Teaching the Early Modern Period (PDF)

CHRISTIAN BIET Professor of Theatre Studies, Université de Paris Ouest-Nanterre, Professor at the Institut Universitaire de France since 2006, and visiting professor at New York University, USA
SUSAN BROOMHALL Winthrop Professor of History at the University of Western Australia
MARK THORNTON BURNETT Professor of Renaissance Studies at Queen's University, Belfast, UK
PATRICK CHENEY Distinguished Professor of English and Comparative Literature, Pennsylvania State University, USA
JONATHAN DEWALD UB Distinguished Professor of History, State University of New York at Buffalo, USA
PAUL M. DOVER Assistant Professor in the Department of History at Kennesaw State University in Georgia, USA
HENRIETTE GOLDWYN Professor of French at New York University, USA
JANE GROGAN Lecturer in Renaissance Literature in the School of English, Drama and Film at University College Dublin, Republic of Ireland
ANDREW HADFIELD Professor of English and Co-Director of the Centre for Early Modern Studies, University of Sussex, UK
BERNADETTE HÖFER Assistant Professor in the Department of French and Italian at The Ohio State University, USA
CAROLE LEVIN Willer Cather Professor of History and Director of the Medieval and Renaissance Studies Program at the University of Lincoln-Nebraska, USA
HENRY PHILLIPS Emeritus Professor of French at the University of Manchester, UK
DEBORAH SEDDON Senior Lecturer in the English Department at Rhodes University, Grahamstown, South Africa
GUY SPIELMANN Associate Professor of French at Georgetown University in Washington DC, USA
SIEP STUURMAN Professor of the History of Ideas in the Center for the Humanities at Utrecht University, the Netherlands
CERI SULLIVAN Professor of English, Bangor University, UK
ALAIN VIALA Professor of French Literature, University of Oxford and Emeritus Professor at the Université de Paris III - Sorbonne Nouvelle, France
KAROLYN WATERSON Professor in Dalhousie University's Department of French in Halifax, Nova Scotia, Canada

'This book is an excellent addition to materials on pedagogy not simply for the early modern period but in general. The range of responses is fittingly diverse and much thought has been put into designing a well-crafted and innovative collection. The key importance of the volume is its geographical, disciplinary and cultural range. One of the great virtues of this book is its diversity, and it will appeal to scholars, postgraduates and teachers in the UK, USA, Europe and Australia.' - Jerome de Groot, University of Manchester, UK