This collection of essays explores the historical importance and imaginative richness of Scotland's extensive contribution to modes of traditional culture and expression: ballads, tales and storytelling, and song. Its underlying aim is to bring about a more dynamic and inclusive understanding of Scottish culture. Rooted in literary history and both comparative and interdisciplinary in scope, the volume covers the key aspects and genres of traditional literature, including the Gaelic tradition, from the medieval period to the present. Key theoretical and conceptual issues raised by the historical analysis of Scotland's rich store of ballad, song, and folk narrative are discussed in separate chapters. The volume also explores why and how Scottish literary writers have been inspired by traditional genres, modes, and motifs, and the intermingling of folk and literary traditions in writers such as Burns, Scott, and Hogg. It also uncovers the folkloric and mythopoetic materials of early Scottish literature, and the vitality of neglected aspects of Scottish popular culture.

Recognises the richness of women's contribution to Scottish literature. By combining historical spread with a thematic structure, this volume explores the ways in which gender has shaped literary output and addresses the changing situations in which women lived and wrote. It places the work of established writers such as Margaret Oliphant, Naomi Mitchison and A.L. Kennedy in new contexts and discusses the writing of critically neglected figures such as Sileas na Ceapaich, Mary Queen of Scots, Anne Grant, Janet Hamilton, Isabella Bird, F. Marion McNeill and Denise Mina. There are chapters on women in Gaelic culture, women's relationship to oral traditions and to key literary periods, women's engagements with nationalism, with space, with genre fiction and with the activity of reading.

A Companion to Scottish Literature offers fresh readings of major authors and periods of Scottish literary production from the first millennium to the present. Bringing together contributions by many of the world’s leading experts in the field, this comprehensive resource provides the historical background of Scottish literature, highlights new critical approaches, and explores wider cultural and institutional contexts. Dealing with texts in the languages of Scots, English, and Gaelic, the Companion offers modern perspectives on the historical milieux, thematic contexts and canonical writers of Scottish literature. Original essays apply the most up-to-date critical and scholarly analyses to a uniquely wide range of topics, such as Gaelic literature, national and diasporic writing, children’s literature, Scottish drama and theatre, gender and sexuality, and women’s writing. Critical readings examine William Dunbar, Robert Burns, Walter Scott, Robert Louis Stevenson, Muriel Spark and Carol Ann Duffy, amongst others. With full references and guidance for further reading, as well as numerous links to online resources, A Companion to Scottish Literature is essential reading for advanced students and scholars of Scottish literature, as well as academic and non-academic readers with an interest in the subject.

James Hogg (1770-1835) is increasingly recognised as a major Scottish author and one of the most original figures in European Romanticism. 16 essays written by international experts on Hogg draw on recent breakthroughs in research to illuminate the contexts and debates that helped to shape his writings. The book provides an indispensable guide to Hogg's life and worlds, his publishing history, reception and reputation, his treatments of politics, religion, nationality, social class, sexuality and gender, and the diverse literary forms - ballads, songs, poems, drama, short stories, novels, periodicals - in which he wrote.

Sir Walter Scott (1771-1832) is widely recognised as one of the central and defining figures in Scottish literature and in European and American Romanticism. Fabled in his own lifetime as 'the Wizard of the North' and as the (long-anonymous) 'Author of Waverley', he played a unique role in the dissemination of an idea of Scottish culture and history. From his early work as a collector and editor of traditional ballads to the widespread popularity and fame of his poetry and novels, and to his important writings on history, economics, folklore, and literature, Scott refashioned the literary culture of his day and continues to shape our own.The Edinburgh Companion to Sir Walter Scott, the first collection of its kind devoted to his work, draws on the innovative research and scholarship which have revitalised the study of the whole range of his exceptionally diverse writing in recent years. Chapters written by leading international scholars provide an indispensable guide to his work in different genres and reflect the topics and concerns which are most exciting in Scott scholarship today, including his place in literary and popular culture, his experimentation and originality, his relationship to Romanticism, and the revaluation of lesser-known works.

Explores the significance of Liz Lochhead's work for the twenty-first century.The first contemporary critical investigation since Liz Lochhead's appointment as Scotland's second Scots Makar, this Companion examines her poetry, theatre, visual and performing arts, and broadcast media. It also discusses her theatre for children and young people, her translations for the stage as well as translations of her texts into foreign languages and cultures.Several poets offer commentaries on the influence of Liz Lochhead on their own practice while academic critics from America, Europe, England and Scotland offer new critical readings inspired by feminism, post-colonialism and cultural history. The volume addresses all of Lochhead's major outputs, from new appraisal of early work such as Dreaming Frankenstein and Blood and Ice to evaluations of her more recent works and collections such as The Colour of Black and White and Perfect Days.

Traditionally, oral traditions were considered to diffuse only orally, outside the influence of literature and other printed media. Eventually, more attention was given to interaction between literacy and orality, but it is only recently that oral tradition has come to be seen as a modern construct both conceptually and in terms of accessibility. Oral traditions cannot be studied independently from the culture of writing and reading. Lately, a new interdisciplinary interest has risen to study interconnections between oral tradition and book culture. In addition to the use and dissemination of printed books, newspapers etc., book culture denotes manuscript media and the circulation of written documents of oral tradition in and through the archive, into published collections. Book culture also intertwines the process of framing and defining oral genres with literary interests and ideologies. In addition to writing and reading, the study of oral traditions must also take into consideration the culture of publishing. The present volume highlights varied and selected aspects of the expanding field of research into oral tradition and book culture. The questions discussed include the following: How have printing and book publishing set terms for oral tradition scholarship? How have the practices of reading affected the circulation of oral traditions? Which books and publishing projects have played a key role in this and how? How have the written representations of oral traditions, as well as the roles of editors and publishers, introduced authorship to materials customarily regarded as anonymous and collective? The editors represent some of the key institutions in the study of oral traditions in Finland: the University of Helsinki, the Finnish Literature Society, and the University of Eastern Finland. The authors are folklorists, anthropologists, historians and literary historians, and scholars in information studies from Finland, Sweden, Norway, Ireland, and the United States.

The ideal guide for students and theatre-lovers alike, the Companion explores the longstanding and vibrant Scottish dramatic tradition and the important developments in Scottish dramatic writing and theatre over the last hundred years.

This deeply researched collection offers a comprehensive introduction to the eighteenth-century trade in street literature – ballads, chapbooks, and popular prints – in England and Scotland. Offering detailed studies of a selection of the printers, types of publication, and places of publication that constituted the cheap and popular print trade during the period, these essays delve into ballads, slip songs, story books, pictures, and more to push back against neat divisions between low and high culture, or popular and high literature. The breadth and depth of the contributions give a much fuller and more nuanced picture of what was being widely published and read during this period than has previously been available. It will be of great value to scholars and students of eighteenth-century popular culture and literature, print history and the book trade, ballad and folk studies, children’s literature, and social history.

This book examines the community-based learning and teaching of ‘traditional’ music in contemporary Scotland, with implications for transnational theoretical issues. The book draws on a broad range of scholarship and a local case study of a large organisation. A historical perspective provides an overview of new educational formats emerging from the mid-twentieth century folk music revival in Scotland. Practices through which participants encounter and perpetuate the idiom of traditional music include social music-making, learning by ear and participatory and presentational elements of musical performances. Individuals are shown as combining these aspects with their own learning strategies to participate in the contemporary community of practice of traditional music. The work also discusses how experiences of learning contribute to identity formation, including the role and practice of ‘tutors’ of traditional music. The author proposes conceptualising the teaching and learning of traditional music in community-based organisations as a ‘pedagogy of participation’.