DR. AYSHA POLLNITZ
[email protected], Department of History, Mears Cottage, 1213 Sixth Avenue, Grinnell College, Iowa, 50112 EMPLOYMENT Assistant Professor, History Department, Grinnell College (from August 2013) Lecturer, History Department, Rice University (August 2010-July 2013) Lecturer, English Department, Georgetown University (August 2009-May 2010) Fellow, Folger Shakespeare Library, Washington, DC (Spring, 2009) Research Fellow in Renaissance History, Trinity College, Cambridge (October 2005- January 2010) EDUCATION University of Cambridge, Ph.D., History (awarded May 2006) Specializations: early modern British and European history; political thought and intellectual history University of Cambridge, M.Phil., Political Thought and Intellectual History (awarded July 2003) Dissertation placed in the category of “Distinguished Performance” University of Sydney, Bachelor of Arts (History) (awarded April 2001) First Class Honors and the University Medal (signifying first place in the year) RESEARCH INTERESTS I am an historian of early modern European intellectual history, the history of political and religious thought, and the history of education and the transmission of knowledge. My second major research project investigates the origins of liberal education in the Americas. PUBLICATIONS Monograph Princely education in early modern Britain (Cambridge: Cambridge University Press, 2015). Peer-Reviewed Articles: “Translation,” In Oxford Bibliographies in Renaissance and Reformation, ed. Margaret King (New York: Oxford University Press, 2015), http://www.oxfordbibliographies.com. Peer-Reviewed Chapters: “Educating Hamlet and Prince Hal,” in Shakespeare and Early Modern Political Thought, eds David Armitage, Conal Condren and Andrew Fitzmaurice (Cambridge: Cambridge University Press, 2009) (paperback 2012), pp. 119-38. Reprinted in Shakespearean Criticism, 146 (2012). “Religion and Translation in the Court of Henry VIII: Princess Mary, Katherine Parr and the Paraphrases of Erasmus,” in Mary Tudor: Old and New Perspectives, eds Susan Doran and Thomas S.