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Affects of Pedagogy in Literary Studies [Hardback]

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Keywords:
"The Affects of Pedagogy in Literary Studies considers the ways in which teachers and students are affected by our encounters with literature and other cultural texts in the higher education classroom. The essays consider the range of emotions and affects elicited by teaching settings and practices: those moments when we in the university are caught off-guard and made uncomfortable, or experience joy, anger, boredom, and surprise. Featuring writing by teachers at different stages in their career, institutions, and national or cultural settings, the book is an innovative and necessary addition to both the study of affect, theories of learning and teaching, and the fields of literary and cultural studies"--

This book considers the ways in which teachers and students are affected by our encounters with literature and other cultural texts in the higher education classroom. The essays consider the range of emotions and affects elicited by teaching settings and practices.



The Affects of Pedagogy in Literary Studies considers the ways in which teachers and students are affected by our encounters with literature and other cultural texts in the higher education classroom. The essays consider the range of emotions and affects elicited by teaching settings and practices: those moments when we in the university are caught off-guard and made uncomfortable, or experience joy, anger, boredom, and surprise. Featuring writing by teachers at different stages in their career, institutions, and national or cultural settings, the book is an innovative and necessary addition to both the study of affect, theories of learning and teaching, and the fields of literary and cultural studies.

Recenzijas

"The Affects of Pedagogy gives new knowledge to the overlapping spaces of literary studies, its pedagogies and its affective intersections. Authors work through their thinking on the page, open and available for readers to follow the highs and lows of teaching literary studies. The collection reignites my passion for the scholarship of teaching and learning in literary studies in the way it triangulates the connection between students and their lived experience, instructors as affective domains of vulnerable knowledge, and literary texts as windows on the world and doorways to new thinking."

-Tully Barnett (she/her), Senior Lecturer in Creative Industries, Flinders University, Australia

List of Contributors
ix
Acknowledgements xiii
Introduction: Affect, Pedagogy, Literary Studies 1(20)
Hilary Emmett
Christopher Lloyd
PART I Textualities and Reading Practices
21(38)
1 Describing Feeling: How Affect Theory Made Me Better at Teaching Close Reading
23(11)
Jill Noel Fennell
2 Queer Theory in the Classroom: Teaching Reparative Reading
34(12)
Katherine Parker-Hay
3 The Indignant Schoolmaster: Bad Faith Pedagogy and Anne Sullivan's `Little Alabamian'
46(13)
Michael J. Collins
PART II `Good' and `Bad' Feelings
59(50)
4 Confusion
61(11)
Hannah Lauren Murray
5 Feeling Failure: Rethinking `Negative' Affect in the Literature Classroom
72(12)
Christopher W. Clark
6 `I'm so happy right now!': Inviting Joy and Excitement into the Literature and Cultural Studies Classroom
84(13)
Kim Evelyn
7 Dis/comforts
97(12)
Christopher Lloyd
PART III Triggers and Responses
109(50)
8 Divergent Intensities in the Literature Classroom: Affective Encounters, Critical Control
111(11)
Brandon Sams
9 The Busy Have No Time for Tears: Affect as Political Tool in Literary Studies
122(10)
Mildrid H.A. Bjerke
10 Collective, Anecdotal and Generative Refusal: A Queer-Feminist Pedagogy of the Unknown
132(12)
Declan Wiffen
Betsy Porritt
11 Teaching While `Biting My Lip': Overcoming Patriarchy in the Classroom
144(15)
Crystal Harris
PART IV On Situatedness: Race, Identity, and the (Trans)Cultural
159(59)
12 Decolonisation and the Desk
161(13)
Alex Rajinder Mason
13 Fragility and Empathy in the Literature Classroom
174(13)
Owen Cantrell
14 Affect, History, and Emotional Bridges in Non-Anglophone English Literature Pedagogy
187(12)
Myles Chilton
15 Toward a Pedagogy of Pain
199(12)
Joanna Davis-McElligatt
16 Coda: Where Do We Go From Here?
211(7)
Hilary Emmett
Index 218
Christopher Lloyd (he/him) is a Senior Lecturer in English Literature and a Learning and Teaching Specialist at the University of Hertfordshire. He is the author of Rooting Memory, Rooting Place: Regionalism in the Twenty-First-Century American South (2015), Corporeal Legacies in the US South: Memory and Embodiment in Contemporary Culture (2018), and the forthcoming A Queer Bestiary: Non/Humans in Contemporary US Literature. Chris is also the co-editor of three journal special issues, and the forthcoming Edinburgh Companion to the Millennial Novel, with Loļc Bourdeau. Chris is Co-Editor of the European Journal of American Culture.

Hilary Emmett (she/her) is an Associate Professor in American Studies at the University of East Anglia where she specialises in transnational literary studies. She is the author of essays on a range of topics in comparative Australian and American studies, which have appeared in Journal of American Studies and Griffith Review (with Clare Corbould), the Australasian Journal of American Studies, and the MLA volume Teaching Australian and New Zealand Literature, among other forums. She is also the co-editor (with Philip Barnard and Stephen Shapiro) of The Oxford Handbook to Charles Brockden Brown (2019).