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 Order Copy
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