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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.
Sommario
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 Sullivan’s "Little Alabamian"’
II. ‘Good’ and ‘Bad’ Feelings
- Hannah Murray, ‘Confusion’
- Christopher W. Clark, ‘Feeling Failure: Rethinking "Negative" Affect in the University’
- Kim Evelyn, ‘"I’m 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
Info autore
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 Loïc 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).
Riassunto
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.
