Matthew Zantingh, PhD
Assistant Professor of English
Canadian literature, environmental literature, American literature, and graphic novels.
Reading carefully and writing well are key life skills no matter what you do.
Teaching English is not so much about distilling knowledge into a simple quantifiable form, but about setting up the possibility of and conditions for a student's deeply meaningful experience with literature in all of its various forms. The classroom is the place where each student and the instructor brings their own reading of a shared text together to collaboratively build up an understanding of that work and its contexts, to carefully ask critical questions of it, and move towards a broader understanding of all of the facets of human experience, not least those expressed by the authors or texts present on a particular syllabus. My role as an English professor is to facilitate this movement outwards, from specific knowledge about a literary text in a small place towards larger artistic, cultural or national trends, or, in different words, from the local to the global. However, students are an essential part of this process as they bring myriad views and knowledges to the table. I am deeply motivated by a desire for greater social and environmental justice, so that each classroom is a unique learning community on a journey towards not only understanding but also personal and corporate transformation.
Raised in southern Ontario, I returned to the Prairies in 2014 and now call Moose Jaw home. I love living at the edge of the Missouri Coteau, exploring Saskatchewan's varied landscapes, and reading in the warmth of my living room on a cold winter's night. My wife Lynn and I have one son named Reuben who also happens to be an avid reader.
PhD in English & Cultural Studies, McMaster University, 2014
MA in English, McMaster University, 2010
BA in English, The King's University College, 2008
Modern American literature
"When Things Act Up: Thing Theory, ANT, and Toxic Discourse in Rita Wong's Poetry." Interdisciplinary Studies in Literature and Environment 20.3 (2013): 622-46. Print.