Abstract

This article reintroduces notions of the experiential, lived body as crucial for teaching. It critiques some recent moves within women’s studies, and cultural studies more generally, to use ‘theory’ as a way of abstracting bodies from the classroom. Using the work of Silvan Tomkins on affects, and Deleuzian notions of the body, it argues for a more comprehensive account of the affects, politics and practices of pedagogy.