Kylee-Anne Hingston
I’m Kylee-Anne Hingston, an Assistant Professor at St. Thomas More College’s Department of English, where I teach courses such as Reading Narrative, Reading Culture, Children’s Literature, and Victorian Prose and Poetry.
My award-winning research on disability and Victorian fiction has appeared in peer-reviewed journals and in the digital collection Nineteenth-Century Disability: Cultures and Contexts. My book Articulating Bodies, forthcoming from The Liverpool University Press, traces the patterns of focalization and narrative structure across seven decades of the nineteenth century and in six different genres, demonstrating how Victorian fiction articulates disability through narrative form as well as through narrative theme.
My teaching philosophy states that my role as an educator is to empower students to see themselves as active scholars who contribute to the learning of their fellow classmates and to their community. My students’ digital exhibits on Victorian literature and culture demonstrate the success I have had in encouraging active student research. At St. Thomas More College, I have the privilege of also encouraging active community engagement in students as part of their scholarly research, including Community Service Learning assignments in Reading Culture and in Life-Writing.
My research interests and publications cover such topics as Victorian literature, disability studies, children’s literature, narratology, religion and literature, and pedagogy. In my upcoming project, I am researching prominent mid-Victorian religious periodicals from various denominational backgrounds to uncover religious doctrine’s vital involvement in the Victorian conceptualization of disability and illness. I have presented on this research at such conferences as the Armstrong Browning Library’s 2016 “Uses of Religion in 19th Century Studies” and the British Women’s Writers Association’s 2018 “New Directions” Conference.
Phone: 306-966-1980
Address: 1437 College Drive
Saskatoon, Sk S7N 0W6
My award-winning research on disability and Victorian fiction has appeared in peer-reviewed journals and in the digital collection Nineteenth-Century Disability: Cultures and Contexts. My book Articulating Bodies, forthcoming from The Liverpool University Press, traces the patterns of focalization and narrative structure across seven decades of the nineteenth century and in six different genres, demonstrating how Victorian fiction articulates disability through narrative form as well as through narrative theme.
My teaching philosophy states that my role as an educator is to empower students to see themselves as active scholars who contribute to the learning of their fellow classmates and to their community. My students’ digital exhibits on Victorian literature and culture demonstrate the success I have had in encouraging active student research. At St. Thomas More College, I have the privilege of also encouraging active community engagement in students as part of their scholarly research, including Community Service Learning assignments in Reading Culture and in Life-Writing.
My research interests and publications cover such topics as Victorian literature, disability studies, children’s literature, narratology, religion and literature, and pedagogy. In my upcoming project, I am researching prominent mid-Victorian religious periodicals from various denominational backgrounds to uncover religious doctrine’s vital involvement in the Victorian conceptualization of disability and illness. I have presented on this research at such conferences as the Armstrong Browning Library’s 2016 “Uses of Religion in 19th Century Studies” and the British Women’s Writers Association’s 2018 “New Directions” Conference.
Phone: 306-966-1980
Address: 1437 College Drive
Saskatoon, Sk S7N 0W6
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January 8, 2016: 2:30 - 3:30 pm, AH 349.
Please join U of R English alumna Dr. Kylee-Anne Hingston for a discussion of disability studies in the literary academy. In the field of disability studies, scholars and activists argue that disability—like gender, sexuality, or race—is socially constructed rather than physically self-evident. Disability studies encourages literary scholars to recognize the real material and political history of disability rather than reading it as either symbol or mise en scène.