Queer Pedagogies and the University English Classroom: Reflections on Teaching E.M. Forster's The Longest Journey

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Pages (from-to)78-82
Number of pages5
JournalEnglish in Australia
Volume53
Issue number2
Publication statusPublished - 2018

Keywords

  • queer pedagogies
  • queer methodologies
  • E M Forster
  • English literature

Fingerprint Dive into the research topics of 'Queer Pedagogies and the University English Classroom: Reflections on Teaching E.M. Forster's The Longest Journey'. Together they form a unique fingerprint.

Cite this