Jeffrey Kahan

Education

Publications
Work Experience

Dramaturgy

 

Who Is Jeffrey Kahan?
 

Jeffrey Kahan is a Professor of English at the University of La Verne in southern California.  Dr. Kahan completed his Ph.D. at the Shakespeare Institute, University of Birmingham, England in 1993. 

Dr. Kahan's first book, Reforging Shakespeare (Lehigh UP, 1998), was a comprehensive study of the Ireland forgeries of 1795. Reforging Shakespeare argues that the time may be ripe to re-examine the 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.   

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

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 that same year, Kahan 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 2008, Dr. Kahan wrote a comprehensive general introduction and contributed an essay to a new collection on King Lear (published by Routledge).  In 2009, Professor Kahan completed a new book, Bettymania and the Birth of Celebrity Culture, now in press with Lehigh University, and, along with Thomas Hester, guest edited a special double-issue of the Ben Jonson Journal.  The issue also included a essay, "‘Shakespear wanted Arte’: Questioning the Historical Value of Ben Jonson's Conversations  With Drummond.   An edition of Pericles,  published as part of the New Kittredge Shakespeare series, also appeared in 2009.  A new essay on W.H. Ireland's gothics will appear later this year in a collection tentatively entitled Gothic Shakespeares.

For 2010, Professor Kahan has also agreed to edit Coriolanus for the new Kittredge Shakespeare Series and to edit W.H. Ireland's gothic novel The Catholic for Udolpho Press.  An updated and revised second edition of his book Caped Crusaders 101 will be available in the fall of 2010.

Dr. Kahan is member of the editorial board for Shakespeare Yearbook, Udolpho Press, and The Dark Man, the latter, a journal dedicated to the study of Texas writer R.E. Howard.  He is also a co-editor of the CORD project, a work detailing all extant information of Elizabethan theater, actors, poets, and playwrights.  From 2001 to 2005, he served as General Editor of the Shakespeare Millennium series. 

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

 

Teaching Philosophy

I have always loved books and learning. 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.

 

Contact Information

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Last modified: June 23, 2009