Too often Eudora Welty is known to the general public as Miss Welty, a "perfect lady" who wrote affectionate portraits of her home region. Yet recent scholarship has amply demonstrated a richer complexity. Welty was an innovative artist with cosmopolitan sensibilities and progressive politics, a woman who maintained close friendships with artists and intellectuals throughout the world, a writer as unafraid to experiment as she was to level her pen at the worst human foibles. The essays collected in Teaching the Works of Eudora Welty seek to move Welty beyond a discussion of region and reflect new scholarship that remaps her work onto a larger canvas. The book offers ways to help twenty-first-century readers navigate Welty's challenging and intricate narratives. It provides answers to questions many teachers will have: Why should I study a writer who documents white privilege? Why should I give this "regional" writer space on an already crowded syllabus? Why should I teach Welty if I do not study the South? How can I help my students make sense of her modernist narratives? How can Welty's texts help me teach my students about literary theory, about gender and disability, about cultures and societies with which my students are unfamiliar?

Faced with Eudora Welty's preference for the oblique in literary performances, some have assumed that Welty was not concerned with issues of race, or even that she was perhaps ambivalent toward racism. This collection counters those assumptions as it examines Welty's handling of race, the color line, and Jim Crow segregation and sheds new light on her views about the patterns, insensitivities, blindness, and atrocities of whiteness. Contributors to this volume show that Welty addressed whiteness and race in her earliest stories, her photography, and her first novel, Delta Wedding. In subsequent work, including The Golden Apples, The Optimist's Daughter, and her memoir, One Writer's Beginnings, she made the color line and white privilege visible, revealing the gaping distances between lives lived in shared space but separated by social hierarchy and segregation. Even when black characters hover in the margins of her fiction, they point readers toward complex lives, and the black body is itself full of meaning in her work. Several essays suggest that Welty represented race, like gender and power, as a performance scripted by whiteness. Her black characters in particular recognize whiteface and blackface as performances, especially comical when white characters are unaware of their role play. Eudora Welty, Whiteness, and Race also makes clear that Welty recognized white material advantage and black economic deprivation as part of a cycle of race and poverty in America and that she connected this history to lives on either side of the color line, to relationships across it, and to an uneasy hierarchy of white classes within the presumed monolith of whiteness. Contributors: Mae Miller Claxton, Susan V. Donaldson, Julia Eichelberger, Sarah Ford, Jean C. Griffith, Rebecca Mark, Suzanne Marrs, Donnie McMahand, David McWhirter, Harriet Pollack, Keri Watson, Patricia Yaeger.

Too often Eudora Welty is known to the general public as Miss Welty, a "perfect lady" who wrote affectionate portraits of her home region. Yet recent scholarship has amply demonstrated a richer complexity. Welty was an innovative artist with cosmopolitan sensibilities and progressive politics, a woman who maintained close friendships with artists and intellectuals throughout the world, a writer as unafraid to experiment as she was to level her pen at the worst human foibles. The essays collected in Teaching the Works of Eudora Welty seek to move Welty beyond a discussion of region and reflect new scholarship that remaps her work onto a larger canvas. The book offers ways to help twenty-first-century readers navigate Welty's challenging and intricate narratives. It provides answers to questions many teachers will have: Why should I study a writer who documents white privilege? Why should I give this "regional" writer space on an already crowded syllabus? Why should I teach Welty if I do not study the South? How can I help my students make sense of her modernist narratives? How can Welty's texts help me teach my students about literary theory, about gender and disability, about cultures and societies with which my students are unfamiliar?

Tell about Night Flowers presents previously unpublished letters by Eudora Welty, selected and annotated by scholar Julia Eichelberger. Welty published many of her best-known works in the 1940s: A Curtain of Green, The Wide Net, The Robber Bridegroom, Delta Wedding, and The Golden Apples. During this period, she also wrote hundreds of letters to two friends who shared her love of gardening. One friend, Diarmuid Russell, was her literary agent in New York; the other, John Robinson, was a high school classmate and an aspiring writer who served in the Army in WWII, and he was long the focus of Welty's affection. Welty's lyrical, witty, and poignant discussions of gardening and nature are delightful in themselves; they are also figurative expressions of Welty's views of her writing and her friendships. Taken together with thirty-five illustrations, they form a poetic narrative of their own, chronicling artistic and psychic developments that were underway before Welty was fully conscious of them. By 1949 her art, like her friendships, had evolved in ways that she would never have predicted in 1940. Tell about Night Flowers not only lets readers glimpse Welty in her garden; it also reveals a brilliant and generous mind responding to the public events, people, art, and natural landscapes Welty encountered at home and on her travels during the 1940s. This book enhances our understanding of the life, landscape, and art of a major American writer.

You ask for a story. I will tell you one, fact for fact and true for true." So begins ""Crook-Neck Dick,"" one of twenty-three stories in this beguiling collection of Charleston lore. Derived from African American legends, these fables have entertained generations of Charlestonians with sheer storytelling magic. To delight of folklorists, students of Charleston history, and all those who love a good ghost story, this treasure features photos of the storytellers who shared these remarkable stories with John Bennett. Julia Eichelberger, the Marybelle Higgins Howe Professor of Southern Literature and an executive board member of the Center for Study of Slavery at the College of Charleston in South Carolina, provides a foreword.