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CFP: Education and Victorian Sensation Fiction (Deadline: 7/31/24)

Title: Education and Victorian Sensation Fiction 
Editors: Andrew Green & Jessica Cox (Brunel University) 
Publisher: Routledge 

Series Aims
The aim of the Routledge Literature & Education series is to address the multiple ways in which education and literature interact. This includes: 

  • notions of how literary texts function educatively or what happens to them once they are brought into educational spaces and used for educational purposes 
  • the ways in which literary texts deal with the philosophical idea of literature as a function of education (i.e. literature and the literary as natural products of education)
  • education as a function of literature (i.e. literary texts as in themselves an educative medium with explicit–or less explicit–educational intentions). 

The intention of this series is, therefore, to consider in a generous sense the different ways in which literature and education interact. We are proposing an edited volume considering a range of ways in which Victorian sensation fiction relates to these ideas. 

With this in mind, we are interested in generating proposal ideas from authors for inclusion in such a volume. We are looking for proposed chapters falling in two main sections: 

Section 1: Education and Learning in Sensation Fiction 
Chapters in this section might deal with issues such as – but not limited to: 

  • the sensation novel and Victorian educational debates/legislation 
  • representations of educational environments (e.g. schoolrooms, schools, lecture halls, etc.) 
  • representations of educators (e.g. governesses, tutors, teachers, tutors, scholars, etc.) 
  • representations of learners 
  • the idea of the detective figure as both learner and educator 
  • the role of textual materials in the texts that 'educate' 
  • ways in which the texts themselves educate their readers (e.g. on points of law) 
  • ways in which characters seek deliberately to mis-educate or are mis-educated 
  • framing of the genre’s educative capacity in relation to contemporary social developments (e.g. changing views on womanhood, the rise of the detective police force, urban expansion, etc.) 
  • the potentially dangerous nature of the genre (e.g. ethical issues, the framing of society and societal views) 
  • ways in which the texts present new views of issues and thus make them subjects for educational and learned debate (e.g. developing views of womanhood) 
  • publication practices (e.g. the role of Victorian journals and their broader educational and social functions) 
  • books, literacy, and illiteracy 
  • women and education 
  • ideas of ‘dangerous’ knowledge 
  • gendered education 
  • scientific knowledge 

Section 2 - Sensation Fiction in Education 
Chapters in the section might deal with issues such as – but not limited to: 

  • sensation fiction and the school curriculum (primary, GCSE, A level) 
  • adapting sensation fiction for younger readers (e.g. abridged, dramatized or screen versions)  
  • consideration of contemporary reworkings of sensation fiction for young adult readership, such as Philip Pullman's Sally Lockhart trilogy of novels 
  • adaptations of sensation fiction for the screen and other media 
  • sensation fiction and the HE curriculum 
  • sensation fiction and canonical literature 
  • sensation fiction and literary theory 
  • teaching sensation fiction in HE. 

We ask that interested authors submit a 300-word abstract of their proposed chapter along with a short Author Biography (50-100 words). This should be sent to Andrew Green (Andrew.green@brunel.ac.uk) and Jessica Cox (jessica.cox@brunel.ac.uk) by Wednesday, July 31, 2024. 

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