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Teaching Querelle in the Composition Classroom

Teaching Querelle in the Composition Classroom Ruminating on the work of Eve Kosofsky Sedgwick around failed pedagogy and a confused cat, I consider ways to provoke new streams of critical thought in my composition students around issues of gender and sexuality without “pointing.” Thinking about Jean Genet's novel Querelle and Rainer Werner Fassbinder's film of the same name, I delineate the specifics of how I teach these two difficult, often incomprehensible texts in an introductory class. In reviewing the confusion these works can provoke in student discourse upon reading and viewing the texts, I emphasize the role of disorientation and dislocation in the mapping of student thinking and writing, ultimately reemphasizing the importance of nondemagogic, malleable pedagogy in the teaching of sexuality and gender, particularly with composition students who are exploring and amplifying their voices. Teaching Querelle is like unleashing a virus of confusion and intrigue on student writers, but the incoherence it creates also creates opportunities to explore new ideas and horizons in these developing thinkers/writers. CiteULike Connotea Delicious Digg Facebook Google+ Reddit Technorati Twitter What's this? « Previous | Next Article » Table of Contents This Article doi: 10.1215/15314200-1425047 Pedagogy 2012 Volume 12, Number 2: 343-352 » Abstract Full Text (PDF) References Classifications From the Classroom Services Email this article to a colleague Alert me when this article is cited Alert me if a correction is posted Similar articles in this journal Similar articles in Web of Science Download to citation manager Citing Articles Load citing article information Citing articles via Web of Science Google Scholar Articles by Faunce, R. Related Content Load related web page information Social Bookmarking CiteULike Connotea Delicious Digg Facebook Google+ Reddit Technorati Twitter What's this? Current Issue 2012, 12 (2) Alert me to new issues of Pedagogy Duke University Press Journals ONLINE About the Journal Editorial Board Submission Guidelines Permissions Advertising Indexing / Abstracting Privacy Policy Subscriptions Library Resource Center Activation / Acct. Mgr. E-mail Alerts Help Feedback © 2012 by Duke University Press Print ISSN: 1531-4200 Online ISSN: 1533-6255 var gaJsHost = (("https:" == document.location.protocol) ? "https://ssl." : "http://www."); document.write(unescape("%3Cscript src='" + gaJsHost + "google-analytics.com/ga.js' type='text/javascript'%3E%3C/script%3E")); try { var pageTracker = _gat._getTracker("UA-5666725-1"); pageTracker._trackPageview(); } catch(err) {} http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Duke University Press

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