- School of Literature, Media, and Communication
- Writing and Communication Program
Corey Goergen is a Marion L. Brittain Postdoctoral Fellow at the Georgia Institute of Technology. He completed his PhD in English at Emory University in 2018. His research and teaching focuses on eighteenth-century British literature, disability studies, and the history of addiction. His work has appeared in Eighteenth-Century Studies (2019), Jahrbuch für Literatur und Medizin (2014), and the edited volume Disabling Romanticism (Palgrave Macmillan, 2016). His most recent essay, on the transculturation of tobacco in Robinson Crusoe, is forthcoming in the edited collection, Edges of Transatlantic Commerce in the Long Eighteenth Century (Routledge, 2021). At Georgia Tech, he teaches first-year writing courses on eighteenth-century British literature, including the rise of the novel and satire; drugs and crime; and accessibility in higher education.
- ENGL-1101: English Composition I
- ENGL-1102: English Composition II
- 7 Brittain Fellows Reflect on Antiracist Pedagogy
Date: December 2020
In response to the protests for racial justice during the summer of 2020, we here at TECHStyle discussed steps we could take to promote antiracism and antiracist pedagogy in higher education. As we noted in our call for submissions from August, “Black people have experienced systemic racism for as long as America has been an idea. Higher education has—despite efforts by some scholars—perpetuated the discrimination and dehumanization of Black people.” These six reflections on antiracist pedagogy, then, serve as examples of the work Brittain Fellows are undertaking to make higher education a more equitable and inclusive space. We share their insights here, hoping that they can inspire others.
- “Course Delivery and Contingency during COVID-19.”
Date: September 2020
We wrote this article before the fall 2020 semester to show the disparity between non-tenure-track faculty and tenure-track faculty in our school at Georgia Tech. In addition, we hoped the method we outline below would be one other faculty could use to see how their schools allocate risk. Despite the timeliness of the article, multiple enquiries to publishers received no or delayed responses. Nevertheless, we believe the article still is relevant to teaching during this pandemic, as well as the coming winter/spring. The version we present here—which should have been published around August 1st—is unchanged in order to show what we were worried about then and how these concerns remain un-addressed.
In the COVID-19 era, who gets to teach safely at a distance?