Unmastery
Woolf’s far side of language and the pedagogy of the pause
Bibliographic Data
| ID | 22157120 |
|---|---|
| Authors | Eve Sorum (0000-0002-6521-4056, University of Massachusetts Boston), Eve C Sorum (University of Massachusetts Boston, corresponding author) |
| Year | 2022 |
| Volume | 5 |
| Issue | 1 |
| Pages | 106-123 |
| Publication date | 2022-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Feminist Modernist Studies (JOURNAL) |
| Journal identifiers | ISSN: 2469-2921 • E-ISSN: 2469-293X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/24692921.2022.2027161 |
| OpenAlex | W4206717577 |
| Language | EN |
| References cited | 13 |
In this article, Eve Sorum argues that Woolf’s use of pauses illustrates a feminist pedagogy of unmastery, providing readers and teachers with an alternative approach to reading that counteracts what Woolf saw as patriarchal modes of experiencing language and defining knowledge. Through an examination of essays including “On Not Knowing Greek,” “Why?,” “Craftsmanship,” and “The Reader,” Sorum posits that unmastery involves rethinking a one-way relationship between the knower and the “object” of knowledge, between reader and text
Linguistics · Pedagogy · Sociology · Modernist Literature and Criticism · Philosophy · Posthumanist Ethics and Activism · Psychology · Theatre and Performance Studies
| Highly cited | No |
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