A hike in the Sandia Mountains of New Mexico in fall 2016 occasioned a transformative conversation about the benefits of bodily movement to teaching and learning. While striding up switchbacks, scrambling over boulders, and occasionally pausing to take in the breathtaking views of New Mexico, a trusted colleague and I talked excitedly about the possibilities of courses and conferences that would take the study of early modern English literature on the move.
Our conversation struck a cord for me for a couple reasons. First, my scholarship, which had previously explored literary representations of pedestrianism, processions, and dancing in the contexts of cultural practice and literary genre, had taken a decided turn toward the study of revolution as a category of bodily movement and historical experience. Second, my online pedagogy had developed to take advantage of distance and anonymity to enable students to talk directly to experiences of embodied identity, including race and gender, in their encounters with early modern literature.
“On Movement” is where I will meditate on my research and teaching, in particular new directions that I take in my study of movement and my identity-based pedagogy. These meditations won’t be static but on the move.