معرفی
Megan Mansworth serves as a Lecturer in the Department of English, Languages and Applied Linguistics within the College of Business and Social Sciences at Aston University, where she teaches undergraduate and postgraduate modules spanning poetry analysis, literary genres, stylistics, and language education while supervising dissertations across all academic levels.
Her educational trajectory includes a BA (Hons) in English and French from the University of Warwick, an MA in Creativity, Arts, Literacies and Learning from the University of Nottingham, a PGCE from the University of Nottingham, and a PhD in Literary Linguistics completed at Aston University.
Mansworth's scholarly focus centers on stylistics through the lens of Possible Worlds Theory, examining how readers emotionally engage with literature while simultaneously exploring English education pedagogy. Her research integrates cognitive linguistics with narrative theory to investigate emotional responses in contemporary literary works, particularly emphasizing pedagogical applications in higher education settings where stylisticians incorporate emotional dimensions into teaching practices.
Analysis of her publication timeline reveals a distinct evolution from foundational educational frameworks toward sophisticated theoretical applications, with recent works demonstrating increasing specialization in possible worlds frameworks for analyzing mental health representations and emotional cognition in literature. Her monographs consistently bridge literary theory with classroom practice, highlighting stylistics as a vital tool for both literary interpretation and educational development.
Professional recognition includes:
- Fellow of the Higher Education Academy
Mansworth actively mentors undergraduate and postgraduate students while welcoming PhD candidates in cognitive stylistics, reader response studies, narratology, and English education. Her collaborative research projects with institutions like the Poetics and Linguistics Association demonstrate sustained scholarly engagement, though specific grant funding details remain unpublicized in available sources. Current initiatives include developing emotion-centered pedagogical models for stylistics instruction within higher education curricula.
She maintains active involvement in academic discourse through publications and media contributions, such as her co-authored piece 'What’s missing from English literature at school – emotion' which critiques current literary pedagogy while proposing emotionally engaged teaching methodologies.
