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Andrew McInnes »

Andrew is Reader in Romanticisms at Edge Hill University, and Co-Director of EHU Nineteen, Edge Hill’s Research Centre in 19th-Century Studies. From 2020 to 2022, he was an AHRC Early Career Researcher Leadership Fellow on The Romantic Ridiculous project, which aimed to take Romantic Studies from the sublime to the ridiculous by looking at the funny side, both ha-ha and strange, of Romantic writers then and their legacies today. He has published widely on Romantic period women’s writing, gothic fiction and children’s literature, and his first monograph was Wollstonecraft’s Ghost: The Fate of the Female Philosopher in the Romantic Period (Routledge, 2016).

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This article is © 2025–26 The Author and is the result of the independent labour of the scholar credited with authorship. Unless otherwise noted, the material contained in this journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 (CC BY-NC-ND) International License.
Date of acceptance: 12 March 2025.

Referring to this Article

A. McINNES. ‘Romanticism Goes to University: Introduction’, Romantic Textualities: Literature and Print Culture, 1780–1840, 25 (Summer 2024), pp. 11–14.

Online: Internet (date accessed): https://www.romtext.org.uk/articles/rt25_n01/
PDF DOI:10.5281/zenodo.19995981

Romanticism Goes to University

Introduction

09 May 2026

Abstract Abstract

Abstract: The introduction to a special issue of Romantic Textualities, 'Romanticism Goes to University' (no. 25), guest edited by Andrew McInnes. ‘Romanticism Goes to University’ comes out of a two-day symposium held at Edge Hill University in April 2018. The aim of the special issue and symposium alike is to think about how the university functioned in Romantic writing as a symbol of authority and tradition, with the concept of Higher Education available as an alternative way of thinking about creativity and criticality. The special issue begins with a triptych of papers thinking in and out of the Romantic-period university about issues around education. It ends with a focus on the Wollstonecraft–Godwin circle and its own ideas about learning. All of the essays reflect current concerns about the future of Higher Education today, striking an elegiac note for a lost past at the same time as offering hope for the future.

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