Thinking Generationally: Authors and Readers
Generational thinking is a la mode. It would be hard to think of an area of contemporary discourse which has not been influenced by considerations of generational identities, from intergenerational justice to generational conflict. Scholars in fields such as Literary Studies, History, and the History of Ideas have long recognised the importance of generational dynamics within family contexts, in the formative significance of child-parent relations, for example. But they are beginning to employ generational approaches in sociological modes as well.
What opportunities and challenges does this bring for scholars of literary and intellectual history? What might the affordances of a generational approach be for those working in different periods or geographies? Is there a useful body of theory which can be drawn on for this, and if so, what are the key texts and ideas? How might adopting a generational approach change our methods and ways of working? To what extent can we think generationally prior to the twentieth century?
This Doctoral Training Event seeks to address these questions through two complementary case studies, one rooted in authorship in the early modern period and the other in readership and reception in the late nineteenth and early twentieth century. Although aimed in the first instance at those working in Literary Studies, the intention is that it will be broadly relevant for anyone interested in considering the implications of generations and generational position across social, cultural, economic and political studies.
There is a limited amount of funding available for travel costs. Light lunch will be provided.
