Dr. Nikki Hessell is a co-winner of this year’s NASSR/Romantic Circles Pedagogy Contest, as announced at NASSR 2017 in Ottawa. Nikki is a Senior Lecturer in the School of English, Film, Theatre and Media Studies at the Victoria University of Wellington. She’s been kind enough to tell us about her submission and share some tips for graduate students on teaching Romanticism.
This final poem is one I’ve been working on over the last year – the first thing I started thinking about when I joined this project was the (inescapable) connection between colonialism and Romanticist relationships with “the land.” There is a long tradition in Canadian poetry (and American, to an extent) of writing about the settler/pioneer’s emotional connection to the land, one which seems to involve a battle between being controlled by the land (and ultimately driven insane) and being the one in control.
Of course, what is not so much lost as outright ignored in this kind of writing is the existence of other peoples and cultures with their own relationships with the natural world, most obviously in this context the aboriginal peoples of Canada. “The Canadian poets” (by no means an indictment of all Canadian poetry! rather, the name is meant to underscore how unaware the speakers are of other kinds of Canadian poetry) literally gloss over other voices speaking their own relationship between themselves and the landscape around them.
Some of the poems I had in mind in particular, drawn from different time periods and genres, are Earle Birney’s “Bushed,” Gwendolyn MacEwen’s “Dark Pines Under Water,” and Margaret Atwood’s “Progressive Insanities of a Pioneer,” all of which are beautiful poems and well worth reading.