QUEER ECOLOGIES AND ENVIRONMENTAL LITERATURE - 2022/3

Module Overview

Environmental literature is deeply entwined with queer and intersectional perspectives: Place and race, space and class, feminist and LGBTQIA2s+* issues, all meet in the queer ecologies we will explore in this module. We will learn about the (queer) history of writing about the environment, about the role of protest in literature and about how describing the world around us in texts actually changes the shape of the natural and built environment.

The module aims to expand your knowledge of ecocritical and queer writing and theory and to enable you to critically analyse contemporary depictions of climate change dystopias, of human and non-human animal relationships, of protest poetry, and of queer environmental fiction. We will discuss novels, poetry, performances, Youtube videos, as well as the odd social media account, and always combine our readings with a specific theoretical concept to help you learn how to put knowledge into practice.
Since the module will also give you some insight into research communication, you will have the option of creating a research-based podcast as your final assessment.

Module provider

School of Literature and Languages

Module Leader

MATTHEIS Lena (Lit & Langs)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Semester 1

Prerequisites / Co-requisites

none

Module content

The following areas are indicative of the content that the module may include:

- Climate change fiction and environmental dystopias
- Protest Poetry and the spoken word
- Two spirit narratives and nature writing
- Lesbian doppelgangers and non-human protagonists
- Lesbian and gay contemporary fiction
- Gender and non-human animals in literature
- Hyperobjects in literature
- Literary Urban Studies and apocalyptic cities
- Wildness in literature
- Landscape Poetry
- The Imperial Gaze
- Human affect and the environment
- The Anthropocene
- Planetary Literature

Assessment pattern

Alternative Assessment

While all students will participate in creating the collaborative glossary, they will have the choice of whether to write an essay or create a podcast as a form of summative assessment

Assessment Strategy

The assessment strategies are designed to:

¿ Enable students to act as independent thinkers and develop original research output, either in the form of a written essay or as a podcast that is based on scholarly research
¿ Allow students to deepen their knowledge on an aspect of environmental writing or queer ecologies that sparks their interest
¿ Continuously document their knowledge and situate new terms, texts and contexts within the larger seminar context, by creating a collaborative glossary. While all students benefit from the glossary, individual entries are made by individual students which allows for direct feedback, both in terms of peer feedback and from the lecturer
¿ The option of producing a podcast in particular aims to allow students to think about research communication and explore new ways in which to present their knowledge to new audiences

The summative assessment consists of:

¿ An individual entry to the collaborative glossary made by each student (10% of final grade)
¿ An essay (3500 words) OR a podcast (90% of final grade)


Formative assessment and feedback:

Various forms of feedback will be used throughout the seminar to ensure all students have a positive learning experience. This starts by actively involving students in the seminar planning/text selection as a form of feedforward and is continued by a round of anonymous feedback around week 4 to make sure that student¿s needs are met. Students are continuously invited to provide, in particular again when it comes to essay preparation.

The essay/podcast plan (consisting of thesis statement, structure, brief exposé, short bibliography) and the detailed feedback the lecturer provides for this plan are part of the formative assessment in this module. The plan, as well as the collaborative glossary, give students a chance to check in and see whether they are on track with the aims of the seminar and the final assessment with no (or very little) pressure with regards to marking.

Module aims

• Assist students in locating environmental and queer literature in a larger historical, cultural and social context
• Introduce environmental, spatial and non-human centred approaches as theories to engage with literary texts
• Strengthen skills in close reading and analysis of written and oral texts
• Advance students¿ critical thinking and understanding of how narratives shape the world and respond to current debates
• Strengthen students¿ ability to undertake independent as well as collaborative research

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

¿ Enable students to critically engage with different media (written, oral, visual, etc) and to understand their interplay in a variety of cultural and literary texts and performances by providing them with a wide array of analytical tools and critical theories and concepts and guiding them in bringing theory to practice
¿ Produce texts and knowledge with varying degrees of guidance and independence and situate their own work and lines of thought in a global context by reflecting on the positionality of the scholars and authors we study, as well as inviting students to take our own situatedness into account when engaging in seminar discussions and collaborative work
¿ Allow students to collaboratively reflect on and document what they learn, while also actively engaging them in the shaping of the syllabus and reading lists, by providing various digital and analog tools and forums for students to interact with and receive feedback from both their peers and the lecturer
¿ Prepare students for their final assessment in an organised and personalised manner by providing detailed feedback on thesis statements and essay plans
¿ Respond to students¿ needs and interests and give students agency over their learning experience by including different forms of feedback and active engagement throughout the semester

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: ELIM054

Other information

n/a

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.