In which I am a counter-example

In an essay about the rise of zombies in popular media, the author takes a pot shot at “brain dead” English classes, and uses me as a counter-example (someone not brain dead?). Peter Wood writes, for the National Association of Scholars:

Perhaps the central question for the National Association of Scholars is whether the proliferation of zombies is a genuine academic concern. Other sectors of American society seem to be accommodating rapidly to the influx. We now have zombie banks, zombie computers, zombie games, zombie protest songs, and zombie cocktails, (light rum, creme de almond, triple sec, orange juice, pineapple juice, and dark rum). We can expect, following the zombification of Pride and Prejudice, the emergence of a new genre of “revised” classics: The Naked and the Undead, Our Town Zombie, The Cat in the Hat Comes Back-Again!

Some might say the curriculum has already been zombified. By this we do not mean isolated courses on zombies such as English Professor Brendan Riley’s course, “Zombies in Popular Media”at Columbia College in Chicago. Rather, we refer to the walking corpse quality of English courses taught by professors who care more about “theory” than literature; programs of study that present key works of the humanities only to bury them; and a curriculum as whole that has all the coherence of zombies stumbling through the dark.

4 thoughts on “In which I am a counter-example”

  1. Um… the Zombie has been a drink for a long, long time. Well, longer than the current craze, anyway.

  2. Brian writes:
    The irony of that guy’s critique is that it’s zombified– a regurgitation of decades of complaints that, to a certain extent, needs to feed on the very classes it critiques in order to survive.

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