Pedagogy of the Suppressed: Teaching Hemispheric Recovery.

In this essay Joe and Todd will bring together three separate strands: (1) the hemispheric turn in American studies, (2) the practice of literary recovery: that is, finding and reframing long out-of-print texts, and (3) teacher training, specifically in emphasizing the pedagogical opportunities inherent in (1) and (2). Working through the theoretical underpinnings that place recovery and archival work as central to the hemispheric turn in literary studies, Joe and Todd's trace a narrative progression in which the teacher training work done in one of Todd's graduate course, titled "Early American Literatures: The Hemispheric Turn," transfers into graduate student pedagogy for an undergraduate introduction to literature course. Both authors work to create pedagogical environments in which literary recovery is a useful tool not only for research within the field of hemispheric studies, but also for developing research, analysis, and critical thinking skills in graduate and undergraduate students. The classroom projects that Joe and Todd describe are meant to help students to "de-hegemonize the canon" (Laist 12) by questioning its creation and by participating in conditional reconstructions of it. [ABSTRACT FROM AUTHOR]