The below curriculum and methodological, pedagogical essay cluster complements the forthcoming (2026) articles “Early Social Media, Women, and Teaching the Eighteenth-Century Magazine” by Susan Carlile and “Periodicals as Praxis: Proto/Feminist Community Editing, Teaching, and Learning with Early Magazine Editors (1744–2026)” by Ashley Bender, Jennifer Factor, Karen Griscom, Kelly Plante, and Karnza Sutton-Bennett (article links forthcoming). This curriculum and pedagogical essay cluster discuss authors’ experience teaching, editing, learning, and narrating early magazine articles using the Lady’s Museum Project and other periodicals, focusing on women’s roles in print, at a variety of institutions across the U.S. and Canada, including three Hispanic-Serving Institutions (HSI’s), from 1000-level undergraduate to 5000-level graduate courses, and in advanced undergraduate- and graduate-level internships that prepared students for future classes and careers in editing and publishing. Collectively, we use early periodicals—digital and physical copies—as a productive pedagogical space in which to center the learning experience of first-generation students, by upending traditional teaching, editing, publishing, and disciplinary hierarchies and conventions.
CURRICULUM
- Teaching Women’s Roles in Eighteenth-Century Magazines: Suggested Readings and Final Project by Susan Carlile
HOW AND WHY TO TEACH EARLY (PROTOFEMINIST) MAGAZINES
- . . . via (feminist) public humanities internships by Kelly Plante and Bailey Meyerhoff
- . . . via editorial glossing activities by Karen Griscom and Karenza Sutton-Bennett
- . . . via recording and managing audiobook projects by Jennifer Factor and Ashley Bender