Romantic Studies

ISSN: 2504-1932

This series is mainly focused on English literature produced in Britain and Europe between the 1750s and the 1830s. It aims to explore the key concepts regarding Romantic texts and aesthetics, such as the relationship between the writer and the natural world; context and history; sensibility and the sublime; gender roles; language and the power of the imagination; studies of genre; slavery and abolition; migration literature, consumer literature; social transformation; critical reception; and transnational relations. The series welcomes studies on major as well as less well-known authors and literary genres, and on historical and cultural contexts of the period. Within this framework, volumes included in this series will not only expand the canon beyond traditional authors and genres, but also provide opportunities for exploring texts and contexts from new perspectives, including those of gender, cultural and translation studies. The series includes monographs, collection of essays, conference proceedings, critical editions and translations, and aims to address an international community. Book proposals for the series are welcome. Those interested in contributing to the series should send a detailed project outline either to the series editors or to the publisher. Lilla Maria Crisafulli: lilla.crisafulli@unibo.it Serena Baiesi: serena.baiesi@unibo.it

4 publications

Studies in the Romantic Age

ISSN: 0897-9243

1 publications

Studies in Romantic and Modern Literature

ISSN: 0743-7889

0 publications

Complicated Conversation

ISSN: 1534-2816

Reframing the curricular challenge educators face after a decade of school deform, the books published in Peter Lang's Complicated Conversation Series testify to the ethical demands of our time, our place, our profession. What does it mean for us to teach now, in an era structured by political polarization, economic destabilization, and the prospect of climate catastrophe? Each of the books in the Complicated Conversation Series provides provocative paths, theoretical and practical, to a very different future. In this resounding series of scholarly and pedagogical interventions into the nightmare that is the present, we hear once again the sound of silence breaking, supporting us to rearticulate our pedagogical convictions in this time of terrorism, reframing curriculum as committed to the complicated conversation that is intercultural communication, self-understanding, and global justice. Reframing the curricular challenge educators face after a decade of school deform, the books published in Peter Lang's Complicated Conversation Series testify to the ethical demands of our time, our place, our profession. What does it mean for us to teach now, in an era structured by political polarization, economic destabilization, and the prospect of climate catastrophe? Each of the books in the Complicated Conversation Series provides provocative paths, theoretical and practical, to a very different future. In this resounding series of scholarly and pedagogical interventions into the nightmare that is the present, we hear once again the sound of silence breaking, supporting us to rearticulate our pedagogical convictions in this time of terrorism, reframing curriculum as committed to the complicated conversation that is intercultural communication, self-understanding, and global justice. Reframing the curricular challenge educators face after a decade of school deform, the books published in Peter Lang's Complicated Conversation Series testify to the ethical demands of our time, our place, our profession. What does it mean for us to teach now, in an era structured by political polarization, economic destabilization, and the prospect of climate catastrophe? Each of the books in the Complicated Conversation Series provides provocative paths, theoretical and practical, to a very different future. In this resounding series of scholarly and pedagogical interventions into the nightmare that is the present, we hear once again the sound of silence breaking, supporting us to rearticulate our pedagogical convictions in this time of terrorism, reframing curriculum as committed to the complicated conversation that is intercultural communication, self-understanding, and global justice.

100 publications