|Office:||Crown Center - 467|
B.A. Brigham Young University (1992); M.A. Brigham Young University (1994); Ph.D. State University of New York at Stony Brook (2000)
Teaching and Research Interests
Feminist, queer, and gender studies; modernism; 20th century American poetry; popular culture
“Performing Greenwich Village Bohemianism,” Cambridge Companion to the Literature of New York, ed. Cyrus R.K. Patell and Bryan Waterman, New York: Cambridge University Press, May 2010.
“Devouring the Diva: Martyrdom as Feminist Backlash in The Rose,” Camera Obscura, 67, Volume 23, No. 1 (Spring 2008), 69-87.
“Remembering Amy Lowell: Embodiment, Obesity, and the Construction of a Persona,” Amy Lowell, American Modern: Critical Essays. Rutgers University Press. March, 2004.
“Outselling the Modernisms of Men: Amy Lowell and the Art of Self-Commodification,” Victorian Poetry, Volume 38, No. 1 (Spring 2000), 141-169.
Amy Lowell: Diva Poet, Ashgate. Forthcoming, December 2011.
Editor, Amy Lowell, American Modern: Critical Essays, with Adrienne Munich. Rutgers University Press. March 2004.
Editor, Selected Poems of Amy Lowell, with Adrienne Munich. Rutgers University Press. November 2002.
I emphatically insist that my students be present in every way—they must not only be in class, they must be in class, and much of my teaching involves modeling what I mean by being. My most cherished pedagogical belief is that the study of texts—whether critical theory, art, music, literature, mass media, or popular culture—should be joyful. By that I don’t mean that everything I assign my students necessarily makes them happy. To the contrary: much of what I teach is troubling, dealing with social inequalities based on gender, race, and class. More often than not I assign texts that demand students examine their world view, asking them to be open to alternative perspectives and to question their assumptions. Rather, I mean that I want my students to learn the joy that comes from being challenged. I expect my students to prepare intensely outside of class, engaging demanding texts, asking difficult questions, so that they can come to class ready to participate, with purpose and confidence, in vibrant, meaningful discussions.