This book addresses the shape of English studies beyond the ‘center’ by analyzing how the discipline has developed, and by considering how lessons from this analysis relate to the discipline as a whole. The book aims to open a cross-disciplinary conversation about the nature of the English major in both non-Anglophone and Anglophone countries by addressing the tensions between language and literature pedagogy, the relevance of a focus on hyper-canonical Anglophone literature in a world of global Englishes, world literature, and multilingual students, and by reflecting on the necessary contingency and cross-purposes of blended literature and language classrooms. Many of the book’s points of discussion arise from the author’s experience as an English professor in Japan, where the particularities of English language and literature pedagogy raise significant challenges to Anglo-centric critical and pedagogical assumptions. English Studies Beyond the ‘Center’: Teaching Literature and the Future of Global English therefore argues that English literature must make a case for itself by understanding its place in a newly configured discipline. Issues discussed in the book include: English language and literature pedagogy in Japan The modes through which EFL and English literary studies converge and diverge Globalized English beyond the Anglo-American perspective English classroom practices, particularly in Japan

The Global Future of English Studiespresents a succinct, carefully documented assessment of the current state and future trajectory of English studies around the world. Compiles data on student enrollments, faculty hiring, and financing in English studies around the world including China, home to more English majors than the U.S. and U.K. combined Rejects prevailing narratives of contraction and decline that dominate histories of the discipline Stresses English studies' expansion within a rapidly expanding global academic apparatus, and the new challenges and opportunities such sudden and dispersive growth presents Essential reading for anyone interested in studying or teaching English in higher education

Editors Laurie Grobman and Joyce Kinkead offer a groundbreaking collection of essays that aims to mobilize the profession of English studies to further participate in undergraduate research, which in the past had been reserved for scientific fields. Why shouldn't undergraduates in English studies have the same opportunities as those in the sciences to benefit from undertaking real research that can inform and have an impact on practitioners in the discipline? They should and can, according to editors Laurie Grobman and Joyce Kinkead, who have produced this collection to showcase the first steps being made to integrate undergraduate research into English studies and, even more important, to point the way toward greater involvement. Undergraduate Research in English Studies is a groundbreaking collection that aims to mobilize the profession of English studies to further participate in undergraduate research, an educational movement and comprehensive curricular innovation that is "the pedagogy for the twenty-first century," according to the Joint Statement of Principles composed by the Council on Undergraduate Research and the National Conferences on Undergraduate Research. Students engaged in genuine research gain an insider's understanding of field-specific debates, develop relevant skills and insights for future careers and graduate study, and contribute their voices to creating knowledge through the research process. Some contributors discuss the importance of mentoring, how to conduct research responsibly, and avenues for disseminating research and scholarship locally, regionally, nationally, or internationally. Others provide case studies of undergraduate research in literature and in composition and rhetoric. The volume combines theory and practice, and lays the groundwork for further practice and inquiry, sending forth a call to broaden undergraduate research possibilities in all areas of English.

Service learning can help students develop a sense of civic responsibility and commitment, often while addressing pressing community needs. One goal of literary studies is to understand the ethical dimensions of the world, and thus service learning, by broadening the environments students consider, is well suited to the literature classroom. Whether through a public literacy project that demonstrates the relevance of literary study or community-based research that brings literary theory to life, student collaboration with community partners brings social awareness to the study of literary texts and helps students and teachers engage literature in new ways. In their introduction, the volume editors trace the history of service learning in the United States, including the debate about literature's role, and outline the best practices of the pedagogy. The essays that follow cover American, English, and world literature; creative nonfiction and memoir; literature-based writing; and cross-disciplinary studies. Contributors describe a wide variety of service-learning projects, including a course on the Harlem Renaissance in which students lead a community writing workshop, an English capstone seminar in which seniors design programs for public libraries, and a creative nonfiction course in which first-year students work with elderly community members to craft life narratives. The volume closes with a list of resources for practitioners and researchers in the field.

Contesting the idea that the study of Anglophone literature and literary studies is simply a foreign import in Asia, this collection addresses the genealogies of textual critique and institutionalized forms of teaching of English language and literature in Asia through the 19th and 20th centuries, along with an examination of how its present options and possible future directions relate to these historical contexts. It argues that the establishment of Anglophone literature in Asia did not simply “happen”: there were extra-literary and -academic forces at work, inserting and domesticating in Asian universities both the English language and Anglo-American literature, and their attendant cultural and political values. Offering new perspectives for ongoing conversations surrounding the globalization of Anglophone literature in literary and cultural studies, the book also considers the practicalities of teaching both the language and its canon of classic texts, and that the historical formation and shape of English studies in Asia offers lessons that relate not only to the discipline but also may be applied to the humanities as a whole. ​

This book examines the reception of British Romanticism in India and East Asia (including China, Japan, Korea and Taiwan). Building on recent scholarship on “Global Romanticism”, it develops a reciprocal, cross-cultural model of scholarship, in which “Asian Romanticism” is recognized as itself an important part of the Romantic literary tradition. It explores the connections between canonical British Romantic authors (including Austen, Blake, Byron, Shelley, and Wordsworth) and prominent Asian writers (including Natsume Sōseki, Rabindranath Tagore, and Xu Zhimo). The essays also challenge Eurocentric assumptions about reception and periodization, exploring how, since the early nineteenth century, British Romanticism has been creatively adapted and transformed by Asian writers.