Approaches to Teaching Emily Brontë's Wuthering Heights
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Among the classroom strategies described in part 2, Approaches, are the following: - Uncovering the hidden elements of race, gender, and class through close analysis of the narrative- Teaching the novel from the vantage point of gothic conventions, biographies of Bronte family members, and the debates about the place of the novel in the canon- Familiarizing students with historical and legal documents to reveal social and economic issues of the period like child custody and women's property rights- Comparing film and TV adaptations with one another and with the novel itself

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Produktbeschreibung
Among the classroom strategies described in part 2, Approaches, are the following: - Uncovering the hidden elements of race, gender, and class through close analysis of the narrative- Teaching the novel from the vantage point of gothic conventions, biographies of Bronte family members, and the debates about the place of the novel in the canon- Familiarizing students with historical and legal documents to reveal social and economic issues of the period like child custody and women's property rights- Comparing film and TV adaptations with one another and with the novel itself
Autorenporträt
Sue Lonoff is senior associate of the Derek Bok Center at Harvard University and a member of the Harvard Extension School faculty. She is the editor of Charlotte Brontë and Emily Brontë The Belgian Essays (1996) and delivered the Brontë Society Annual Lecture at Haworth in 2003. She is the author of Wilkie Collins and his Victorian Readers (1982), as well as articles on Victorian literature and on pedagogy. She is currently working on a book about Marguerite Yourcenar. Terri A. Hasseler is an associate professor and chair of the department of English and cultural studies at Bryant University. She has published articles on feminist theory, postcolonial theory and literature, Victorian imperial culture, and women's travel literature in India. She is currently working on a project that examines the impact of business culture on higher education, particularly on the mentoring of women academics and questions of dissent.