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- W1968202457 abstract "Reading and the Difference it Makes Clint Burnham (bio) I suppose the easiest, and most glib, and therefore most important answer to the questions Why do I have to read? or Why do I have to read that? or Why do I have to read like that? is, quite simply, you don't: you don't have to read anything, there is no instrumental value in reading in the ways in which we teach, or I teach, and indeed there may be no pleasure and no net result, no learning outcome, no increase in income. And then for the question or larger questions of reading, with this—not so much uselessness or disinterestedness—with this admission in mind, I would take on three tangents or angles of attack (as we used to say when I was in ground school): the relationship between reading and class or labour; reading versus writing and the biblical idea of eating the book; and the Lacanian/Zizekian idea of interpassivity, or the Subject supposed to read. And this subject supposed to read one might begin with, in terms of class, anecdotally, when I was visiting my sister a few years ago and, seeing me with the newspaper open, a friend of hers said, Readin' again, eh?, which has become a sort of mantra around my household since. But really this class notion I'd like to reference with a book title of mine, my first collection of poetry from ECW Press in 1997, the book Be Labour Reading, a [End Page 9] title I chose because it seemed to encapsulate neatly (perhaps too neatly) the paradox that difficult writing (and the notion of how easy it is, perhaps to write difficult texts), which is to say formally innovative or experimental writing, which is difficult to read, to make sense of or to navigate oneself in, was a kind of writing that obtained its cultural capital at the expense of the reader's economic capital: the texts were belaboured because the reader would not be labour (and perhaps the other way around), a condition made all the more tragic or ironic or paradoxical as I proceeded to spend the next eleven years being paid to read in the precarious job market of sessional academic labour. And this necessitates saying why I am against learning outcomes (because of their instrumentality) and why I am against being against learning outcomes (because of the elitism of university pedagogy). Here John Guillory's Cultural Capital is useful for how it argues that we must consider postsecondary questions of the canon and the syllabus in connection with the secondary school system, a connection with all the more resonance to me because part of what I do at SFU is teach graduate courses to high-school teachers returning for an MA in English, but also because of the hierarchies of reading involved in the sessional and composition and college system—which is to say reading as marking. Then, this connects with a different kind of work as reading, the notion of class, which troubles me because of how it seems as if I am saying that a text that is difficult to read will be more off-putting to a working-class reader than to a middle-class reader, which is clearly nonsense. That is, the kind of texts that I value, that I enjoy reading, those associated, if we are talking about late twentieth and early twenty-first century writing, with L=A=N=G=U=A=G=E writing and the Kootenay School of Writing (how apropos that ACCUTE and the Vancouver Writers' Festival, or the academy and the market, both choose to ignore the local—of course, bpNichol and Nicole Brossard and Steve McCaffery are read—a bit—the canonized 70s) call into question just how reading functions in a globalized, mediatized culture of Empire: Oppositionally, the carbecame known as him. Without can happenin: plural pushes skipstime zones, adds class to voice.This waiting compresses thattime, appends archaeologyto the afternoon. Metal rattle. [End Page 10] So really Sunday is postponed, renderedas retch. A W over the city, spinningfor commerce. Jeff Derksen, Solace..." @default.
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- W1968202457 date "2008-01-01" @default.
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- W1968202457 title "Reading and the Difference it Makes" @default.
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