Smith, Adam ORCID: https://orcid.org/0000-0002-3938-4836 (2026) From Policy Paradox to Pedagogical Practice: Accessibility, Experiential Learning, and the Student-Led Eighteenth-Century Critical Edition. Journal for Eighteenth Century Studies. (In Press)

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Abstract

This article reflects on a student-led critical edition project at York St John University, producing accessible editions of eighteenth-century texts including Eliza Haywood’s The Parrot (1740) and Mary Robinson’s Lyrical Tales (1800). It examines how the intersection of accessibility policies, curriculum inclusivity, and work-related experiential learning shaped pedagogical strategies that foregrounded student agency and collaboration. By involving students in the full editorial process, the project empowered learners while intervening in the eighteenth-century literary canon. The article concludes by proposing a new, AI-resistant assignment component, the “Critically Annotated Manuscript”, designed to foster distinctive scholarly skills while building on lessons from the project.

Item Type:	Article
Status:	In Press
Subjects:	D History General and Old World > DA Great Britain D History General and Old World > DA Great Britain > DA498-503 1714-1760 D History General and Old World > DA Great Britain > DA505-522 George III, 1760-1820 L Education > L Education (General) P Language and Literature > PR English literature
School/Department:	School of Humanities
URI:	https://ray.yorksj.ac.uk/id/eprint/14008

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