I'm Alright, It's Just so Horrible’
Teaching Romance Fictions, Pre‐ and Post‐#MeToo
Bibliographic Data
| ID | 12880697 |
|---|---|
| Authors | Joseph Crawford (0000-0002-2191-6216, University of Exeter, corresponding author) |
| Year | 2025 |
| Volume | 22 |
| Issue | 4 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Literature Compass (JOURNAL) |
| Journal identifiers | ISSN: 1741-4113 • E-ISSN: 1741-4113 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lic3.70033 |
| OpenAlex | W4415767529 |
| Language | EN |
| References cited | 16 |
This article discusses the author’s experiences of teaching the history of romance fiction to undergraduate students from 2013 to 2024, with a particular emphasis on changing approaches to teaching romance media that romanticisesor eroticises sexual violence. The #MeToo movement is noted as marking an inflection point in the ways in which such texts have been approached and interpreted by students, reflecting the increased priority given to issues of consent in romance fiction. The article discusses some of the risks and difficulties inherent in teaching such material, and how a trauma‐informed pedagogy might be used to mitigate these in practice
Emphasis (telecommunications · Inflection · Point (geometry · Romance · Teaching method · Comics and Graphic Narratives · Gender, Feminism, and Media · Gothic Literature and Media Analysis
Loving with a Vengeance
Potentially Perilous Pedagogies
Safe space(s), content (trigger) warnings, and being ‘care-ful’ with trauma literature pedagogy and rape culture in secondary English teacher education
Teaching sexual consent to young people in education settings
Pedagogy of discomfort’ and its ethical implications
Teaching about Victimization in the #MeToo Era
From safe spaces to precarious moments
Embodied Interventions
Beyond Trigger Warnings
| Citation velocity | historical |
|---|---|
| Highly cited | No |