Texas Christian University mong the many obstacles to the recovery of women's writing that prevent it from effecting broad and lasting change in the field of literary studies and the wider culture is the problem of recovered texts coming into and going out of print over time, leading to a despairing sense among those who practice recovery that the work is never fully accomplished and may indeed have to be repeated from generation to generation.1 Just Teach One (jto), an original and inventive digital project and resource hosted by the American Antiquarian Society's website, Common-place, offers a response to this most persistent of problems posed by recovery: How do we make sure that recovered texts have a lasting influence on the field? jto's originators and editors, Duncan Faherty and Ed White, along with other early Americanists involved in the early discussions that led to jto, came to see pedagogy as a key factor--perhaps the key factor--in the problem and its solution. While scholarly activity such as conference papers, journal articles, book chapters, and biographies about the author of a recovered text can generate interest in the work, the timeline for disseminating the research is long and the potential
Legacy: A Journal of American Women Writers – University of Nebraska Press
Published: Jun 20, 2017
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