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Collective, Anecdotal and Generative Refusal: A Queer-Feminist Pedagogy of the Unknown

Wiffen, Declan and Porritt, Betsy (2023) Collective, Anecdotal and Generative Refusal: A Queer-Feminist Pedagogy of the Unknown. In: Lloyd, Christopher and Emmett, Hilary, eds. The Affects of Pedagogy in Literary Studies. Routledge, New York. ISBN 978-0-367-55321-0. (doi:10.4324/9781003092988) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:97664)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL:
https://doi.org/10.4324/9781003092988

Abstract

This chapter considers what kind of affective response to hyper-masculine bigotry could be useful within a pedagogical context. Beginning from the authors’ repeated interest in the aftermath of a failed extracurricular activity– and via Sara Ahmed’s thinking on emotion as sticky, relational and bodily– the authors re-work traditional structures of power and feeling to reach toward something generative out of conflict and difficulty. The authors’ creative-critical framework works through a collective and anecdotal dialogue in order to arrive at a queer feminist mode of refusal as a pedagogical alternative. Ultimately the discussion presented here seeks to complicate and restructure dialogic hierarchies rather than reproduce them.

Item Type: Book section
DOI/Identification number: 10.4324/9781003092988
Subjects: P Language and Literature > PR English literature
Divisions: Divisions > Division of Arts and Humanities > School of English
Depositing User: Declan Wiffen
Date Deposited: 28 Oct 2022 03:43 UTC
Last Modified: 25 Jul 2023 08:46 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/97664 (The current URI for this page, for reference purposes)

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