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In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant.


Health Humanities, SoTL, scholarship of teaching and learning, antiracist, interdisciplinary, anticolonial, inequality, pandemic, teaching online, technology, academic labor, pedagogy, ethics, positionality, eighteenth-century studies, eighteenth-century literature, liberal arts, intersectional, strategic presentism, place-based learning, pedagogies of engagement, scholarship of engagement, humanities, history of science, history of health, natural history, art history, collaboration, gender, race, class, sexuality, Jane Austen, Aphra Behn, Adam Smith, Scottish Enlightenment


This collection copyright © 2024 by Bucknell University Press Individual chapters copyright © 2024 in the names of their authors



Teaching the Eighteenth Century Now: Pedagogy as Ethical Engagement