LGBTQ Literatures and the New English Studies
Edited By William P. Banks and John Pruitt
Where others have explored the teaching of LGBTQ literature courses, Curricular Innovations: LGBTQ Literatures and the New English Studies explores the impact that queer writers and their works are having across the broader undergraduate curriculum of English departments, as well as beyond those department spaces. While courses that focus on queer texts provide more space for students to think about the complexities of queer lives, this book breaks out of the specialized LGBTQ classroom to consider how we might also restructure and reframe a diverse set of undergraduate courses by paying attention to the contributions that LGBTQ writers make. Beyond simply including a text or two to represent "difference," contributors to this volume take a more structural approach in order to demonstrate ways of theming or designing courses around language, desire, and sexuality. They also demonstrate what happens when queer texts are given freedom to shape other classroom spaces, discussions, and reading/writing practices. This collection offers a practical intervention into conversations about the purposes and places of LGBTQ literatures by making good on the challenges that queer theories have posed to higher education over the last forty years.
1. Queer Pedagogies, Queer Literacies: LGBTQ Texts Across the English Studies Curriculum (William P. Banks / John Pruitt)
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1. Queer Pedagogies, Queer Literacies: LGBTQ Texts Across the English Studies Curriculum
WILLIAM P. BANKS AND JOHN PRUITT
When we issued our initial call for chapter-length contributions to a collection focused on teaching LGBTQ literatures, we assumed that we would receive chapters detailing the ins and outs of designing and teaching courses focused on literary texts written by queer people. What we got, in addition to many such contributions, were a host of thoughtful pieces that explored the teaching of LGBTQ texts across different curricular spaces, from introductory level literature courses, to historical survey courses, to even the extra-curricular spaces of faculty/staff training. Somewhat to our surprise, college faculty were engaging an impressive range of students and readers across a diverse set of contexts, and LGBTQ texts were helping them to enact change in and through all those different spaces. It became clear that we needed to rethink the initial boundaries we had put around our project. The result has been two complementary volumes. In the first, Approaches to Teaching LGBT Literature: Concepts, Methods, Curricula (2018), we focused our attention on the LGBTQ literature course itself, asking questions about how our ideas of what can and should be part of such a course—and where in the curriculum such a course might fit—have changed since scholars first explored the teaching of such courses (Haggerty and Zimmerman 1995; Spurlin 2000). This volume, Curricular Innovations: LGBTQ Literatures and the New...
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