The Affects of Pedagogy in Literary Studies

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).

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