Offering models for what reconfigured literary and cultural studies classrooms might look like, this book suggests new directions for teachers of literary and cultural studies seeking to change their own classroom practices and curriculum designs in a time of significant cultural uncertainty. The 14 essays in the book are grounded in the classroom, accessible to theorist and nontheorist alike. Essays in the book are: (1) "Configurations of Lore: The Changing Relations of Theory, Research, and Pedagogy" (David B. Downing and others); (2) "Human Labor and Literature: A Pedagogy from a Working-Class Perspective" (Janet Zandy); (3) "The Cultural Work of Teaching Noncanonical Poetry" (Cary Nelson); (4) "A Room of Whose Own? Lessons from Feminist Classroom Narratives" (Paula A. Treichler); (5) "Two Women on the Verge of a Contextual Breakthrough: Using 'A Feminist Dictionary' in the Literature Classroom" (Barbara DiBernard and Sheila Reiter); (6) "Local Struggles/Partial Explanations: Producing Feminist Theory in the Classroom" (Ellen E. Berry and Vivian Patraka); (7) "Feminist Sophistics: Teaching with an Attitude" (Dale M. Bauer and Susan C. Jarratt); (8) "Pedagogy of the Distressed" (Jane Tompkins); (9) "A Pedagogy of Counterauthority, or the Bully/Wimp Syndrome" (Gerald Graff); (10) "The Teacher's Authority: Negotiating Difference in the Classroom" (Patricia Bizzell); (11) Collective Pain: Literature, War, and Small Change" (C. Mark Hurlbert and Ann Marie Bodnar); (12) "The Role of Rhetorical Theory, Cultural Theory, and Creative Writing in Developing a First-Year Curriculum in English" (Alan Kennedy and others); (13) Transforming the Academy: A Black Feminist Perspective" (Beverly Guy-Sheftall); and (14) "Cultural Studies, Literary Studies, and Pedagogy: The Undergraduate Literature Course" (Anne Balsamo and Michael Greer). (RS)