Abstract
While much of this volume addresses the role of gender in English HE, this chapter considers the practice of teaching contemporary fiction in an environment where students have a reasonable understanding of gender and are favourably disposed towards feminist theory, but do not always see the value of ‘English’. I assess two pedagogical relationships between gender and ‘English’: (1) the resistance to fiction by some gender students and (2) the value of teaching the new field of digital fiction. By reflecting on these two significant challenges to English Studies I identify particularly feminist interactions between ‘English’ and ‘gender’, connections that I hope will be of use to teachers in both areas. My own field is contemporary literature and culture, and I teach at the Centre for Women’s Studies at the University of York, a postgraduate unit offering interdisciplinary degrees within humanities and social science.1
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© 2012 Ann Kaloski Naylor
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Naylor, A.K. (2012). Teaching English to Gender Students: Collaborative Encounters with Print and Digital Texts. In: Ferrebe, A., Tolan, F. (eds) Teaching Gender. Teaching the New English. Palgrave Macmillan, London. https://doi.org/10.1057/9780230360778_3
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DOI: https://doi.org/10.1057/9780230360778_3
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-0-230-25252-3
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