Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/17725
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dc.contributor.authorMcDonell, Jenniferen
dc.date.accessioned2015-07-28T16:51:00Z-
dc.date.issued2014-
dc.identifier.citationModern Language Quarterly, 75(2), p. 193-214en
dc.identifier.issn1527-1943en
dc.identifier.issn0026-7929en
dc.identifier.urihttps://hdl.handle.net/1959.11/17725-
dc.description.abstractThe installation of Browning studies in the early Australian academy challenges the dominant narrative that the rise of English was underpinned by a modernist doxa predicated on notions of a historical break - with the Victorians in particular. Sir Mungo William MacCallum, the first professor of literature at the University of Sydney (and a figure central to the direction of the humanities academy in Australia), taught Victorian literature, including Browning, from the 1890s. MacCallum's public lectures, like his pedagogy, aimed to convert a primary obstacle for many readers of Browning - his difficulty - into an argument for the value of interpretative labor that not only continued a tradition in nineteenth-century Browning criticism of emphasizing the active cooperation of reader and interpreter but also transferred the idea of "discipline," formerly associated with the classics, especially Latin, to the study of literature in the vernacular. By examining the complex reticulations of disciplinarity and publicness over a contested author in an institutional site at the periphery of the global network that was the British Empire, this essay questions prevailing periodizations and categories of genre and style that diasporic, comparative classicists like MacCallum worked without.en
dc.languageenen
dc.publisherDuke University Pressen
dc.relation.ispartofModern Language Quarterlyen
dc.title"The Fascination of What's Difficult": Browning and MacCallum's Classroomen
dc.typeJournal Articleen
dc.identifier.doi10.1215/00267929-2416599en
dc.subject.keywordsHigher Educationen
local.contributor.firstnameJenniferen
local.subject.for2008130103 Higher Educationen
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008950503 Understanding Australias Pasten
local.profile.schoolSchool of Humanities, Arts and Social Sciencesen
local.profile.emailjmcdonel@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20150708-114934en
local.publisher.placeUnited States of Americaen
local.format.startpage193en
local.format.endpage214en
local.identifier.scopusid84901780303en
local.peerreviewedYesen
local.identifier.volume75en
local.identifier.issue2en
local.title.subtitleBrowning and MacCallum's Classroomen
local.contributor.lastnameMcDonellen
dc.identifier.staffune-id:jmcdonelen
local.profile.orcid0000-0002-5338-8577en
local.profile.roleauthoren
local.identifier.unepublicationidune:17937en
local.identifier.handlehttps://hdl.handle.net/1959.11/17725en
dc.identifier.academiclevelAcademicen
local.title.maintitle"The Fascination of What's Difficult"en
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorMcDonell, Jenniferen
local.uneassociationUnknownen
local.identifier.wosid000336559500005en
local.year.published2014en
local.subject.for2020390303 Higher educationen
local.subject.seo2020130703 Understanding Australia’s pasten
Appears in Collections:Journal Article
School of Humanities, Arts and Social Sciences
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