Undisciplining the Victorian Classroom (UVC) expanded in 2023, recruiting three Associate Editors to work with the project's Founding Editors to expand the project's offerings and share organizational knowledge and responsibilites. All former contributors to UVC, the Associate Editors share a commitment to creating accessible, antiracist pedagogy for the Victorian classroom.
Ava Bindas (University of California Davis) is a PhD candidate in English with a designated emphasis in Feminist Theory and Research at the University of California Davis. She recently published “Editing, Education, and Imitation in Indian Missionary Conversion Accounts” as part of the One More Voice “BIPOC Voices in the Victorian Periodical Press” project, which examines instantiations of individual voices in nineteenth-century missionary periodicals accredited to indigenous Indian speakers who narrate their conversions to Christianity. Currently, she serves as an Associate Editor for Undisciplining the Victorian Classroom (UVC), and is currently writing a dissertation about Victorian novels of the recent past and how minor modes of history imagine and mediate gendered and racialized constructions of nineteenth-century ordinary life. Pronouns: she/her.
Cherrie Kwok is a PhD Candidate and Elizabeth Arendall Tilney and Schuyler Merritt Tilney Jefferson Fellow at the University of Virginia (UvA). In 2022, she received UvA's Distinguished Graduate Teaching Award in the Arts and Humanities for her teaching record and for establishing an anti-racist pedagogy working group. She has published some of her pedagogical approaches in The Journal of Interactive Technology and Pedagogy (JITP), which focus on her early experiences teaching in undergraduate composition classrooms. Her current dissertation research examines how African-American, Caribbean, Asian, and Indigenous writers engaged with an artistic style called Decadence during, and beyond, the nineteenth century. She published an early journal article from this project in Volupté: An Interdisciplinary Journal of Decadence Studies, and received the 2021 British Association of Decadence Studies Postgraduate Essay Prize. In addition to serving UVC as an Associate Editor, she is a Visiting Research Fellow at the Decadence Research Centre at Goldsmiths, University of London. Pronouns: she/her.
Indu Ohri teaches introductory survey courses on literature and the visual arts from the Neolithic Age to the modern day as part of CGS's Boston-London Program. Her research and teaching interests include Victorian and Edwardian women’s ghost stories, Victorian authors of color across the British Empire, and the intersection between digital humanities and pedagogy. Her current book project examines how the ghosts in women’s supernatural fiction reflect various unspeakable social concerns of late Victorian and early twentieth-century Britain. She is working with a group of scholars on UVC project to create model lesson plans on Black Caribbean authors, specifically Mary Seacole and Mary Prince. Her work has appeared in Victorians Institute Journal Digital Annex, Preternature, The Wilkie Collins Journal, and Victorian Studies. Pronouns: she/her
Tile/Header Image Caption
Jones, Owen. “Middle Ages No. 1.” The Grammar of Ornament, Day and Son, Lithographers to the Queen, 1856, p. Plate LXVI. Public domain. Like other images featured on the Undisciplining the Victorian Classroom site, this image serves as an example of nineteenth-century British impulses to simultaneously silo and covet aesthetic production from other nations, especially when done so historically. The plate caption as a “Middle English” print blurs the distinction between the Italian and English influence, claiming it as an English artifact despite its shared Italian roots.
Page Citation (MLA)
“Associate Editors.” Undisciplining the Victorian Classroom, 2023, https://undiscipliningvc.org/html/about/associate_editors.html.