Three Strategies for Promoting Intellectual Engagement in Advanced Undergraduate Seminars

With the humanities increasingly contested, we must adopt pedagogical approaches that promote the integral role of humanistic inquiry in student academic achievement. Whether they explore the eighteenth-century novel, cultural artifacts of the Third Republic, or sociopolitical controversies in contemporary literature, the three models described in this article propose innovative learning strategies for advanced undergraduate French and Francophone Studies seminars that fulfill the humanistic goals of the American university. From directed close reading exercises to analysis of the historical archive to creative exploratory writing, these activities engage students intellectually with complex cultural and narrative materials from diverse traditions and periods.

Review of Nineteenth-Century Geographies: The Transformation of Space from the Victorian Age to the American Century, eds. H. Michie and R. Thomas

It is by now a banal observation that published collections of conference papers tend to add up to a whole that is considerably less than the sum of the parts. Nineteenth-Century Geographies, a book that grew out of an interdisciplinary conference held at Rice University in 1998 falls into this category. While assuring my readers that each individual contribution is independently worth a read is likewise a predictable cliché, it is in fact the case that every one of the 17 articles collected here—notwithstanding the rather convoluted Introduction—has much to offer the study, broadly speaking, of ‘cultural spaces’ of British and American imperialisms in the nineteenth century. . . . All of my complaints aside, this turns out to be a much more enjoyable book to read than to review, and I would recommend skimming and dipping at length. I cannot quite imagine when a read-through of this book might be called for, except perhaps in graduate seminars on related topics.