Abstract

This article observes that even as scholars increasingly attend to poetry’s cultural work, classrooms have remained a New Critical stronghold. It presents a case study in which methods of cultural studies are applied to conceptual poetry. The author argues that students would benefit from exposure to methods that bring poetry into the world, and the world into poetry.

Journal
Pedagogy
Published
2020-10-01
DOI
10.1215/15314200-8544555
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