The Affects of Pedagogy in Literary Studies

deadline for submissions: 
July 31, 2019
full name / name of organization: 
Dr C Lloyd; Dr H Emmett
contact email: 

The Affects of Pedagogy in Literary Studies

Editors: Dr HIlary Emmett (University of East Anglia) & Dr Christopher Lloyd (University of Hertfordshire)

This edited collection considers the ways in which we are affected by our encounters with literature in the classroom. Building on previous studies of teaching literature in higher education (Showalter, 2002, and Knights, 2017), this book will consider the range of affects that are provoked and enabled by the teaching habitus. In foregrounding a variety of viewpoints—from tutors to professors, and casual workers to those with tenure—this book seeks to gather contributions in the emerging field of affect and pedagogy: the role of feeling and emotion in teaching texts. That is, the book will theorise those moments in teaching literature when we are caught off guard, upset, angered, confused, traumatised, triggered, questioned, undermined, challenged, as well as when we are happy, amused, surprised, amazed, proud, contented, and so on. The range of emotions produced in teaching have frequently been neglected in favour of quantification and qualification of data and measurable phenomena. Moving away, though not detached from, such studies, we want to think more about the everyday encounters of the literature classroom.

Theoretically, the collection also contributes to discussions in the study of education, particularly in relation to: affect (Sedgwick, 2003; Niccolini, 2018), community and ethics (hooks, 1994, 2003, 2010), critical pedagogies (Giroux, 2011), psychoanalysis (Bracher, 1999; Britzman, 2009, 2015; Todd, 1997); race (Ahmed, 2012; Ore, 2017). We call for essays that explore intersectional identities—of teachers, students and administrative staff—alongside the vicissitudes of emotion that accompany learning scenarios. We envisage essays that oscillate from the personal to the analytical, the experimental to the traditional; we call for work that presses upon the range of experiences that one has when teaching books and other media to students at different levels (access, undergraduate, postgraduate), from different backgrounds, and in varied institutional spaces. We therefore welcome work from teachers and students of literature at all levels (PhD candidates, associate tutors, lecturers, professors), and strongly encourage contributions by women, scholars of colour, queer people, and those who have a disability or learning difference.

Submissions might consider, among many other things:

-      Literary studies in its myriad forms: English, comparative literature, literary theory, American studies, cultural studies, world literature etc

-      Teaching texts that are “long,” “difficult,” or “boring”

-      One-to-one or small tutorials, advising, and pastoral care

-      Safe spaces, trigger warnings, and student care

-      University learning spaces: lecture halls, classrooms, tutorial rooms, offices, libraries, cafes etc

-      Decolonising and/or diversifying the curriculum

-      The practice of close reading, surface reading and slow pedagogy 

-      Intersectional identities of students and teachers

-      Flipping the classroom and virtual learning environments

-      The emotions in a lecture

-      Precarity, casualisation and fixed-term contracts

-      Technologies of reading, writing and learning: e-readers, laptops, phones, paper 

Abstractsof no more than 300 words, along with a short bio of 100 words, should be sent to July 31st, 2019. Final essays of around 5000 words will be due on February 29th, 2020. We aim to turn around edits on these essays fairly promptly and submit the collection at the end of the year.