Faculty Book-Length Publications (selected works)

Romanticism: A Very Short Introduction (Very Short Introductions)

by Michael Ferber
Oxford UP, 2010

Excerpt from book cover: In this Very Short Introduction, Michael Ferber explores Romanticism during the period of its incubation, birth, and growth, covering the years roughly from 1760 to 1860. This is the only introduction to Romanticism that incorporates not only the English but the Continental movements, and not only literature but music, art, religion, and philosophy. Balancing lively details with intriguing topics, it sheds light on such subjects as the "Sensibility" movement, which preceded Romanticism; the rising prestige of the poet as inspired prophet; the suffering and neglect of the poet; the rather different figure of the "poetess"; Romanticism as a religious trend; Romantic philosophy and science; and Romantic responses to the French Revolution, the Orient, gypsies, and the condition of women. Ferber offers a definition and several general propositions about this very diverse movement, as well as a discussion of the word "Romantic" and where it came from. Finally, some two hundred authors or artists are cited or quoted, many at length, including Blake, Wordsworth, Coleridge, Byron, Shelley, Keats, Emerson, Hugo, Goethe, Pushkin, Beethoven, Berlioz, Chopin, and Delacroix.

 

European Romantic Poetry

by Michael Ferber
Longman, 2005

An anthology of some sixty poets in translation from French and German. Ferber also edited A Companion to European Romanticism (Blackwell, 2005), a collection of about thirty new essays on many aspects of the Romantic movement.

A Dictionary of Literary Symbols

by Michael Ferber
Cambridge University Press, 1999

excerpt from book cover: This is the first dictionary of symbols to be based on literature, rather than "universal" psychological archetypes, myths or esoterica. Michael Ferber has assembled nearly two hundred main entries clearly explaining and illustrating the literary symbols that we all encounter (such as swan, rose, moon, gold), along with hundreds of cross-references and quotations. The dictionary concentrates on English literature, but its entries range widely from the Bible and classical authors to the twentieth century, taking in American and European literatures. Its informed style and rich references will make this book an essential tool not only for literary and classical scholars, but for all students of literature.

Autobiographical Writing Across the Disciplines: a Reader

edited by Diane P. Freedman and Olivia Frey
Duke University Press, 2003

excerpt from book cover: This book reveals the extraordinary breadth of the intellectual movement toward self-inclusive scholarship. Presenting exemplary works of criticism incorporating personal narratives, this volume bring together twenty-seven essays from scholars in literary studies and history, mathematics and medicine, philosophy, music, film, ethnic studies, law, education, anthropology, religion, and biology. Pioneers in the development of the hybrid genre of personal scholarship, the writers whose work is presented here challenge traditional modes of inquiry and ways of knowing.

The Teacher’s Body: Embodiment, Authority, and Identity in the Academy

edited by Diane P. Freedman and Martha Stoddard Holmes
State University of New York Press, 2003

excerpt from book cover: These highly personal essays from a range of academic settings explore the palpable moments of discomfort, disempowerment, and/or enlightenment that emerge when we discard the fiction that the teacher has no body. Visible and/or invisible, the body can transform both the teacher’s experience and classroom dynamics. When students think the teacher’s body is clearly marked by ethnicity, race, disability, size, gender, sexuality, illness, age, pregnancy, class, linguistic and geographic origins, or some combination of these, both the mode and the content of education can change…. The collection anatomizes these moments of embodied pedagogy as unexpected teaching opportunities and examines their apparent impact on teacher-student educational dynamics.

 




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