Identification, Affect, and Escape

Pedagogy Jan 2016

Stephanie Moody

Abstract

Drawing from interviews and book discussions with eleven women who read popular romance fiction, in this article I examine the affective, embodied, and identificatory reading practices that constitute women's engagements with romance novels. I argue that while these women's reading practices do not resemble what typically are called critical reading practices, they nevertheless produce critical knowledges and should be examined as an alternative framework for approaching texts.

Journal: Pedagogy
Published: 2016-01-01
DOI: 10.1215/15314200-3158669
Open Access: Closed
Topics: affect and writing

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Cites in this index (1)

Scholes (2002)

The Transition to College Reading

Pedagogy

Also cites 2 works outside this index ↓

Felski (2008)

The Uses of Literature

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Shor (1992)

Empowering Education: Critical Teaching for Social Change

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