While English studies has sponsored considerable and clearly important theoretical debate among literary and cultural critics about the sociopolitical significance of teaching, that debate has produced relatively few concrete, well-developed models for what our reconfigured literary and cultural studies classrooms might look like. These 14 essays offer just such models.

Acknowledging as their common point of departure that teaching is a social and political transaction, the contributors offer a range of theoretically informed answers to the question "What do we do now?" All the essays are insistently grounded in the classroom, accessible to theorist and nontheorist alike. Refiguring English Studies series. 327 pp. 1994. College. ISBN 0-8141-0528-9.
No. 05289