Description
Book SynopsisTrade Review"Comprised of twenty-three erudite, informative, and thought provoking contributions by scholars well versed in their subjects,
Teaching Race in the European Renaissance: A Classroom Guide is exceptionally well organized and presented, making it an ideal and unreservedly recommended core addition to personal, professional, college, and university library European History collections and supplemental curriculum studies lists." * Midwest Book Review *
Table of ContentsIntroduction
Matthieu Chapman, SUNY New Paltz
Anna Wainwright, University of New Hampshire
Mapping Race in Early Modern Europe
Matthieu Chapman, SUNY New Paltz
When Students Recognize Gender but not Race: Addressing the Othello-Caliban Conundrum
Maya Mathur, University of Mary Washington
Sight-Reading Race in Early Modern Drama: Dog Whistles, Signifiers, and the Grammars of Blackness
Matthieu Chapman, SUNY New Paltz
Joshua Kelly, University of Wisconsin
Teaching Spenser’s Darkness: Race, Allegory, and the Making of Meaning in The Faerie Queene
Dennis Britton, University of New Hampshire
Teaching Aphra Behn’s Oroonoko as Execution Narrative
Jennifer Lodine-Chaffey, Washington State University Tri-Cities
Causing Good and Necessary Trouble with Race in Milton’s Comus
Reginald A. Wilburn, University of New Hampshire
“The Present Terror of the World”: The Ottoman Empire in the English Imaginary
Ambereen Dadabhoy, Harvey Mudd College
When They Consider How Their Light Is Spent: Intersectional Race and Disability Studies in the Classroom
Amrita Dhar, Ohio State University
Teaching Race in Renaissance Italy
Anna Wainwright, University of New Hampshire
Ogres and Slaves: Representations of Race in Giambattista Basile’s Fairy Tales
Suzanne Magnanini, University of Colorado, Boulder
The Black Female Attendant in Titian’s Diana and Actaeon (c.1559), and in Modern Oblivion
Patricia Simons, University of Michigan
Whitewashing the Whitewashed Renaissance: Italian Renaissance Art through a Kapharian Lens
Rebecca M. Howard, University of Memphis
Giovanni Buonaccorsi (fl. 1651–1674): An Enslaved Black Singer at the Medici Court
Emily Wilbourne, Queens College and the Graduate Center, City University of New York
Barbouillage and Blackface in the Classroom: Twenty Seventeenth-century Poems on an Enslaved Black Woman
Anna Klosowska, Miami University
Learning to Listen: A New Approach to Teaching Early Modern Encounters in the Americas
Charlotte Daniels, Bowdoin College
Katherine Dauge-Roth, Bowdoin College
Racial Profiling: Delineating the Renaissance Face
Noam Andrews, Ghent University
Contextualizing Race in Leonard Thurneysser’s Account of Portugal
Carolin Alff, University of Hamburg
Settler Colonialism, Families, and Racialized Thinking: Casta Painting in Latin America
Dana Leibsohn, Smith College
Barbara E. Mundy, Fordham University
Teaching Race in the Global Renaissance Using Local Art Collections
Lisandra Estevez, Winston-Salem State University
Podcasting Las Casas and Robert E. Lee: A Case Study in Historicizing Race
Elizabeth L. Spragins, Washington and Lee University
American Moor: Othello, Race, and the Conversations Here and Now
Amy Rodgers, Mount Holyoke College
Marjorie Rubright, UMass Amherst
Mapping Race Digitally in the Classroom
Roya Biggie, Knox College
(Re-)Editing the Renaissance for an Anti-Racist Classroom
Ann Christensen, University of Houston
Laura Turchi, University of Houston
