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his special issue of Victorian Periodicals Review invites essays exploring current pedagogical approaches to teaching nineteenth-century periodicals. Building on special issues edited by Claire Horrocks and Kim Edwards in 2015 and Teresa Magnum in 2006 that focused on pedagogy, collaboration, and digital learning communities, this issue seeks essays that further explore collaborations with a particular focus on partnerships with gradaute and undergraduate students and how to include students in research and writing. The digital affordances of synchronous and asynchronous online classrooms developed and adopted more widely in the COVID-19 pandemic have reshaped many pedagogical practices, enabling more instructors and students to study nineteenth-century periodicals in broader and more critical ways. This issue also seeks discussions of innovative ways of using periodicals in undergraduate classes. Ronjaunee Chatterjee, Alicia Mireles Christoff, and Amy R. Wong’s call in 2020 to undiscipline Victorian studies has prompted new classroom resources and spaces such as Undisciplining the Victorian Classroom and One Voice More as well as a larger conversation about race, transimperialism, and periodicals studies. This issue is especially interested in pedagogical approaches to teaching periodicals from a critical race studies and transimperial perspective.

The guest editor of this special issue invites essays on 5,000-9000 words in length (including notes and bibliography). Submissions might address any of the following:

Proposals due by September 1, 2023: Please send a 200-word abstract and brief (50-word) biography to Lindsy Lawrence Lindsy.Lawrence@uafs.edu.

Contributors will be notified by September 15, 2023. Submissions deadline for final draft of selected articles is November 1, 2023, for publication in fall 2024.


Last modified 31 July 2023