Johann Wolfgang von Goethe introduced the concept of Weltliteratur in 1827 to describe the growing availability of texts from other nations. Although the term "World Literature" is widely used today, there is little agreement on what it means and even less awareness of its evolution. In this wide-ranging work, John Pizer traces the concept of Weltliteratur in Germany beginning with Goethe and continuing through Heinrich Heine, Karl Marx, and Friedrich Engels to the present as he explores its importation into the United States in the 1830s and the teaching of World Literature in U.S. classrooms since the early twentieth century. Pizer demonstrates the concept's ongoing viability through an in-depth reading of the contemporary Syrian-German transnational novelist Rafik Schami. He also provides a clear methodology for World Literature courses in the twenty-first century. Pizer argues persuasively that Weltliteratur can provide cohesion to the study of World Literature today. In his view, traditional "World Lit" classes are limited by their focus on the universal elements of literature. A course based on Weltliteratur, however, promotes a more thorough understanding of literature as a dialectic between the universal and the particular. In a practical guide to teaching World Literature by employing Goethe's paradigm, he explains how to help students navigate between the extremes of homogenization on the one hand and exoticism on the other, learning both what cultures share and what distinguishes them. Everyone who teaches World Literature will want to read this stimulating book. In addition, anyone interested in the development of the concept from its German roots to its American fruition will find The Idea of World Literature immensely rewarding.

World literature was long defined in North America as an established canon of European masterpieces, but an emerging global perspective has challenged both this European focus and the very category of "the masterpiece." The first book to look broadly at the contemporary scope and purposes of world literature, What Is World Literature? probes the uses and abuses of world literature in a rapidly changing world. In case studies ranging from the Sumerians to the Aztecs and from medieval mysticism to postmodern metafiction, David Damrosch looks at the ways works change as they move from national to global contexts. Presenting world literature not as a canon of texts but as a mode of circulation and of reading, Damrosch argues that world literature is work that gains in translation. When it is effectively presented, a work of world literature moves into an elliptical space created between the source and receiving cultures, shaped by both but circumscribed by neither alone. Established classics and new discoveries alike participate in this mode of circulation, but they can be seriously mishandled in the process. From the rediscovered Epic of Gilgamesh in the nineteenth century to Rigoberta Menchú's writing today, foreign works have often been distorted by the immediate needs of their own editors and translators. Eloquently written, argued largely by example, and replete with insightful close readings, this book is both an essay in definition and a series of cautionary tales.

World Literature in Theory provides a definitive exploration of the pressing questions facing those studying world literature today. Coverage is split into four parts which examine the origins and seminal formulations of world literature, world literature in the age of globalization, contemporary debates on world literature, and localized versions of world literature Contains more than 30 important theoretical essays by the most influential scholars, including Johann Wolfgang von Goethe, Hugo Meltzl, Edward Said, Franco Moretti, Jorge Luis Borges, and Gayatri Spivak Includes substantive introductions to each essay, as well as an annotated bibliography for further reading Allows students to understand, articulate, and debate the most important issues in this rapidly changing field of study

World Literature and Dissent reconsiders the role of dissent in contemporary global literature. Bringing together scholars of world and postcolonial literatures, the contributors explore the aesthetics of resistance through concepts including the epistemology of ignorance, the rhetoric of innocence, the subversion of paying attention, and the radical potential of everydayness. Addressing a broad range of examples, from the Maghrebian humanist Ibn Khaldūn to India’s Facebook poets and examining writers such as Langston Hughes, Ben Okri, Sara Uribe, and Merle Collins, this highly relevant book reframes the field of world literature in relation to dissenting politics and aesthetic. It asks the urgent question: how critical practice might cultivate radical thought, further social justice, and value human expression?

This peer-reviewed World Literature I anthology includes introductory text and images before each series of readings. Sections of the text are divided by time period in three parts: the Ancient World, Middle Ages and Renaissance, and then divided into chapters by location. World Literature I and the Compact Anthology of World Literature are similar in format and both intended for World Literature I courses, but these two texts are developed around different curricula.

This is an exciting, and unsettling, time to be teaching world literature, writes David Damrosch. Because the range of works taught in world literature courses has expanded enormously, both historically and geographically, the task of selection—and of teacher preparation—has grown more challenging. Teachers of this field must grapple with such issues as coverage, cultural difference, and the role of translation in the classroom. Should one emphasize masterpieces or traditions, concepts or themes? How does one avoid making a work bear the burden of representing an entire tradition? To what extent should anthologies be used? Can a course be global in scope and yet focus on a few works, authors, moments? This collection of thirty-two essays in the MLA series Options for Teaching offers an array of solutions to these challenges, reflecting the wide variety of institutions, courses, and students described by the contributors. An annotated bibliography is provided, with a listing of useful Web sites.

World Literature is a vital part of twentieth-first century critical and comparative literary studies. As a field that engages seriously with function of literary studies in our global era, the study of World literature requires new approaches. The Cambridge History of World Literature is founded on the assumption that World Literature is not all literatures of the world nor a canonical set of globally successful literary works. It highlights scholarship on literary works that focus on the logics of circulation drawn from multiple literary cultures and technologies of the textual. While not rejecting the nation as a site of analysis, these volumes will offer insights into new cartographies – the hemispheric, the oceanic, the transregional, the archipelagic, the multilingual local – that better reflect the multi-scalar and spatially dispersed nature of literary production. It will interrogate existing historical, methodological and cartographic boundaries, and showcase humanistic and literary endeavors in the face of world scale environmental and humanitarian catastrophes.