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 |
|---|---|
| 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