| Jeffrey Kahan | ||||
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| Who Is Jeffrey Kahan? | ||||
 Jeffrey Kahan completed his Ph.D. at the Shakespeare Institute, University of Birmingham, England. In 2008. Dr. Kahan wrote the general introduction and edited a new collection of essays on King Lear (Routledge, 2008). He also signed on to edit Pericles for the New Kittridge Shakespeare. In 2006, he published The Cult of Kean, a study of the Regency Shakespeare actor Edmund Kean, with Ashgate. Another book, co-written with Stanley Stewart, Professor of English at UC Riverside, Caped Crusaders 101: Composition Through Comic Books, came out with McFarland (2006). In 2006, Kahan also published an edition of Ireland's The Abbess, issued by Zittaw, an edition of Southey's epic poetry with the University of Gloucestershire, an edition of Much Ado About Nothing with the Shakespeare Sourcebook Series, and guest-edited John Mulryan's journal Cithara. In July 2004, Dr. Kahan completed a three volume set for Routledge entitled Shakespeare Imitations, Parodies and Forgeries, 1710-1820. The set includes 24 plays comprising 750 pages and another 500 pages of introductory materials, notes and collations. December of 2004 saw the release of his edition of The Poetry of W.H. Ireland, a selection that firmly establishes Ireland's place among the most important Romantic poets of his era. In 2005, Dr. Kahan completed his editions of Ireland's Shakespearean Gothic novels Gondez and Rimauldo. Dr. Kahan's first book, Reforging Shakespeare (Lehigh, 1998), was a comprehensive study of the Ireland forgeries of 1795. Reforging Shakespeare argues that the time may be ripe to re-examine W.H. Ireland forgeries as a decisive case history in the development of our current respect for antiquity, our appreciation of authenticity, and our understanding of bardolatry. His articles, notes, and reviews have been published in American Notes and Queries, The Ben Jonson Journal, The Cambridge Bibliography of English Literature, Cithara, Early Modern Language Studies, The Encyclopedia of British Literature and Poetry, The Encyclopedia of Gay Histories and Cultures, English Language Notes, Marlowe Society of America Newsletter, Notes and Queries, Renaissance Quarterly, Seventeenth-Century News, Women’s Studies, Shakespeare Bulletin, Shakespeare Newsletter, Shakespeare Yearbook, and Upstart Crow. Dr. Kahan is member of the editorial board for Shakespeare Yearbook and The Dark Man, a journal dedicated to the study of Texas writer R.E. Howard and is co-editor of the CORD project, a work detailing all extant information of Elizabethan theater, actors, poets, and playwrights. He is also General Editor of the Shakespeare Millennium. The first three titles (King Lear, The Winter's Tale, and The Merry Wives of Windsor) are now available.
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| Teaching Philosophy | ||||
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I have always loved books and learning. For me, even as a small child, ideas were real, exciting, the stuff of life. The classroom and my life were not separate worlds; they knitted together—just as the books I read and ideas I loved found their way into my everyday life. This vision of learning, of books, and of the classroom as dynamic, exciting, and real has remained with me. It informs my pedagogical philosophy and my vision of the kind of place the classroom needs to be; a place where books become an integral part of their daily lives. It is my aim to shape students who know learning to be dynamic and dangerous; who possess a critical consciousness that interrogates both their inner and outer worlds; and who—because of that interrogation—have developed a voice and a keener sense of social consciousness that informs their actions in both the classroom and the greater world. My success as a teacher must in part result from my own excitement about the subjects I teach. I have struggled to keep all my classes “fresh” and new for me, to integrate my research and interests into the classroom, and to allow for an environment in which I can learn and grow from my students. My success also, I think, results from my sincere concern for my students. I have tried to be sensitive to the whole student, to recognize and respond to the ways psychological, socio-economic, and ethnic factors can influence learning. It has been my habit to reach out to students and to go out of my way to help ensure their success whenever possible. My own background has made me particularly sensitive to those students who have felt marginalized; and my classes reflect that sensitivity in their multiethnic emphasis, in choice of texts as well as in classroom discourse. I have always been committed to teaching. It is my calling and my service. It is also part of a larger effort on my part. In creating a non-hierarchal classroom open to a variety of perspectives, I have tried to create an implicitly moral environment. By helping my students to become Emerson’s “active souls,” to think creatively and critically in this kind of inclusive and open classroom, I hope to engender social consciousness and with it a commitment to ethical issues and social justice. In this way, the classroom and the larger world meet, and the ideas and concerns we discuss in the academy truly become a part of the life of our students.
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E mail to mailto:Vortiger@hotmail.com with questions or comments about this web site.Last modified: May 21, 2008
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