Abstract
Abstract On 25 October 2017, the Daily Telegraph falsely accused an undergraduate student of demanding that the University of Cambridge ‘drop male authors’. This essay takes the polemics around this episode as jumping-off point for a wider discussion of pedagogical method. It argues that the defamiliarizing procedures of practical criticism, which have been the subject of much ideological critique, can be extended and amended in a manner that reveals implicit bias, re-habituates cognitive routine, and restores the body to critical response. It concludes with one instance of such pedagogical method.
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