about.
Lauren Holt teaches English at the Galloway School in Atlanta, Georgia. A native of the Northwest Arkansas Ozarks, Lauren completed her BA at Hendrix College, her MA at the University of Tennessee, and her PhD at Emory University. Her thinking, research, and professional activities focus on the seventeenth- and eighteenth-century lyric, theories and structures of power and being, and multimodal curriculum development and program design.
Current writing projects include Lyric Relations: Poetic Intersubjectivity in the Long Eighteenth Century, a reconceptualization of the lyric mode based on representations of the self and the other, on how lyric texts work rather than on how they look, and on the ever shifting relationships between reader, poet, and lyric; “Anxieties of Identification: Being, Doing, and the Language of Academic Work,” an exploration of how we use language to value (and devalue) the work we do; “Voicing Violence: Lyric “Love” in the Restoration,” a reconsideration of amorous lyrics of the Restoration period in the wake of the #MeToo movement; and Still, a collection of meditations on the intricacies and the implications - etymological, ontological, and otherwise - of stillness. Lauren has been invited to present on these and related topics at regional, national, and international conferences, most recently the American Society for Eighteenth-Century Studies.
At Galloway, Lauren teaches year-long senior seminars -- recent titles include The Bard (on the power and privilege of writers and how their texts function as sites of collaborative cultural narrative building and negotiation between creators and their audiences), That’s So Meta, and Politics of Theatre/Theatre of Politics -- and AP Lit (organized around adaptation and appropriation and bouncing from AO Scott to Lucretius and Ovid to Milton and Cavendish and Mary Shelley, from Hamlet to Stoppard to Rushdie, from Sappho to Donne to Anne Carson, and other points in between). She also serves on a committee tasked with designing and implementing the school’s transdisciplinary capstone project and its digital portfolio initiative, interests she began exploring as a Brittain Postdoctoral Fellow at Georgia Tech.
Current writing projects include Lyric Relations: Poetic Intersubjectivity in the Long Eighteenth Century, a reconceptualization of the lyric mode based on representations of the self and the other, on how lyric texts work rather than on how they look, and on the ever shifting relationships between reader, poet, and lyric; “Anxieties of Identification: Being, Doing, and the Language of Academic Work,” an exploration of how we use language to value (and devalue) the work we do; “Voicing Violence: Lyric “Love” in the Restoration,” a reconsideration of amorous lyrics of the Restoration period in the wake of the #MeToo movement; and Still, a collection of meditations on the intricacies and the implications - etymological, ontological, and otherwise - of stillness. Lauren has been invited to present on these and related topics at regional, national, and international conferences, most recently the American Society for Eighteenth-Century Studies.
At Galloway, Lauren teaches year-long senior seminars -- recent titles include The Bard (on the power and privilege of writers and how their texts function as sites of collaborative cultural narrative building and negotiation between creators and their audiences), That’s So Meta, and Politics of Theatre/Theatre of Politics -- and AP Lit (organized around adaptation and appropriation and bouncing from AO Scott to Lucretius and Ovid to Milton and Cavendish and Mary Shelley, from Hamlet to Stoppard to Rushdie, from Sappho to Donne to Anne Carson, and other points in between). She also serves on a committee tasked with designing and implementing the school’s transdisciplinary capstone project and its digital portfolio initiative, interests she began exploring as a Brittain Postdoctoral Fellow at Georgia Tech.