In this reflection I discuss my experiences teaching E.M. Forster’s canonical novel The Longest Journey (1907) to third-year university students. I argue that there are a multitude of benefits in employing queer pedagogies for teaching English. I consider how queer pedagogies might go beyond questions of representations and visibility and promote ‘queer’ methodologies for reading that are diverse, student-centred, focus on questions rather than answers.
|Number of pages||5|
|Journal||English in Australia|
|Publication status||Published - 2018|
- queer pedagogies
- queer methodologies
- E M Forster
- English literature