Abstract
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.
Original language | English |
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Pages (from-to) | 78-82 |
Number of pages | 5 |
Journal | English in Australia |
Volume | 53 |
Issue number | 2 |
Publication status | Published - 2018 |
Keywords
- queer pedagogies
- queer methodologies
- E M Forster
- English literature