An Assemblage Approach to Teaching Victorian Poetry:: Theory and Method

• Manuel Hueso-Vasallo ^[1]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
• Localización: Bellaterra: journal of teaching and learning language and literature, ISSN-e 2013-6196, Vol. 19, Nº. 3, 2026
• Idioma: inglés
• Títulos paralelos:
  • Una aproximación ensamblada a la enseñanza de la poesía victoriana:: Teoría y método
• Enlaces
  • Texto completo
• Resumen
  • español

    Este ensayo explora los posibles beneficios de aplicar la Teoría del Ensamblaje en el diseño de una metodología de enseñanza de la poesía victoriana en el contexto de la educación universitaria. El trabajo aborda, en primer lugar, el contexto social de las aulas contemporáneas. En segundo lugar, el ensayo ofrece un marco teórico en el que se exploran las herramientas que ofrece el pensamiento ensamblado para abordar la enseñanza de la literatura de una manera afectiva. Por último, el ensayo se centra en un método diseñado específicamente para testar la posible eficacia de dicho enfoque. Para analizar esta posibilidad, se describe una encuesta realizada entre un grupo de estudiantes y se muestran y exploran sus resultados. El trabajo sugiere que involucrar el afecto del alumnado y utilizar una metodología de ensamblaje puede resultar eficaz en la medida en que les permite comprender mejor la poesía en su dimensión sociocultural.

  • English

    This essay explores the potential benefits obtained when Assemblage Theory is used to design a methodology to teach Victorian poetry in a higher-education context. The paper addresses, first, the social context in contemporary classrooms. Secondly, the essay offers a theoretical framework in which the tools offered by assembled thinking to engage with the teaching of literature in an affective way are explored. Finally, the essay focuses on a method specifically designed to test the possible effectiveness of such an approach. To analyze this possibility, a survey conducted among a set of students is described and its results are shown and explored. The paper suggests that by engaging the learners’ affect and using an assemblage methodology to teach Victorian poetry suggests this method allows students to understand poetry better in its socio-cultural dimension.

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