Facing and Complicating the Isms
Ann M. Tandy-Treiber, University of Wisconsin-Superior
Issues such as racism and sexism (“isms”) pervade nineteenth-century literature,
and yet few teachers engage with them in complicated and meaningful ways in
the survey classroom, risking alienating students who have strong responses.
I suggest a class exercise that helps students see such isms as complicated and
varied (as opposed to monolithic and unified) and thus analyzable from a personal
and psychological (rather than just historical and cultural) perspective.
Academic Exchange Quarterly Spring 2005 Volume 9, Issue 1