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Article Excerpt
Spurlin, William, J., ed. Lesbian and Gay Studies and the Teaching of English: Positions, Pedagogies, and Cultural Politics. Urbana, IL: National Council of Teachers of English, 2000. xxxiii + 326 pp. $37.95 paper.
As the subtitle of this collection of sixteen essays suggests, it is divided into three sections in which contributors address the issues and practices accompanying the teaching of lesbian and gay studies in disciplines and departments of English at all levels of instruction, an organization that William J. Spurlin suggests in the Introduction points to the need for integrated analysis between text and cultural context and for addressing undertheorized same-sex desire that is a position of diversity from which to speak and write. This collection of essays seeks to make visible "same-sex desire as a significant axis of pedagogical inquiry" (xvi). Addressing instructors of all sexual orientations, the essays create a critical forum for engaging in informed ways with gay/lesbian writers, with the politics of sexuality in student writing, and with sexual difference as a site of pedagogical inquiry. Because "teaching practices can often mask and serve the interests of dominant powers" (xviii), the collection interrogates the position of sexual identity in the "interarticulations of power" that impinge on classroom readings, discussions, and writings (xx).
The first section on "Positions" interrogates the problems associated with finding strategies and a language for articulating a lesbian, gay, or transgendered position in the classroom. Two personal essays are included in this section. Lee Lynch's essay poignantly recollects her encountering deficient numbers of gay and lesbian authors in libraries and English curricula. Similarly, Jay Kent Lorenz's essay relates his remembrances of adolescent queerness and how he has...
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