I’m a Teaching Associate Professor at Duquesne University. I received my Ph.D. in Literature, specializing in Twentieth-Century British and American Literature, from West Virginia University.
As a researcher, I’m interested in thinking about the ways British and American Modernist writers, twenty-first-century public intellectuals, and nineteenth- and twentieth-century scientists simultaneously courted visibility within their disciplines while subverting them at the same time. To that end, my first book, Gender and the Intersubjective Sublime in Faulkner, Forster, Lawrence, and Woolf (Routledge, 2017) examines the ways that modernist novelists situated themselves in the literary tradition of the sublime while also rewriting its basic tenets, promoting emotion over reason as a way to challenge patriarchal thinking. In my second project, Writing the Body Invisible: Feminism, Fashion, Embodiment, and Public Intellectuals, I explore the way female public intellectuals, especially women of color, must court visibility through their physical, corporeal bodies, highlighting the ways women’s bodies are always linked to their intellectual achievements. Public intellectuals like Chimamanda Ngozi Adichie and Roxanne Gay become visible by using the body as a rhetorical tool that makes their intellectual work visible to society. Chemical Feminism: Women’s Rhetoric in Scientific Writing, a future project, I examine the way female scientists, especially chemists, used scientific discourse through both public academic writing and textbook as a way to subtly interject feminist ideals and principles. Often, their scientific pedagogies and theories reflected their gendered experiences found in their autobiographical works. Please visit my research page to learn more about my projects.
As an instructor, I value expanding students’ exposure to marginalized writers, especially women and people of color, as a way to promote ethical thinking and inspire global citizenship. In my literature classroom, I value exploring textual analysis in tandem with explorations of social and historical context. And, in my literature and composition classrooms, I use media as a way to inspire engaged, reflexive, critical thinking. In all my courses, I insist on the importance of clear communication through writing as well as developing analysis of both primary and secondary texts. Ultimately, my students often have their world views challenged, and my courses become spaces that value the cultivation of empathy and knowledge through engagement with the written word. Please visit my teaching page to learn more about my pedagogy and see descriptions/syllabi of courses that I’ve taught.
Please, feel free to contact me regarding questions and comments about my research, teaching, or this site. You can contact me via email at email@example.com or on Twitter @ekjs13.