Pedagogy Jan 2016

Identification, Affect, and Escape

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
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Open Access
Closed
Topics
modern rhetorical theory affect and writing
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References (18) · 1 in this index

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    Empowerment versus Oppression: Twenty-First Century Views of Popular Romance Novels
Show all 18 →
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  2. McNaught (1985)
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  3. Medeiros (2001)
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  5. Pearce (1997)
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  8. Raye (1999)
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    Pedagogy
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  11. Ward (2006)
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    JAC
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