Site Map

Intricate pattern with blue, red, and gold elements.
  1. Home
  2. Zoomcasts
    1. Menglu Gao, Waiyee Loh, Hyungji Park, Jessica Valdez, and Rae Yan
    2. Pearl Chaozon Bauer
    3. Haejoo Kim and Anoff Nick Cobblah
    4. Lorenzo Servitje
    5. Kira Braham, Indu Ohri, and Bre Simpson
    6. Alisha Walters
    7. Michelle Prain Brice, Jennifer Hayward, and Jessie Reeder
    8. Zarena Aslami
    9. Tricia Lootens
    10. Jason Rudy
  3. Lesson Plans
    1. Undisciplining In and Through Contemporary Texts
      1. Undisciplining Ecocolonialism with Leslie Marmon Silko
      2. Undisciplining Dracula: Fledgling and Afrofuturism
      3. Re-Reading Nineteenth-Century Archives
      4. Emily Brontë’s Wuthering Heights and Caryl Phillips’s The Lost Child
      5. Africanfuturism and British Catastrophe Literature
      6. Colonial/Postcolonial Texts of the “Dark Continent”
      7. Detection and the Logics of Empire
      8. Undisciplining Through Jane Eyre, Re Jane, and Parasite
    2. Palestine in the Eighteenth and Nineteenth Centuries
      1. Palestine in Victorian Travels and Travel Writings
      2. Teaching Romanticism and Victorianism in Palestine
      3. Palestinian Literature and Anti-Colonial Identity
      4. The Romanticization of the Bedouin Arab
    3. Transimperial Networks and East Asia
      1. Psychoactive Revolution and Transnational Networks
      2. Japanese Aesthetics: British Perceptions and Japanese Responses
      3. Visualizing Korea
      4. Chinese Migration and Forms of Global Circulation
      5. Victorian Realism, China, and the Politics of Form
    4. Mary Seacole and the Caribbean: Cluster Introduction
      1. Decentering Britishness
      2. Undisciplining Victorian Autobiography
      3. Recentering Nursing in Wartime
      4. Decolonizing Health(care)
    5. Africa, Diaspora, and the British Empire: Cluster Introduction
      1. Undisciplining the Dramatic Monologue
      2. Colonial Landscapes and Travel Narratives
      3. Southern Africa, 1820-1930
      4. Ethiopianism
      5. Archival Erasure and the Aftermath of Slavery
      6. Slavery and Theories of Sexuality, Desire, and Family
  4. Syllabi
    1. Call for Syllabi and Syllabus Clusters (Open)
    2. Religion, Secularism, Empire
      1. Constructing Religion and Empire in Nineteenth-Century Literature
      2. Religion and the Transimperial: Literatures of Faith, Conquest, and Resistance
      3. Empire of Religion
    3. Beyond “Victorian” Literature
      1. Multiethnic Literature: Global Neo-Victorians
      2. British Literature II: A Representative Survey
    4. The Nineteenth-Century Religious Other
      1. The Muslim “Other” in Nineteenth-Century British Literature
      2. Nineteenth-Century Jewish British Literature
      3. Hinduism and Imperial Interventions in Victorian Literature
    5. Deconstructing the Literary Canon
      1. UVC in India: Case Study of JUDE
      2. Capital L-Literature: Intro to Grad Studies
      3. Canon Fodder: What Should We Read?
    6. Centering Black Studies
      1. Race, Trans-Atlantic Slavery, and the Empire
      2. Black (Im)mobilities
      3. The Victorian and the Human
    7. Gender and Empire
      1. Victorian Women of the World
      2. Nineteenth-Century Women Write the Empire
    8. Recontextualizing the Victorians
      1. Reintroducing the Victorians
      2. Unsettling Victorian Literature
  5. Assessments
    1. Students in the Archives
      1. Archives of Empire
      2. Exploring the Archives
    2. Widening the Empire
      1. (Post-)Colonial Biography
      2. Recovering and Reevaluating Anglophone Writers
  6. About
    1. Statement on Using Generative AI
    2. Values and Practices
    3. Founding Developers
    4. Associate Editors
    5. Assistant Editors
    6. Project Contributors
    7. Bibliography
  7. Site Map
  8. Contact
  9. Mailing List/Contribute

Header Image Caption

Owen Jones. “Persian No. 1.” The Grammar of Ornament, Day and Son, Lithographers to the Queen, 1856, Plate XXI. Public domain. The founding developers of Undisciplining the Victorian Classroom have selected this image and the others that illustrate the pages of the About section because the images convey two dynamics. First, the images show the ways that the British in the Victorian period were engaged in the process of collecting and taxonomizing materials from other parts of the world. Second, the images themselves also illustrate how the graphic designs from these non-British and, often, non-Western cultures stand as striking aesthetic achievements in their own right.

Page Citation (MLA)

“Site Map.” Undisciplining the Victorian Classroom, 2021,