Virginia Woolf, the Intellectual, and the Public Sphere relates Woolf's literary reviews and essays to early twentieth-century debates about the value of 'highbrow' culture, the methods of instruction in universities and adult education, and the importance of an educated public for the realization of democratic goals. By focusing on Woolf's theories and practice of reading, Melba Cuddy-Keane refutes assumptions about Woolf's modernist elitism, revealing instead a writer who was pedagogically oriented, publicly engaged and committed to the ideal of classless intellectuals working together in reciprocal exchange. Woolf emerges as a stimulating theorist of the unconscious, of dialogic reading, of historicist criticism and of value judgments, while her theoretically informed but accessible prose challenges us to reflect on academic writing today. Combining a wealth of historical detail with a penetrating analysis of Woolf's essays, this 2003 study will alter our views of Woolf, of modernism and of intellectual work.

A revised and fully updated edition, featuring five new chapters reflecting recent scholarship on Woolf.

This study argues that Virginia Woolf taught herself to be a feminist artist and public intellectual through her revisionary reading. Fernald gives a clear view of Woolf's tremendous body of knowledge and her contrast references to past literary periods

Explores the way Woolf used essay-writing techniques to develop her own conception of the modern novel. This book forcuses on Woolf's vast output of essays and their relation to her fiction. Saloman shows that it was by employing tools and methods drawn f

Virginia Woolf: Art, Education, and Internationalism focuses on the themes of art, education, and internationalism. This volume presents new research by an international team of scholars on topics as diverse as Woolf’s response to war, Woolf and desire, Woolf’s literary representation of Scotland, Woolf’s connection to writers beyond the Anglophone tradition, and Woolf’s reception in China, to note just a few.

In the first comprehensive study of Virginia Woolf's Common Reader, Katerina Koutsantoni draws on theorists from the fields of sociology, sociolinguistics, philosophy, and literary criticism to investigate the thematic pattern underpinning these books with respect to the persona of the 'common reader'. Though these two volumes are the only ones that Woolf compiled herself, they have seldom been considered as a whole. As a result, what they reveal about Woolf's position with regard to the processes of writing, reading, and critical analysis has not been fully examined. Koutsantoni challenges the critical commonplace that equates Woolf's strategy of self-effacement and personal removal from her works as a necessary compromise that allowed her to achieve authorial recognition in a male-dominated context. Rather, Koutsantoni argues that an investigation of impersonality in Woolf's essays reveals the potential of the genre to function both as a vehicle for the subjective and dialogic expression of the author and reader and as a venue for exploring topics with which the ordinary reader can relate. As she explores and challenges the meaning of impersonality in Woolf's Common Reader, Koutsantoni shows how the related issues of subjectivity, authority, reader-response, intersubjectivity, and dialogism offer useful perspectives from which to examine Woolf's work.

Edited collection from acclaimed contemporary Woolf scholars, focusing on urban issues. These include addressing the ethical and political implications of Virginia Woolf’s work, a move that suggests new insights into Woolf as a “real world” social critic.