Teaching the Works of Eudora Welty: Twenty-First-Century Approaches
Teaching the Works of Eudora Welty: Twenty-First-Century Approaches
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Abstract
While recent scholarship has amply demonstrated that Eudora Welty was a writer with cosmopolitan sensibilities and progressive politics, she continues to be categorized as a “regionalist” writer whose works valorize the white privilege from which she benefited. To assume this is Welty’s intention is to misread much of her work. This volume offers ways to navigate Welty’s sometimes complex prose and enriches readers’ understanding of Welty’s era and region. It offers teachers less simplistic approaches to the stories most frequently taught, and it steers them to less familiar texts. In addition, this book seeks to move Welty beyond a discussion of region to reflect new scholarship that “remaps” her work onto a larger canvas. Now more than ever, teachers need guidance in navigating the critical landscape and in preparing to introduce Welty texts to students in varied teaching settings and diverse classrooms. As the essays in this book demonstrate, Welty’s works are being read and taught across the globe. Her works enrich courses taught at many levels, from high school to community college to the university level. This book gives readers a window into the teaching practices of distinguished and veteran scholars as well as those at the beginning of their careers. Their work can guide instructors new to Welty as well as seasoned Welty scholars who are eager for fresh classroom approaches and new material to offer a new generation of students.
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Front Matter
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I Invitations to Welty’s “Mountain of Meaning”
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Some Notes on Teaching Welty
Suzanne Marrs
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Introductions to Welty
Carolyn J. Brown andLee Anne Bryan
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Teaching the Art of Welty’s Letters
Julia Eichelberger
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How She Wrote and How We Read: Teaching the Pleasure and Play of Welty’s Modernist Techniques
Harriet Pollack
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Teaching Welty’s Narrative Strategies in Delta Wedding
Sarah Gilbreath Ford
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Some Notes on Teaching Welty
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II New Perspectives on Welty and the US South
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Teaching Welty’s A Curtain of Green in an American Studies Freshman Seminar
Susan V. Donaldson
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Matters of Life and Death: Teaching Welty in a Course on Death, Dying, and Funerals in Southern Literature
David A. Davis
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Indigenizing Welty
Mae Miller Claxton
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Taking The Wide Net to the Waters of La Frontera along Eudora Welty’s Natchez Trace
Dolores Flores-Silva
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Teaching Welty’s A Curtain of Green in an American Studies Freshman Seminar
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III “Lifting the Veil”: Teaching Welty and African American Identity
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Teaching “A Curtain” in the Thick of Things: Welty and Race in Diverse Classrooms
Christin Marie Taylor
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The Matter of Black Lives in American Literature: Welty’s Nonfiction and Photography
Ebony Lumumba
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“Powerhouse” and the Challenge of African American Representation: Teaching Eudora Welty and Race in an American Literature Survey
Jacob Agner
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“We Must Have Your History, You Know”: African/Soul Survivals, Swallowed Lye, and the Medicine-Journey of “A Worn Path”
Keith Cartwright
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Teaching “A Curtain” in the Thick of Things: Welty and Race in Diverse Classrooms
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IV “Learning to See”: Bodies in Welty’s Texts
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V Worldly Welty: International and Transcultural Contexts
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Teaching Welty and/in Modernism
David McWhirter
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Post Southern and International: Teaching Welty’s Cosmopolitanism in “Going to Naples”
Stephen M. Fuller
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Umbrellas and Bottles: Teaching Welty’s Mythology in the Hong Kong Classroom
Stuart Christie
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Transcontinental Welty: Teaching Welty with South African Writers Nadine Gordimer and Sindiwe Magona
Pearl Amelia McHaney
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Teaching Welty and/in Modernism
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VI Teaching Welty in Our Writing Classrooms
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Finding the Freshman Voice: Using One Writer’s Beginnings in the Classroom
Virginia Ottley Craighill
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“He Going to Last”: Why Phoenix Jackson’s Grandson Still Matters
Dawn Gilchrist
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How I Teach “Livvie” in Welty’s Home County
Alec Valentine
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“Something Beautiful, Something Frightening”: Using Welty’s Stories to Teach Critical Thinking in Undergraduate Writing Courses
Laura Sloan Patterson
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“A Worn Path” in the Creative Writing Classroom: Writing, Attention, and the Ecological Thought
Amy Weldon
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Finding the Freshman Voice: Using One Writer’s Beginnings in the Classroom
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VII Casting Wider Nets: New Interdisciplinary Contexts for Teaching Welty
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Teaching Welty in Dialogue with Other Artists in a Social Justice Course
Adrienne Akins Warfield
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Using “A Worn Path” to Explore Contemporary Health Disparities in a Service-Learning Course
Casey Kayser
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Folk and Fairy Tales, Opera, and YouTube: Teaching Welty’s Fiction in a Folklore and American Literature Course
Kevin Eyster
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Teaching Welty to Future Teachers: The Wide Net, The Golden Apples, and Inquiry-Based Learning
Rebecca L. Harrison
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Finding Hope: Listening to Welty’s Words in “Lily Daw and the Three Ladies”
Sharon Deykin Baris
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Resources for Teachers and Students
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Teaching Welty in Dialogue with Other Artists in a Social Justice Course
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End Matter
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