The Affects of Pedagogy in Literary Studies PDF
Preview The Affects of Pedagogy in Literary Studies
“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 ff The A ects of Pedagogy in Literary Studies 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 emo- tions 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. Christopher Lloyd (he/him) is Senior Lecturer in English Literature and a Learn- ing 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 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 theMLA 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). Routledge Interdisciplinary Perspectives on Literature The Affects of Pedagogy in Literary Studies Christopher Lloyd and Hilary Emmett Digital Literature and Critical Theory Annika Elstermann Temporal Experiments Seven Ways of Configuring Time in Art and Literature Edited by Bruce Barnhart and Marit Grøtta Interpreting Violence Narrative, Ethics and Hermeneutics Edited by Cassandra Falke, Victoria Fareld and Hanna Meretoja Comics and Novelization A Literary History of Bandes Dessinées Benoît Glaude The Literary Legacy of Child Sexual Abuse Psychoanalytic Readings of an American Tradition Beverly Haviland Explorations of Spirituality in American Women’s Literature The Aging Woman in the Image of God Scarlett Cunningham Late Churchill Language from Crisis to Death Jonathan Locke Hart For more information about this series, please visit: https://www.routledge. com/Routledge-Interdisciplinary-Perspectives-on-Literature/book-series/RIPL ff The A ects of Pedagogy in Literary Studies Edited by Christopher Lloyd and Hilary Emmett First published 2023 by Routledge 605 Third Avenue, New York, NY 10158 and by Routledge 4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2023 selection and editorial matter, Christopher Lloyd and Hilary Emmett; individual chapters, the contributors The right of Christopher Lloyd and Hilary Emmett to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Names: Lloyd, Christopher, 1987-editor. | Emmett, Hilary, editor. Title: The affects of pedagogy in literary studies / edited by Christopher Lloyd and Hilary Emmett. Description: New York, NY : Routledge, 2023. | Series: Routledge interdisciplinary perspectives on literature | Includes bibliographical references and index. | Identifiers: LCCN 2022032284 (print) | LCCN 2022032285 (ebook) | Subjects: LCSH: Literature--Study and teaching (Higher) | Affective education. | Teaching--Psychological aspects. | LCGFT: Essays. Classification: LCC PN59 .A34 2023 (print) | LCC PN59 (ebook) | DDC 807.1/1--dc23/eng/20220926 LC record available at https://lccn.loc.gov/2022032284 LC ebook record available at https://lccn.loc.gov/2022032285 ISBN: 978-0-367-55321-0 (hbk) ISBN: 978-1-032-40632-9 (pbk) ISBN: 978-1-003-09298-8 (ebk) DOI: 10.4324/9781003092988 Typeset in Sabon by Taylor & Francis Books Contents List of Contributors ix Acknowledgements xiii Introduction: Affect, Pedagogy, Literary Studies 1 HILARY EMMETT AND CHRISTOPHER LLOYD PART I Textualities and Reading Practices 21 1 Describing Feeling: How Affect Theory Made Me Better at Teaching Close Reading 23 JILL NOEL FENNELL 2 Queer Theory in the Classroom: Teaching Reparative Reading 34 KATHERINE PARKER-HAY 3 The Indignant Schoolmaster: Bad Faith Pedagogy and Anne Sullivan’s ‘Little Alabamian’ 46 MICHAEL J. COLLINS PART II ‘Good’ and ‘Bad’ Feelings 59 4 Confusion 61 HANNAH LAUREN MURRAY 5 Feeling Failure: Rethinking ‘Negative’ Affect in the Literature Classroom 72 CHRISTOPHER W. CLARK 6 ‘I’m so happy right now!’: Inviting Joy and Excitement into the Literature and Cultural Studies Classroom 84 KIM EVELYN 7 Dis/comforts 97 CHRISTOPHER LLOYD PART III Triggers and Responses 109 8 Divergent Intensities in the Literature Classroom: Affective Encounters, Critical Control 111 BRANDON SAMS 9 The Busy Have No Time for Tears: Affect as Political Tool in Literary Studies 122 MILDRID H.A. BJERKE 10 Collective, Anecdotal and Generative Refusal: A Queer-Feminist Pedagogy of the Unknown 132 DECLAN WIFFEN AND BETSY PORRITT 11 Teaching While ‘Biting My Lip’: Overcoming Patriarchy in the Classroom 144 CRYSTAL HARRIS PART IV On Situatedness: Race, Identity, and the (Trans)Cultural 159 12 Decolonisation and the Desk 161 ALEX RAJINDER MASON 13 Fragility and Empathy in the Literature Classroom 174 OWEN CANTRELL 14 Affect, History, and Emotional Bridges in Non-Anglophone English Literature Pedagogy 187 MYLES CHILTON 15 Toward a Pedagogy of Pain 199 JOANNA DAVIS-MCELLIGATT 16 Coda: Where Do We Go From Here? 211 HILARY EMMETT Index 218 Contributors Mildrid H.A. Bjerke (she/her) is Associate Professor of English at Oslo Metropolitan University. She holds a PhD in English Literature from the University of York. Her research focuses on ideas of literary and aesthetic value and the tensions these generate when literary works are put to use in various practical forms and contexts, especially in an educational setting. Owen Cantrell (he/him) is a scholar, teacher, and writer living in Atlanta, Georgia, USA. He is an Americanist and has written on topics such as Midwestern literature; popular culture and music (Bruce Springsteen, folk music, Walt Disney); and nineteenth-century thinkers such as Abraham Lincoln. Owen works as Assistant Professor of English at Perimeter College, Georgia State University in Alpharetta, Georgia and as a coordinator of the Georgia State University Prison Education Project. Myles Chilton (he/him) is a Professor in the Department of English Language and Literature at Nihon University. He is the author of English Studies Beyond the ‘Center’: Teaching Literature and the Future of Global English (Routledge 2016); co-editor and co-author of Asian English: Histories, Texts, Institutions (Palgrave Macmillan 2021); and co-author of The Future of English in Asia: Perspectives on Language and Literature (Routledge 2015), Literary Cartographies: Spatiality, Representation, and Narrative (Palgrave Macmillan 2014), Deterritorializing Practices in Literary Studies (Contornos 2014), and World Literature and the Politics of the Minority (Rawat 2013). Journal articles appear in Comparative Critical Studies, The Journal of Narrative Theory, and Studies in the Literary Imagination. He has a PhD from the University of Chicago. Christopher W. Clark (they/them) gained their PhD in American Studies at the University of East Anglia in 2019. They are the author of Queering Memory and National Identity in Transcultural US Literature and Culture (Palgrave, 2020), as well as the editor of a special issue of Comparative American Studies, and author of essays and articles on queer horror, 9/11 memorial photography, and the corporeal in Jesmyn Ward’s fiction. They no longer work in academia.
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