How might we begin to understand the function of scholarship in dialogue with reading-in-general? And how might that understanding begin to shape a more productive relationship between the academy and the broader public?
A first step in this process could involve thinking about the kinds of work that we regularly do in our classrooms, especially in early undergraduate courses—not thinking about that work in order to change it, but rather thinking about it in order to understand how the engagements we foster in the classroom and the positions we develop and embrace as instructors might point the way to potential connections with the publics around us. Much of our effort in those scenes of reading instruction has to do with making what feels obvious instead appear strange, asking our students to step back from something that seems familiar or transparent and instead look at it obliquely. … In order to encourage this interest in perspective, however, we need to begin from rather than reject readers’ immediate experiences of the text, even where they seem to us sentimental or superficial. … Rather than setting aside emotional responses in favor of critical distance, the more fruitful approach is to dig into such responses, to figure out how they are produced and what kinds of work they do. …
Books engage and enrich the reader; they do things for people rather than for the world of texts or the cultures they move in. Acknowledging that perspective might encourage us, in the words of Clara Claiborne Park, to consider the ways ‘we would teach literature if we were in fact convinced that what we were doing could make a person different.’ And … this potential applies not just to the transformation of the lives of individual readers, but to the transformation of communities: if we could think about the ways that reading affects the building and sustenance of community, we might be encouraged to step outside of the literary or scholarly marketplace of ideas, and instead focus a bit on the more collective economies that structure much artistic and educational exchange.
—Kathleen Fitzpatrick, Generous Thinking: A Radical Approach to Saving the University (Baltimore: Johns Hopkins University Press, 2019), 105-106 and 110