documents ; John Webster: The Tragedies ; and Aphra
Behn: The Comedies , as well as articles on Bacon, Middleton, Behn and
Marston. Thematically both her teaching and research interests cross dis-
ciplinary boundaries, linking scientifi c, textual, philosophical and political
discourses.
Mark Eaton is Professor of English at Azusa Pacifi c University. He
is co-editor of T he Gift of Story: Narrating Hope in a Postmodern World
ix
x NOTES ON CONTRIBUTORS
(2006) and a contributor to A Companion to the Modern American
Novel, 1900–1950 (2009); A Companion to Film Comedy (2012); and T he
Routledge Companion to Literature & Religion (2016).
Nicole King is Director of Teaching and Learning for the School
of Languages and Literature at the University of Reading. Her special-
ist areas of teaching include African American literature and Anglophone
Caribbean literature, Women’s Contemporary Writings, and Postcolonial
and American literature. She is the author of C .L.R. James and Creolization:
Circles of Infl uence , a study that calls attention to James’ internationalism
as an articulation of creolisation in multiple registers–spatial, temporal and
cultural.
Bianca Leggett is a teacher and researcher of contemporary literature
who was awarded her PhD from Birkbeck, University of London, in 2013
where she subsequently co-designed and taught the undergraduate mod-
ule Reading Twenty-First Century Fiction. She is also the co-editor of
Twenty-First-Century British Fiction (2015). Her research considers the
relationship between the novel and the nation in an increasingly cosmo-
politan world with a particular focus on travel in English fi ction. She is a
Teaching Fellow in British Studies at Harlaxton College, the British study
abroad campus of the University of Evansville, Indiana, USA.
Deirdre Osborne is a Reader in English Literature and Drama at
Goldsmiths University of London where she co-convenes the MA B lack
British Writing . Her research interests span late-Victorian literature and
maternity, to Landmark Poetics, mixedness, adoption aesthetics and
Black writing. Publications include: editor T he Cambridge Companion
to British Black and Asian Literature (1945–2010) (2016), guest-editor
Special Issue, ‘Contemporary Black British Women’s Writing’ for W omen:
a Cultural Review (2009), a commentary and critical edition of Lorraine
Hansberry’s A Raisin in the Sun (2011), edited volumes of critical intro-
ductions and the previously unpublished plays of Kwame Kwei-A rmah,
Malika Booker, SuAndi, Lennie James, Courttia Newland, Lemn Sissay
( Hidden Gems Vols. I and II , 2008; 2012) and as contributor and co-edi-
tor of M odern and Contemporary Black British Drama (Palgrave 2014).
She is Associate Editor of the scholarly journal W omen’s Writing .
Katy Shaw is Associate Director of the CCA: Centre for Culture and the
Arts, Principal Lecturer in Contemporary Literature and Head of English
at Leeds Beckett University, UK. Her research interests include twenty-
fi rst century literature, especially working class literature, cultural repre-
sentations of post-industrial regeneration and the languages of c omedy.
