Hiking Like a Woman

Twenty-five percent of thru-hikers on the Appalachian Trail are women, and, let me tell you, these are hardcore women who take after the Mary Rowlandsons and Hannah Dustans of America. Before I reached the 100-mile mark, however, I had already heard several hikers use the phrase, "I'm going to take this mountain like a man," … Continue reading Hiking Like a Woman

“Leave No Trace”: When American Transcendentalism Leads to Wilderness Preservation

Having hiked over 500 miles of the Appalachian Trail this summer, dutifully carrying a copy of Thoreau's writings with me, there are certain habits I've cultivated with a now-ingrained daily routine that I'll take with me off the trail. The "Leave No Trace" policy of American hiker culture is what keeps the Appalachian Trail special for everyone … Continue reading “Leave No Trace”: When American Transcendentalism Leads to Wilderness Preservation

Losing a Wild Soundscape 

Hiking the Appalachian Trail this summer has been a musical experience beyond anything I could have predicted. I've now hiked over 300 miles along the state line of North Carolina and Tennessee, arriving in Virginia yesterday just in time for the shocking gun-like echo of fireworks. Before I get to that, let me share with … Continue reading Losing a Wild Soundscape 

Addressing Despair in the Classroom: An Ecocritical Approach to Non-Canonical American Writers

Pedagogy and American Literary Studies (PALS) invited me last month to write a guest post on teaching the American Literature Survey Course. While collaborating and making edits, the wonderful team at PALS gave me an opportunity to write a second post about something else that happened in the course. Take a look:

Welcome to Pedagogy & American Literary Studies

PALS Note: This is the second post from Christina Katopodis about her novel approaches to the American literature survey. Read below for her ideas on combatting despair in face of the many injustices and tragedies in American literary history. And find her first post here

In my last post, I talked about building community in the classroom, something I value as a teacher because it means simultaneously establishing a safe and flexible learning environment. The community-building began with the nature walk and class blog, in shared experiential learning. The ecocritical framework to the course, from the walk to the readings, bolstered a sense of solidarity in the classroom that we discovered we needed later in the semester. One additional goal I had for “American Literature: Origins to the Civil War” was to center America’s origins around her founding mothers and people of color in addition to the “city on…

View original post 1,625 more words

A Week on the Appalachian Trail Reading Thoreau

Henry David Thoreau writes in "Walking," that every walk is a crusade, and declares sauntering an art. I set out this summer to hike about 1,000 miles of the Appalachian Trail, bringing a copy of Thoreau's A Week on the Concord and Merrimack Rivers with me for the first 100 miles. I've spent more of … Continue reading A Week on the Appalachian Trail Reading Thoreau

Walking the Walk: Combining Graduate Study with Teaching

"How womankind, who are confined to the house still more than men, stand it I do not know; but I have ground to suspect that most of them do not stand it at all." --Henry David Thoreau, "Walking" As I prepare to teach "Gender in the American Renaissance" and "American Literature: Origins to the Civil … Continue reading Walking the Walk: Combining Graduate Study with Teaching