Tagged: teaching

Recap: Queer & Trans Literature & Theory

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End-of-semester visualization exercise by Madison Ganson
(if you look closely you can see the GAY creeping through from someone else’s drawing!)

In the fall I taught a new English/Critical Identity Studies course called Queer & Transgender Literature and Theory. It was an ambitious course designed to explore (1) literature written by and about queer and trans people, (2) formal strategies used to enact or produce queerness and/or transness in literature, (3) the overlaps and tensions between queer and trans as theoretical and interpretive lenses; and (4) the relationships and intersections between queerness and transness and race, ethnicity, nation, disability, class, and other dimensions of social identity. It was categorized as a course in “Genre, Mode, Technique,” so I focused on the diversity of queer and trans aesthetic traditions and approached it as a hybrid course: we responded to course texts both analytically and creatively, experimenting on our own with some of the methods and strategies that some of our authors used, for example, cu(n)t-ups (after Dodie Bellamy) and fan fiction (after Tom Cho). While the course succumbed to the usual first-time problems—we read too much! didn’t read enough!—and there are certainly moves I’ll make differently next time around, I call it a success. Some people have asked to see my reading list. I’ve shared it below, after some highlights and revision notes.

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