The maritime world was central to nineteenth-century America, and ideas about the ocean, seafaring, and encounters with distant peoples and places suffused the cultural imagination. Women writers who were not mariners themselves incorporated oceanic representations and concerns into their work, often through genres that were generally not associated with the sea, such as children's fiction, diaries, and female coming-of-age stories. Melissa Gniadek explores the role of the ocean, with particular attention to the Pacific, in a diverse range of literary texts spanning the late 1820s through the mid-1860s from Lydia Maria Child, Caroline Kirkland, Harriet Beecher Stowe, Elizabeth Stoddard, and Harriet Prescott Spofford. Oceans at Home shows that authors employed maritime plots and stories from distant locations to probe contemporary concerns facing the continental United States, ranging from issues of gender restrictions in the domestic sphere to the racial prejudices against indigenous peoples that lay at the heart of settler colonialism.

The maritime world was central to nineteenth-century America, and ideas about the ocean, seafaring, and encounters with distant peoples and places suffused the cultural imagination. Women writers who were not mariners themselves incorporated oceanic representations and concerns into their work, often through genres that were generally not associated with the sea, such as children's fiction, diaries, and female coming-of-age stories. Melissa Gniadek explores the role of the ocean, with particular attention to the Pacific, in a diverse range of literary texts spanning the late 1820s through the mid-1860s from Lydia Maria Child, Caroline Kirkland, Harriet Beecher Stowe, Elizabeth Stoddard, and Harriet Prescott Spofford. Oceans at Home shows that authors employed maritime plots and stories from distant locations to probe contemporary concerns facing the continental United States, ranging from issues of gender restrictions in the domestic sphere to the racial prejudices against indigenous peoples that lay at the heart of settler colonialism.

Popular American fiction has now secured a routine position in the higher education classroom despite its historic status as culturally suspect. This newfound respect and inclusion have almost certainly changed the pedagogical landscape, and Teaching Tainted Lit explores that altered terrain. If the academy has historically ignored, or even sneered at, the popular, then its new accommodation within the framework of college English is noteworthy: surely the popular introduces both pleasures and problems that did not exist when faculty exclusively taught literature from anestablished "high" canon. How, then, does the assumption that the popular matters affect teaching strategies, classroom climates, and both personal and institutional notions about what it means to study literature? The essays in this collection presume that the popular is here to stay and that its instructive implications are not merely noteworthy,but richly nuanced and deeply compelling. They address a broad variety of issues concerning canonicity, literature, genre, and theclassroom, as its contributors teach everything from Stephen King and Lady Gaga to nineteenthcentury dime novels and the 1852bestseller Uncle Tom's Cabin. It is no secret that teaching popular texts fuels controversies about the value of cultural studies, the alleged relaxation of aestheticstandards, and the possible "dumbing down" of Americans. By implicitly and explicitly addressing such contentious issues, these essays invite a broader conversation about the place of thepopular not only in higher education but in the reading lives of all Americans.