"Life's Disguise Doth Keep Flies Off ": 1 Teaching Lynn Lonidier's Poetry KATHRYN FLANNERY Whether teaching undergraduate or graduate classes, I integrate lesser-known women poets as part of the inquiry, not as curiosities, but as opportunities to discover something in the "raw" as contemporaries might have done. Because critical apparatus can be limited or nonexistent, and because biographical or historical information can be scattered and fragmentary, teacher and student alike must operate with fewer aids, working together to make fresh sense of the unfamiliar work. In the process we have to reflect on what we already know how to do as readers, defamiliarizing our expectations about genre and gender to create a richer sense of the complex cultural milieu in which both more familiar and less familiar poets have interacted. Put this way, however, it might appear that this is just a matter of intellectual engagement, of expanding our knowledge about women poets and our repertoire of critical approaches. Intellectual engagement is certainly and centrally important to feminist inquiry, but I have also found that less familiar poets may introduce particularly volatile issues that are not simply resolvable in intellectual terms. I do not want to treat the
Feminist Teacher – University of Illinois Press
Published: Jun 27, 2012
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