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.
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
Acknowledgements
Hilary Emmett and Christopher Lloyd, Introduction: Affect, Pedagogy,
Literary Studies
I. Textualities and Reading Practices
Jill Noel Fennell, Describing Feeling: How Affect Theory Made Me Better at
Teaching Close Reading
Katherine Parker-Hay, Queer Theory in the Classroom: Teaching Reparative
Reading
Michael J. Collins, The Indignant Schoolmaster: Bad Faith Pedagogy and Anne
Sullivans "Little Alabamian"
II. Good and Bad Feelings
Hannah Murray, Confusion
Christopher W. Clark, Feeling Failure: Rethinking "Negative" Affect in the
University
Kim Evelyn, "Im so happy right now!": Inviting Joy and Excitement into the
Literature and Cultural Studies Classroom
Christopher Lloyd, Dis/comforts
III. Triggers and Responses
Brandon L. Sams, Divergent Intensities in the Literature Classroom:
Affective Encounters, Critical Control
Mildrid H. A. Bjerke, The Busy Have No Time for Tears: Affect as Political
Tool in Literary Studies
Declan Wiffen and Betsy Porritt, Collective, Anecdotal, and Generative
Refusal: A Queer Feminist Pedagogy of the Unknown
Crystal Harris, Teaching While "Biting My Lip": Overcoming Patriarchy in the
Classroom
IV. On Situatedness: Race, Identity, and the (Trans)Cultural
Alex Rajinder Mason, Decolonisation and the Desk
Owen Cantrell, Fragility and Empathy in the Literature Classroom
Myles Chilton, Affect, History, and Emotional Bridges in Non-Anglophone
English Literature Pedagogy
Joanna Davis-McElligatt, Toward a Pedagogy of Pain
Hilary Emmett, Coda: Where Do We Go From Here?
Index
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).
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