Ecofeminism has been an important field of theory in philosophy and environmental studies for decades. It takes as its primary concern the way the relationship between the human and nonhuman is both material and cultural, but it also investigates how this relationship is inherently entangled with questions of gender equity and social justice. Shakespeare and Ecofeminist Theory engagingly establishes a history of ecofeminist scholarship relevant to early modern studies, and provides a clear overview of this rich field of philosophical enquiry. Through fresh, detailed readings of Shakespeare's poetry and drama, this volume is a wholly original study articulating the ways in which we can better understand the world of Shakespeare's plays, and the relationships between men, women, animals, and plants that we see in them.

Radical reconfigurations in gardening practice in sixteenth- and seventeenth-century England altered the social function of the garden, offering men and women new opportunities for social mobility. While recent work has addressed how middle class men used the garden to attain this mobility, the gendering of the garden during the period has gone largely unexamined. This new study focuses on the developing gendered tension in gardening that stemmed from a shift from the garden as a means of feeding a family, to the garden as an aesthetic object imbued with status. The first part of the book focuses on how practical gardening books proposed methods for planting as they simultaneously represented gardens increasingly hierarchized by gender. The second part of the book looks at how men and women appropriated aesthetic uses of actual gardening in their poetry, and reveals a parallel gendered tension there. Munroe analyzes garden representations in the writings of such manuals writers as Gervase Markham, Thomas Hill, and William Lawson, and such poets as Edmund Spenser, Aemilia Lanyer and Lady Mary Wroth. Investigating gardens, gender and writing, Jennifer Munroe considers not only published literary representations of gardens, but also actual garden landscapes and unpublished evidence of everyday gardening practice. She de-prioritizes the text as a primary means of cultural production, showing instead the relationship between what men and women might imagine possible and represent in their writing, and everyday spatial practices and the spaces men and women occupied and made. In so doing, she also broadens our outlook on whom we can identify and value as producers of early modern social space.

Ecocriticism has steadily gained footing within the larger arena of early modern scholarship, and with the publication of well over a dozen monographs, essay collections, and special journal issues, literary studies looks increasingly 'green'; yet the field lacks a straightforward, easy-to-use guide to do with reading and teaching early modern texts ecocritically. Accessible yet comprehensive, the cutting-edge collection Ecological Approaches to Early Modern English Texts fills this gap. Organized around the notion of contact zones (or points of intersection, that have often been constructed asymmetrically-especially with regard to the human-nonhuman dichotomy), the volume reassesses current trends in ecocriticism and the Renaissance; introduces analyses of neglected texts and authors; brings ecocriticism into conversation with cognate fields and approaches (e.g., queer theory, feminism, post-coloniality, food studies); and offers a significant section on pedagogy, ecocriticism and early modern literature. Engaging points of tension and central interest in the field, the collection is largely situated in the 'and/or' that resides between presentism-historicism, materiality-literary, somatic-semiotic, nature-culture, and, most importantly, human-nonhuman. Ecological Approaches to Early Modern English Texts balances coverage and methodology; its primary goal is to provide useful, yet nuanced discussions of ecological approaches to reading and teaching a range of representative early modern texts. As a whole, the volume includes a diverse selection of chapters that engage the complex issues that arise when reading and teaching early modern texts from a green perspective.

Radical reconfigurations in gardening practice in sixteenth- and seventeenth-century England altered the social function of the garden, offering men and women new opportunities for social mobility. While recent work has addressed how middle class men used the garden to attain this mobility, the gendering of the garden during the period has gone largely unexamined. This new study focuses on the developing gendered tension in gardening that stemmed from a shift from the garden as a means of feeding a family, to the garden as an aesthetic object imbued with status. The first part of the book focuses on how practical gardening books proposed methods for planting as they simultaneously represented gardens increasingly hierarchized by gender. The second part of the book looks at how men and women appropriated aesthetic uses of actual gardening in their poetry, and reveals a parallel gendered tension there. Munroe analyzes garden representations in the writings of such manuals writers as Gervase Markham, Thomas Hill, and William Lawson, and such poets as Edmund Spenser, Aemilia Lanyer and Lady Mary Wroth. Investigating gardens, gender and writing, Jennifer Munroe considers not only published literary representations of gardens, but also actual garden landscapes and unpublished evidence of everyday gardening practice. She de-prioritizes the text as a primary means of cultural production, showing instead the relationship between what men and women might imagine possible and represent in their writing, and everyday spatial practices and the spaces men and women occupied and made. In so doing, she also broadens our outlook on whom we can identify and value as producers of early modern social space.

During the period 1500-1750 a general shift in gardening practice took place, from which emerged three distinct types of gardens: (traditional) subsistence or kitchen gardens, aesthetic gardens, and gendered aesthetic gardens. The gardening and husbandry manuals published during the period, typified by the texts selected for this volume, reveal how and what one planted was related to one's role in society. These texts attest to the changing nature of gardening - from a largely subsistence endeavour to an artful practice that became defined in gendered terms. The texts reproduced have been divided into two parts: gardening books for the 'country' housewife and gardening books for 'ladies'.

Ecocriticism has steadily gained footing within the larger arena of early modern scholarship, and with the publication of well over a dozen monographs, essay collections, and special journal issues, literary studies looks increasingly 'green'; yet the field lacks a straightforward, easy-to-use guide to do with reading and teaching early modern texts ecocritically. Accessible yet comprehensive, the cutting-edge collection Ecological Approaches to Early Modern English Texts fills this gap. Organized around the notion of contact zones (or points of intersection, that have often been constructed asymmetrically-especially with regard to the human-nonhuman dichotomy), the volume reassesses current trends in ecocriticism and the Renaissance; introduces analyses of neglected texts and authors; brings ecocriticism into conversation with cognate fields and approaches (e.g., queer theory, feminism, post-coloniality, food studies); and offers a significant section on pedagogy, ecocriticism and early modern literature. Engaging points of tension and central interest in the field, the collection is largely situated in the 'and/or' that resides between presentism-historicism, materiality-literary, somatic-semiotic, nature-culture, and, most importantly, human-nonhuman. Ecological Approaches to Early Modern English Texts balances coverage and methodology; its primary goal is to provide useful, yet nuanced discussions of ecological approaches to reading and teaching a range of representative early modern texts. As a whole, the volume includes a diverse selection of chapters that engage the complex issues that arise when reading and teaching early modern texts from a green perspective.