This collection of essays places issues central to literary study,
particularly the question of the canon, in the context of
institutional practices in American colleges and universities.
Lauter addresses such crucial concerns as what students should read
and study, how standards of "quality" are defined and changed, the
limits of theoretical discourse, and the ways race, gender, and
class shape not only teaching, curricula, and research priorities,
but collegiate personnel actions as well.
The book examines critically the variety of recent proposals for
"reforming" higher education, and it calls into question many
practices -- like employing large numbers of part-timers -- now
popular with college managers. Offering concrete examples of a
"comparative" method of teaching literary texts, and specific
instances for "integrating" curricula, Canons and Contexts proposes
realistic ideas for creating varied, spirited, and democratic
classrooms and colleges.
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