| Contents |
Acknowledgments; Foreword; Introduction; Monstrous Pedagogies; NOTES; Part I; Teaching Difference; The Monster Appears; Teaching Monsters from Medieval to Modern; Embracing the Abnormal; Queering Medieval Monsters and Modern Monstrosity; What Is "Normal"?; The (Ab)normal; "We are all and must be monsters"; NOTES; Gender, Sexuality and Rhetorical Vulnerabilities in Monster Literature and Pedagogy; Subversive Sexualities; Gendered Epistemologies; Rhetorical Vulnerabilities; Concluding Thoughts; Course Description; Course Objectives; Course Policies; Required Reading; Books. |
| Contents |
Assignments/Grading Scheme course Schedule; NOTES; Creating Visual Rhetoric and the Monstrous; NOTES; Monsters as Subversive Imagination; Inviting Monsters into the Philosophy Classroom; Theoretical Frameworks; Monsters in Philosophy of Technology; Monsters in Philosophy and Literature and Environmental Ethics; Monsters in Feminist Philosophy and Film; Conclusions; Course Requirements; Required Texts; Additional Readings Will Be Provided on Cougar Courses:; Schedule of Reading and Assignments; NOTES; Part II; Transforming Space; The Monster Roams; Locating Monsters. |
| Contents |
Space, Place and Monstrous Geographies monsters and the Imagined Community; Monsters and Nature; Monsters and the Built Environment; Monsters and Political Geography; Conclusion; Course Description; Required Texts; Books; Films/TV Episodes; Student Learning Goals; Course Assignments and Grading Standards; Paper #1 Monsters of Science and Nature; Paper #2 Zombie Culture; Paper #3 Vampires in America; Additional Assignment for Graduate Students; M.A. Student Reading Options; NOTES; White Settlers and Wendigos; Teaching Monstrosity in American Gothic Narratives. |
| Contents |
Unleashing American Monsters in the Irish Classroom reconsidering Monstrosity in The Village (2004): or, How I became an M. Night Shyamalan Apologist; Why Wendigos?; Reconsidering The Shining and the Wendigo in Contemporary American Horror; NOTES; Meeting the Monstrous Through Experiential Study-Abroad Pedagogy; A Horror-Based Theory of Experiential Pedagogy; A Place-Based Theory of Horror Pedagogy; Space Transaction and Experiential Learning; NOTES; Using Zombies to Teach Theatre Students; Pedagogical Aims; Who Are the Teaching-Dead?; Affordances of the Zombie Trope; Preparation. |
| Contents |
Improvisation and FeedbackLearning through Practice; Refining the Exercise for Future Teaching; NOTES; Part III; Disrupting Systems; The Monster Attacks; Studying Gods and Monsters; Schedule of Topics and Readings; NOTES; Monsters in the Dark Forest of Japanese Grammar; The Importance of Monsters for Japanese Literature: A Brief History; Basic Demographics: Who My Students Are and What They Can Do; Day Trip with a Bear: The Aloof Way to Be Friendly; What's in the Sandbox? The Value of Paranoia as a Reading Strategy; The Mummy: Interior Monologue and the Active Voice. |
| Bibliography note | Includes bibliographical references. |
| Source of description | Vendor-supplied metadata. |
| Issued in other form | Print version: Golub, Adam. Monsters in the Classroom : Essays on Teaching What Scares Us. Jefferson NC : McFarland & Company, Inc., Publishers, ©2017 9781476663272 |
| Genre/form | Electronic books. |
| Genre/form | Folklore. |
| ISBN | 9781476627601 (electronic bk.) |
| ISBN | 1476627606 (electronic bk.) |
