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Vincent B. Leitch

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Professor Leitch is the author of Deconstructive Criticism (Columbia University Press, 1982), American Literary Criticism from the 1930s to the 1980s (Columbia University Press, 1988 [which has been translated into four languages]), Cultural Criticism, Literary Theory, Poststructuralism (Columbia University Press, 1992), Postmodernism-Local Effects, Global Flows (SUNY Press, 1996), Theory Matters (Routledge, 2003), Living with Theory (Blackwell, 2008), American Literary Criticism Since the 1930s, 2nd edition (Routledge 2010), and Literary Criticism in the 21st Century: Theory Renaissance (Bloomsburg, 2014). He has also published essays and reviews in journals such as College English, Critical Inquiry, Comparative Literature, MLN, and Profession. He has contributed articles and chapters to various book collections and reference works, including Encyclopedia of World Literature in the Twentieth Century (1983), Feminism and Institutions (1989), The New Princeton Encyclopedia of Poetry and Poetics (1993 and 2012 editions), John Hopkins Guide to Literary Theory and Criticism (1994 and 2005 editions), The Institution of Literature (2002), Encyclopedia of Literature and Politics (2005), and Teaching Theory (2011). He served as the general editor, along with a five-person editorial team, of The Norton Anthology of Theory and Criticism (2001; 2nd edition, 2010). Dr. Leitch has received grants and fellowships from the American Council of Learned Societies, the American Philosophical Society, Big XII Universities, the Fulbright-Hayes Commission, the Mellon Foundation, the National Endowment for the Humanities, and the Oklahoma Humanities Council. Professor Leitch's teaching focuses on criticism and theory, cultural studies, contemporary U.S. culture, theories of postmodernity and globalization, plus poetry and comparative poetics. His interdisciplinary interests include contemporary Continental philosophy particularly French poststructuralism and recent visual culture especially painting. In his courses, students typically write critical reviews and argumentative essays, and they make oral presentations and field questions based on critiques of course texts: it is a matter of students going beyond summarizing ideas in order to theorize solutions and invent new knowledge.

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