The Transnational in English Literature examines English literary history through its transnational engagements and argues that every period of English Literature can be examined through its global relations. English identity and nationhood is therefore defined through its negotiation with other regions and cultures. The first book to look at the entirety of English literature through a transnational lens, Pramod Nayar: Maps the discourses that constitute the global in every age, from the Early Modern to the twentieth century Offers readings of representative texts in poetry, fiction, essay and drama, covering a variety of genres such as Early Modern tragedy, the adventure novel, the narrative poem, Gothic and utopian fiction Examines major authors including Shakespeare, Defoe, Behn, Swift, Coleridge, Wordsworth, Austen, Mary Shelley, the Brontës, Doyle, Ballantyne, Orwell, Conrad, Kipling, Forster Looks at themes such as travel and discovery, exoticism, mercantilism, commodities, the civilisational mission and the multiculturalization of England. Useful for students and academics alike this book offers a comprehensive survey of the English canon questioning and analysing the transnational and global engagements of English literature.

This volume clarifies the meanings and applications of the concept of the transnational and identifies areas in which the concept can be particularly useful. The division of the volume into three parts reflects areas which seem particularly amenable to analysis through a transnational lens. The chapters in Part 1 present case studies in which the concept replaces or complements traditionally dominant concepts in literary studies. These chapters demonstrate, for example, why some dramatic texts and performances can better be described as transnational than as postcolonial, and how the transnational underlies and complements concepts such as world literature. Part 2 assesses the advantages and limitations of writing literary history with a transnational focus. These chapters illustrate how such a perspective loosens the epistemic stranglehold of national historiographies, but they also argue that the transnational and national agendas of literary historiography are frequently entangled. The chapters in Part 3 identify transnational genres such as the transnational historical novel, transnational migrant fiction and translinguistic theatre, and analyse the specific poetics and politics of these genres.

This study develops the important work carried out on American literature through the frameworks of transnational, transatlantic, and trans-local studies to ask what happens when these same aspects become intrinsic to the critical narrative. Much cultural criticism since the 1990s has sought to displace perceptions of American exceptionalism with broader notions of Atlanticism, transnationalism, world-system, and trans-localism as each has redefined the US and the world more generally. This collection shows how the remapping of America in terms of global networks, and as a set of particular localities, or even glocalities, now plays out in Americanist scholarship, reflecting on the critical consequences of the spatial turn in American literary and cultural studies. Spanning twentieth and twenty-first century American poetry, fiction, memoir, visual art, publishing, and television, and locating the US in Caribbean, African, Asian, European, and other contexts, this volume argues for a re-modelling of American-ness with the transnational as part of its innate rhetoric. It includes discussions of travel, migration, disease, media, globalization, and countless other examples of inflowing. Essays focus on subjects tracing the contemporary contours of the transnational, such as the role of the US in the rise of the global novel, the impact of Caribbean history on American thought (and vice versa), transatlantic cultural and philosophical genealogies and correspondences, and the exchanges between the poetics of American space and those of other world spaces. Asking questions about the way the American eye has traversed and consumed the objects and cultures of the world, but how that world is resistant, this volume will make an important contribution to American and Transatlantic literary studies.

Travel Writing and the Transnational Author explores the travel writing and transnational literature of four authors from the 'postcolonial canon': Michael Ondaatje, Vikram Seth, Amitav Ghosh, and Salman Rushdie.

This book provides a new map of American literature in the global era, analyzing the multiple meanings of transnationalism.

The literacy autobiography is a personal narrative reflecting on how one’s experiences of spoken and written words have contributed to their ongoing relationship with language and literacy. Transnational Literacy Autobiographies as Translingual Writing is a cutting-edge study of this engaging genre of writing in academic and professional contexts. In this state-of-the-art collection, Suresh Canagarajah brings together 11 samples of writing by students that both document their literary journeys and pinpoint the seminal works affecting their development as translingual readers and writers. Integrating the narrative of the author, which is written as his own literacy autobiography, with a close analysis of these texts, this book: presents a case for the literacy autobiography as an archetypal genre that prepares writers for the conventions and processes required in other genres of writing; demonstrates the serious epistemological and rhetorical implications behind the genre of literacy autobiography among migrant scholars and students; effectively translates theoretical publications on language diversity for classroom purposes, providing a transferable teaching approach to translingual writing; analyzes the tropes of transnational writers and their craft in "meshing" translingual resources in their writing; demonstrates how transnationalism and translingualism are interconnected, guiding readers toward an understanding of codemeshing not as a cosmetic addition to texts but motivated toward resolving inescapable personal and social dilemmas. Written and edited by one of the most highly regarded linguists of his generation, this book is key reading for scholars and students of applied linguistics, TESOL, and literacy studies, as well as tutors of writing and composition worldwide.

Arguing that writing teachers need to enable students to recognize, negotiate with, deconstruct, and transcend national, racial, ethnic, and linguistic boundaries, this volume proposes a "transnational" framework as an alternative approach to literacy education and as a vital component to cultivating students as global citizens. In a field of evolving literacy practices, this volume builds off the three pillars of transnational writing education—translingualism, transculturalism, and cosmopolitanism—and offers both conceptual and practice-based support for scholars, students, and educators in order to address current issues of inclusion, multilingual learning, and diversity.

This edited volume examines how transnational English language assessment practices are envisioned, enacted, and justified by different stakeholders, including students, teachers, and universities in different geographical contexts, and what would be the multi-level consequences of such practices. Bringing together diverse perspectives from across the Global South and Global North, the book argues that the field of English language assessment has always been transnational, despite an absence of a research that explicitly examines English language assessment practices in relation to transnationalism. The contribution of this volume lies in filling in this critical scholarly gap. Through a wide set of epistemological, theoretical, and pedagogical interventions along with methodological orientations and analytical frameworks, the chapter authors question the social, economic, political, linguistic, and pedagogical consequences of transnational English language assessment practices in higher education (HE) settings and contexts. Offering fresh perspectives on English language assessment practices in relation to transnationalism, this book will be of great interest to researchers, academics, and post-graduate students in the fields of applied linguistics, Teaching English to Speakers of Other Languages (TESOL), and language assessment more broadly.

This book moves away from originary myths of region and identity that have dominated academic and mediatized representations of Punjab, a land-locked region divided between India and Pakistan after the Partition of 1947, and instead focuses on the role of the imagination in producing Punjab. It deconstructs Punjab as an ethno-spatial, ethno-linguistic and ethno-cultural construct produced by the communities who dwell there, those who have left it and those formed by new narratives of the region.By isolating imaginings of Punjab that are not centred on exclusivist regional, linguistic, sectarian or caste perspectives, contributions to this book propose the concept of free-flowing cartographies in relation to Punjab, which facilitate its imaginings as a geographical region, a social construct and a state of consciousness. The region is simultaneously imagined as a small place, a neighbourhood, a city, and a village, but also as a performative practice and a certain ways of doing things. Through focusing on a number of Punjabi spaces and communities and engaging with Punjab as a geographical region, social construct and state of consciousness, the papers in the book hope to contribute to broader debates on transnationalism, postnationalism, micronationalism, and new identity narratives emerging in the twenty first century. This book was originally published as a special issue of South Asian Diaspora.

While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education. Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational. This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.