{"id":295,"date":"2009-06-30T09:02:55","date_gmt":"2009-06-30T13:02:55","guid":{"rendered":"http:\/\/carleton.ca\/english\/?page_id=295"},"modified":"2025-10-22T11:47:25","modified_gmt":"2025-10-22T15:47:25","slug":"andrew-wallace","status":"publish","type":"cu_people","link":"https:\/\/carleton.ca\/english\/people\/andrew-wallace\/","title":{"rendered":"Andrew Wallace"},"content":{"rendered":"<header class=\"mb-6 cu-pageheader cu-component-updated md:mb-12\">\n    <h1 class=\"cu-prose-first-last font-semibold !mt-2 mb-4 md:mb-6 text-3xl md:text-4xl lg:text-5xl lg:leading-[3.5rem] relative after:absolute after:h-px after:bottom-0 pb-5 after:w-10 after:bg-cu-red after:left-px\">\n                    \n             \n                \n            <\/h1>\n\n    \n    <\/header>\n\n\n\n\n\n<p><strong>Research Interests<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Renaissance literature (especially Spenser and Milton)<\/li>\n\n\n\n<li>The classical tradition (especially Greek tragedy, Virgil, Ovid, Seneca, and the reception and reinvention of classical texts and culture during the Middle Ages and Renaissance)<\/li>\n\n\n\n<li>Medieval literature (especially Dante and Chaucer)<\/li>\n\n\n\n<li>Relations between classical philology and modern philosophy<\/li>\n<\/ul>\n\n\n\n<p><strong>Current Research<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"826\" height=\"1360\" src=\"https:\/\/carleton.ca\/english\/wp-content\/uploads\/sites\/147\/2009\/06\/Virgils-Schoolboys-Wallace.jpg\" alt=\"\" class=\"wp-image-27571\" style=\"width:190px;height:auto\" srcset=\"https:\/\/carleton.ca\/english\/wp-content\/uploads\/sites\/147\/2009\/06\/Virgils-Schoolboys-Wallace.jpg 826w, https:\/\/carleton.ca\/english\/wp-content\/uploads\/sites\/147\/2009\/06\/Virgils-Schoolboys-Wallace-512x843.jpg 512w, https:\/\/carleton.ca\/english\/wp-content\/uploads\/sites\/147\/2009\/06\/Virgils-Schoolboys-Wallace-320x527.jpg 320w, https:\/\/carleton.ca\/english\/wp-content\/uploads\/sites\/147\/2009\/06\/Virgils-Schoolboys-Wallace-768x1265.jpg 768w\" sizes=\"auto, (max-width: 826px) 100vw, 826px\" \/><\/figure>\n\n\n\n<p>My first monograph,&nbsp;<em>Virgil\u2019s Schoolboys: The Poetics of Pedagogy in Renaissance England<\/em>&nbsp;(Oxford University Press, 2010), studies the ties that bind schoolmasters and schoolboys to the poems upon which they exercised their attentions in the grammar schools of Renaissance England. The book advances three central claims: that schoolmasters and commentators repeatedly confront the possibility that Virgil is always-already a serious theorist of the elusive exchanges we call instruction; that the interpretations these authorities cast as discoveries about the inner workings of Virgil\u2019s poems are underwritten by humanist pedagogy\u2019s fascination with the iconographic power of the physical presence of the master at the proving ground of his lessons; and that Virgil\u2019s pedagogical afterlife testifies to the ways in which the day-to-day business of the grammar schools fostered in schoolboys a simultaneously timorous and eager relation to texts, interpretation, masters, and indeed to the concept of mastery itself.<\/p>\n\n\n\n<figure class=\"wp-block-image alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"855\" height=\"1360\" src=\"https:\/\/carleton.ca\/english\/wp-content\/uploads\/sites\/147\/2009\/06\/The-Presence-of-Rome-in-Medieval-and-Early-Modern-Britain-Wallace.jpg\" alt=\"\" class=\"wp-image-27572\" style=\"width:223px;height:auto\" srcset=\"https:\/\/carleton.ca\/english\/wp-content\/uploads\/sites\/147\/2009\/06\/The-Presence-of-Rome-in-Medieval-and-Early-Modern-Britain-Wallace.jpg 855w, https:\/\/carleton.ca\/english\/wp-content\/uploads\/sites\/147\/2009\/06\/The-Presence-of-Rome-in-Medieval-and-Early-Modern-Britain-Wallace-512x814.jpg 512w, https:\/\/carleton.ca\/english\/wp-content\/uploads\/sites\/147\/2009\/06\/The-Presence-of-Rome-in-Medieval-and-Early-Modern-Britain-Wallace-320x509.jpg 320w, https:\/\/carleton.ca\/english\/wp-content\/uploads\/sites\/147\/2009\/06\/The-Presence-of-Rome-in-Medieval-and-Early-Modern-Britain-Wallace-768x1222.jpg 768w\" sizes=\"auto, (max-width: 855px) 100vw, 855px\" \/><\/figure>\n\n\n\n<p>My second monograph, <em>The Presence of Rome in Medieval and Early Modern Britain: Texts, Artefacts and Beliefs<\/em>&nbsp;(Cambridge University Press, 2020),&nbsp;studies the cultural and intellectual stakes of Medieval and Renaissance Britain\u2019s sense of itself as forever living under the shadow of Rome\u2013that is, as living under the shadow of a city whose name could serve as shorthand for the ancient, fallen, quintessentially human power that had once conquered and colonized Britain, and also for the alternately sanctified and demonized edifice of the Roman Church. The book argues that the&nbsp;\u201cfact\u201d&nbsp;of Rome insinuates itself not just into arts of rhetoric, rules of reason, or conceptions of nationhood and Christian discipline, but into the thinking individual\u2019s relation to the self, and into the processes by which men and women make themselves at home in what the philosopher Stanley Cavell calls \u201cthe ordinary.\u201d<\/p>\n\n\n\n<p>I am currently writing a monograph on the subject of the loss and rediscovery of ancient Greek and Roman tragic texts, with special attention to sudden, unexpected dialogues between philology and philosophy.<\/p>\n\n\n\n<p><strong>Monographs<\/strong><\/p>\n\n\n\n<p><em><a href=\"https:\/\/academic.oup.com\/book\/7417\" target=\"_blank\" rel=\"noreferrer noopener\">Virgil\u2019s Schoolboys: The Poetics of Pedagogy in Renaissance England<\/a><\/em>. Oxford University Press. 2010.<\/p>\n\n\n\n<p><a href=\"https:\/\/www.cambridge.org\/core\/books\/presence-of-rome-in-medieval-and-early-modern-britain\/1EEB97AA2EA13DD8DDEFE4B07AA4CC73\" target=\"_blank\" rel=\"noreferrer noopener\"><em>The Presence of Rome in Early Modern Britain: Texts, Artefacts and Beliefs<\/em>.<\/a> Cambridge University Press. 2020.<\/p>\n\n\n\n<p><strong>Co-Edited Volume<\/strong><\/p>\n\n\n\n<p><em><a href=\"https:\/\/utppublishing.com\/doi\/book\/10.3138\/9781442642010\" target=\"_blank\" rel=\"noreferrer noopener\">Taking Exception to the Law: Materializing Injustice in Early Modern English Literature<\/a><\/em>,\u00a0ed.\u00a0Donald Beecher, Travis DeCook, Andrew Wallace, and Grant Williams\u00a0\u00a0(University of Toronto Press, 2015).<\/p>\n\n\n\n<h4 id=\"refereed-essays-and-book-chapters\" class=\"wp-block-heading\"><strong>Refereed Essays and Book Chapters<\/strong><\/h4>\n\n\n\n<p>\u201c<a href=\"https:\/\/www.cambridge.org\/core\/books\/john-donne-in-context\/514540C917E11F7DDA02931200953D1E\" target=\"_blank\" rel=\"noreferrer noopener\">Education,<\/a>\u201d\u00a0<em>John Donne in Context<\/em>, ed. Michael Schoenfeldt (Cambridge: Cambridge University Press, 2019), 131-138.<\/p>\n\n\n\n<p>\u201c<a href=\"https:\/\/www.cambridge.org\/core\/books\/edmund-spenser-in-context\/3531E076AA6320EEE5D4FE136181F6E1\" target=\"_blank\" rel=\"noreferrer noopener\">Pedagogy, Education, and Early Career.<\/a>\u201d\u00a0<em>Edmund Spenser in Context<\/em>, ed. Michael Schoenfeldt (Cambridge: Cambridge University Press, 2016), 7-13.<\/p>\n\n\n\n<p>\u201c<a href=\"https:\/\/www.journals.uchicago.edu\/doi\/abs\/10.7756\/spst.030.015.255-70\" target=\"_blank\" rel=\"noreferrer noopener\">Spenser\u2019s Dead,<\/a>\u201d\u00a0<em>Spenser Studies\u00a0<\/em>30 (2016): 255-270.<\/p>\n\n\n\n<p>\u201c<a href=\"https:\/\/pubs.crrs.ca\/products\/es19\" target=\"_blank\" rel=\"noreferrer noopener\">\u2018What\u2019s Hecuba to him?\u2019: Pain, Privacy, and the Ancient Text.<\/a>\u201d\u00a0<em>Ars Reminiscendi: Mind and Memory in Renaissance Culture<\/em>, ed. Donald Beecher and Grant Williams (Toronto: University of Toronto Press, 2009), 231-243.<\/p>\n\n\n\n<p>\u201c<a href=\"https:\/\/www.journals.uchicago.edu\/doi\/abs\/10.1086\/SPSv22p153\" target=\"_blank\" rel=\"noreferrer noopener\">Edmund Spenser and the Place of Commentary.<\/a>\u201d\u00a0<em>Spenser Studies<\/em>\u00a022 (2007): 153-170.<\/p>\n\n\n\n<p>\u201c<a href=\"https:\/\/www.jstor.org\/stable\/pdf\/30030006.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Virgil and Bacon in the Schoolroom.<\/a>\u201d\u00a0<em>The Journal of English Literary History\u00a0<\/em>(ELH), 73 (2006): 161-185.<\/p>\n\n\n\n<p>\u201cReading the 1590 Faerie Queene with Thomas Nashe.\u201d&nbsp;<em>Studies in the Literary Imagination<\/em>&nbsp;38.2 (2005): 35-49.<\/p>\n\n\n\n<p>\u201c<a href=\"https:\/\/www.journals.uchicago.edu\/doi\/pdf\/10.1086\/SPSv19p65\" target=\"_blank\" rel=\"noreferrer noopener\">\u2018Noursled up in life and manners wilde\u2019: Spenser\u2019s Georgic Educations.<\/a>\u201d\u00a0<em>Spenser Studies<\/em>\u00a019 (2004): 65-92.<\/p>\n\n\n\n<p>\u201c<a href=\"https:\/\/www.cambridge.org\/core\/journals\/renaissance-quarterly\/article\/abs\/placement-gender-pedagogy-virgils-fourth-georgic-in-print\/518BEC9D7DDF6AE160A194A6EE5C672A\" target=\"_blank\" rel=\"noreferrer noopener\">Placement, Gender, Pedagogy: Virgil\u2019s Fourth Georgic in Print.<\/a>\u201d Renaissance Quarterly 56 (2003): 377-407.<\/p>\n\n\n\n<h4 id=\"forthcoming-essays-and-book-chapters\" class=\"wp-block-heading\"><strong>Forthcoming Essays and Book Chapters<\/strong><\/h4>\n\n\n\n<p>\u201cPoetry and Pedagogy: Lyric Voices and the Grammar of the Self,\u201d <em>Oxford Handbook of Renaissance Poetry<\/em>, ed. Jason Scott-Warren and Andrew Zurcher. Expected publication date is Fall 2020.<\/p>\n\n\n\n<h4 id=\"conference-presentations\" class=\"wp-block-heading\"><strong>Conference Presentations<\/strong><\/h4>\n\n\n\n<p>\u201cThe Afterlives of Roman Britain.\u201d Early Modern Rome 3, Rome, October 2017.<\/p>\n\n\n\n<p>\u201cAffect, Allegory, and the Elizabethan Schoolroom.\u201d Renaissance Society of America, Berlin, March, 2015.<\/p>\n\n\n\n<p>\u201cWhat do the Living Want from the Dead? Spenser and the Human Figure.\u201d Renaissance Society of America, San Diego, March, 2013.<\/p>\n\n\n\n<p>\u201cEdmund Spenser and the Fact of Rome.\u201d MLA Annual Convention, Boston, January 2013.<\/p>\n\n\n\n<p>\u201cJohn Milton and the Fact of Rome.\u201d Canada Milton Seminar, Victoria College, Toronto, April 2012.<\/p>\n\n\n\n<p>\u201cEngland\u2019s Grammar Schools and the Spectre of Rome.\u201d MLA Annual Convention, Seattle, January 2012.<\/p>\n\n\n\n<p>\u201cAfter Rome.\u201d Renaissance Society of America, Montreal, March 2011.<\/p>\n\n\n\n<p>\u201cCalling it Tragedy.\u201d Renaissance Society of America, Venice, April 2010.<\/p>\n\n\n\n<p>\u201cWhat Does&nbsp;The Faerie Queene&nbsp;Want? Virgil, Spenser, and the Elizabethan Grammar School.\u201d Renaissance Society of America, Los Angeles, March 2009.<\/p>\n\n\n\n<p>\u201c\u2018What\u2019s Hecuba to him?\u2019: Pain, Privacy, and the Ancient Text.\u201d Renaissance Society of America, Miami, April 2007.<\/p>\n\n\n\n<p>\u201cEveryone Knows What Happened at Troy.\u201d MLA Annual Convention, Philadelphia, December 2006.<\/p>\n\n\n\n<p>\u201cForgetting Epic in Early Modern England,\u201d \u201cArs Reminiscendi : Mind and Memory in Renaissance Culture,\u201d Carleton University, June 2006.<\/p>\n\n\n\n<p>\u201cE.K and his Discontents: The Critical Moment in Early Modern England,\u201d Fourth International Spenser Society Conference,\u201d Toronto, May 2006.<\/p>\n\n\n\n<p>\u201cPastoral and the Painful Schoolmaster,\u201d ACCUTE, London, Ontario, May 2005.<\/p>\n\n\n\n<p>\u201cVirgil\u2019s Schooldays: Culture and Translation in the Early Modern Schoolroom,\u201d Renaissance Society of America, Cambridge, England, April 2005.<\/p>\n\n\n\n<p>\u201c\u2018Noursled up in life and manners wilde\u2019: Practicing Instruction in&nbsp;The Faerie Queene,\u201d Renaissance Society of America, New York, New York, May 2004.<\/p>\n\n\n\n<p>\u201cText and Paratext in the 1590&nbsp;Faerie Queene: Reading the Dedicatory Sonnets as Gloriana\u2019s Feast,\u201d International Congress on Medieval Studies, Kalamazoo, Michigan, May 2003.<\/p>\n\n\n\n<p>\u201cWhat is Georgic?: The Poet\u2019s Labours and the Georgic Metaphor in The Faerie Queene (1590),\u201d Renaissance Society of America, Tempe, Arizona, April 2002.<\/p>\n\n\n\n<p>\u201cNabokov\u2019s Metamorphoses: Translation and Transformation in&nbsp;Ada,\u201d Nabokov Centennial Panel II. MLA Annual Convention, Chicago, December 1999.<\/p>\n\n\n\n<h4 id=\"recent-graduate-courses\" class=\"wp-block-heading\"><strong>Recent Graduate Courses<\/strong><\/h4>\n\n\n\n<p>ENGL 5303\u2014Renaissance Studies: \u201cAllegory and the Ordinary: Spenser\u2019s&nbsp;Faerie Queene&nbsp;and Wittgenstein\u2019s&nbsp;Philosophical Investigations\u201d<\/p>\n\n\n\n<p>ENGL 5308\u2014Renaissance Studies: \u201cAfter Rome: Medieval and Renaissance Perspectives on Roman Britain\u201d<\/p>\n\n\n\n<p>ENGL 5308\u2014Renaissance Studies: \u201cTragedy!\u201d<\/p>\n\n\n\n<p>ENGL 5308\u2014Renaissance Studies: \u201cThe Afterlife of the Ancients: Classical Culture and the Origins of Modernity\u201d<\/p>\n\n\n\n<p>ENGL 5308\u2014Renaissance Studies: \u201cJohn Milton\u2019s Poetry and Prose\u201d<\/p>\n\n\n\n<p>ENGL 5308\u2014Renaissance Studies: \u201cRenaissance Literature and the Renaissance Schoolroom\u201d<\/p>\n\n\n\n<h4 id=\"ph-d-dissertation-committees\" class=\"wp-block-heading\"><strong>Ph.D. Dissertation Committees<\/strong><\/h4>\n\n\n\n<p>Hisham Al Khatib. Dissertation on Renaissance literature. In progress.<\/p>\n\n\n\n<p>Amal El-Mohtar. Dissertation on 19th-century literature<\/p>\n\n\n\n<p>Danielle Taylor. Dissertation on Medieval literature. In progress.<\/p>\n\n\n\n<p>Alexander Grammatikos. Dissertation on British Romanticism and Nineteenth-Century Greece. Complete.<\/p>\n","protected":false},"author":2,"featured_media":26126,"template":"","meta":{"_acf_changed":false,"cu_people_first_name":"Andrew","cu_people_last_name":"Wallace","cu_people_initials":"AW","footnotes":"","_links_to":"","_links_to_target":""},"cu_people_type":[22],"cu_people_expertise":[],"class_list":["post-295","cu_people","type-cu_people","status-publish","has-post-thumbnail","hentry","cu_people_type-professors"],"acf":{"cu_people_job_title":"Professor","cu_people_degree":"B.A. Honours Trinity College, University of Toronto; M.A. and Ph.D., University of Toronto","cu_building":"","cu_people_office_num":"","cu_people_pronoun":"","cu_people_designation":"","cu_people_email":"andrew_wallace@carleton.ca","cu_people_phone":"","cu_people_phone_ext":"","cu_people_linkedin":"","cu_people_bluesky":"","cu_people_twitter":"","cu_people_instagram":"","cu_people_facebook":"","cu_people_website":"","cu_people_orcid":""},"_links":{"self":[{"href":"https:\/\/carleton.ca\/english\/wp-json\/wp\/v2\/cu_people\/295","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/carleton.ca\/english\/wp-json\/wp\/v2\/cu_people"}],"about":[{"href":"https:\/\/carleton.ca\/english\/wp-json\/wp\/v2\/types\/cu_people"}],"author":[{"embeddable":true,"href":"https:\/\/carleton.ca\/english\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":4,"href":"https:\/\/carleton.ca\/english\/wp-json\/wp\/v2\/cu_people\/295\/revisions"}],"predecessor-version":[{"id":27574,"href":"https:\/\/carleton.ca\/english\/wp-json\/wp\/v2\/cu_people\/295\/revisions\/27574"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/carleton.ca\/english\/wp-json\/wp\/v2\/media\/26126"}],"wp:attachment":[{"href":"https:\/\/carleton.ca\/english\/wp-json\/wp\/v2\/media?parent=295"}],"wp:term":[{"taxonomy":"cu_people_type","embeddable":true,"href":"https:\/\/carleton.ca\/english\/wp-json\/wp\/v2\/cu_people_type?post=295"},{"taxonomy":"cu_people_expertise","embeddable":true,"href":"https:\/\/carleton.ca\/english\/wp-json\/wp\/v2\/cu_people_expertise?post=295"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}