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Building upon the approach to reading literature pioneered by Dr Bruce Gardiner at the University of լ�е��� for over four decades, Literature and Pedagogy is devoted to the way that texts, literary texts in particular, seek to instruct us.

Bruce Gardiner has inspired generations of professionals in the field of literary criticism. He stands, if you like, for a scholarly ethos, which is at risk of disappearing. His distinctive academic career, which was almost entirely devoted to teaching, invites us to think about the relationships between literary studies and pedagogy. It also invites us to ask what role a unique pedagogical style plays in the evolution of a discipline. How does intergenerational transmission between teacher and student play out both with and beyond disciplinary boundaries?

This collection explores these questions as a contribution to efforts to resist the neo-liberalisation and neo-conservatism of contemporary academic culture. Contributors draw from inspiring encounters with Bruce Gardiner to reflect upon the reading of pedagogy in literary works, put this method into practice by offering new interpretations of pedagogical mechanisms employed within important literary works and cultural phenomena, and present pieces inspired by Gardiner such as poetry, art, translation and creative non-fiction.

Techniques and methodologies of education are traditionally believed to offer students the keys with which to unlock the secrets of literature and foster its appreciation. Literature and Pedagogy offers a new perspective, showing teachers and students of both education and literature how literary works present their own methods for reflecting critically upon how and why we learn, read and teach.

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Foreword by Katherine Brabon

An alienated daughter reconnects with her mother. A woman questions her reality as she struggles to recognise herself. An awkward car ride home from the airport leads to reconciliation. A family enjoys a lavish meal together.

From the moment we are brought into this world we are seeking connections, seeking love, seeking belonging. It is as fundamental to the human existence as breathing, and yet, is something we all struggle so despairingly with. We spend so long trying to fit in, that we neglect to see the connections twining us all together.

Nothing Rhymes with Orange is a moving anthology that offers contemporary meditations on the complexities of belonging. This diverse collection of short stories, personal essays and poems is sure to tug on your heart strings and challenge your understanding of what it means to belong.

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The eastern frontier of the Roman Empire – its network of roads, trade routes, towns and forts – is often conceived of as an “edge” of both empire and civilisation, but this “borderland” is also part of a rich cultural landscape. Our awareness and appreciation of these cultures has increased dramatically over the course of the last century. Scholarship has deepened, methods have advanced, and perspectives have shifted.

Across 20 chapters, Reframing the “Desert Frontier” offers new insights into the rich cultural history of this region through the re-examination of existing material – such as archives, historical accounts, and previous surveys – and through the use of novel archaeological approaches. The bringing together of different methodological approaches to the archaeology of the region in a single volume highlights synergies and offers important comparisons for archaeologists to consider.

This volume highlights the work of Emeritus Professor David Kennedy, whose contribution to the study of the Roman army, the archaeology of Jordan, and aerial archaeology has inspired and enhanced multiple projects that have reframed this so-called “desert frontier”.

Reframing the “Desert Frontier” encapsulates the enriched view of this ancient region generated by new techniques of survey and analysis, changed perspectives on older materials, a more intense engagement with the rural landscapes surrounding ancient towns, and the addition of new discoveries that alter previous consensus.

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Benefiting from recently catalogued archival materials, The Flip Side: Old China Hands and the American Popular Imagination, 1935–1985 evaluates the influence of an ensemble of well-known Americans born or bred in China – Pearl S. Buck, Henry R. Luce, Owen Lattimore and John Hersey – after their return to the United States of America.

The children of missionaries and others serving China, all contributed in significant ways to the globalisation of the American ideal in the 20th century, even as each sought in different roles – as publishers, as novelists, as scholars – to centre Chinese values and concerns in the anglophone public sphere. As Chinese ideas and values met the projection of American soft power and governmentality, a uniquely bilateral, global imaginary arose, wherein respect for China as an emerging force encountered Western reaction. For these “old China hands”, the return to the USA resulted in unique and differing sociocultural formations: Buck’s intersectional literary populism on behalf of “the Chinese people”; Henry R. Luce’s press internationalism; Lattimore’s “inner Asian” regional imaginaries; and Hersey’s China trilogy allegories. All were keen observers of and participants in international networks combining a diversity of China-based expertise and resources that continued to inform their everyday work at a great distance. Both public and private, these networks, onshore and off, enabled and energised their own advocacy that dared to imagine a Chinese future distinct from its colonial or semi-feudal past.

The Flip Side asserts that these American stakeholders occupied a transitional but crucial role in the rise of China in Western imagination, prior to China’s assertion of sovereignty over its own global role and message.