Abstract

Abstract This essay argues for shifting the focus of a literary theory and criticism course to the institutional, social, and historical forces that shape English studies. Rather than promoting disciplinary introspection, the authors understand their approach as raising questions regarding elitism and the long historical entanglement of knowledge making with the interlocking forces of racism, colonialism, and sexism.

Journal
Pedagogy
Published
2023-01-01
DOI
10.1215/15314200-10082010
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