Teaching Queer Theory beyond the Western Classroom

This article develops a theory of postcolonial queer pedagogy through reflections on teaching nineteenth-century literature at the National University of Singapore. Students draw on their experiences living in a culture torn between liberal and illiberal tendencies and recognize that such contradictions exist in both the Western and non-Western world.

“Come brother Opie!”

Joe Bray, “‘Come brother Opie!’: Amelia Opie and the Courtroom” (pp. 137–162) This essay examines how Amelia Opie’s lifelong fascination with the human drama of the courtroom is reflected in her fiction, specifically in her tales that revolve around trial scenes. Focusing on three examples in particular, “Henry Woodville” (1818), “The Robber” (1806), and “The Mysterious Stranger” (1813), it argues that Opie’s fictional courtrooms encourage an emotional engagement on the part of both characters and narrators, which in turn can be extended to that of the reader. In the case of “The Mysterious Stranger,” a character is on figurative trial throughout, with both narrator and reader frequently in the dark as to her motives. As a result, judgment is both hazardous and uncertain. Through a sympathetic representation of the passions and vicissitudes experienced by all those in the courtroom context, whether real or metaphorical, Opie’s fiction develops a model of readerly participation that adds a new, affective dimension to traditional accounts of the relationship between early-nineteenth-century literature and the law.