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Abstract
Issues such as racism and sexism ("isms") pervade nineteenth-century literature, and yet few teachers engage with them in complicated and meaningful ways in the survey classroom, risking alienating students who have strong responses. I suggest a class exercise that helps students see such isms as complicated and varied (as opposed to monolithic and unified) and thus analyzable from a personal and psychological (rather than just historical and cultural) perspective.
Introduction
About four years ago, a student approached me after a class day spent discussing Joseph Conrad's Heart of Darkness. This was the third time she had read this ...