Novel Wayfinding: LitLabs and the Activism of Place

Abstract

If advanced high school English classrooms remain some of the few spaces where young people, especially young people of color, might read the Victorian novel, what opportunities for political work might we expect, innovate, demand from those encounters? Drawing from experiences directing LitLabs, immersive, site-specific, design-based approaches to studying literature with South LA teens, the author argues for expanding the geographies literary works reference to include readers’ embodiment in place so that Victorian studies can strengthen and nurture a sense of place for readers often displaced by engagements with the Western literary canon. The essay traces the conflicted, but rewarding, processes for reading literature with an agenda for placekeeping, as one avenue for producing a self-affirming communal consciousness among readers as users of urban space. The essay turns to David Copperfield, where a typical mode of individualized, absorptive reading is contrasted to LitLabs’ model of “emplaced reading” through its adaptations of a core urban humanities “fused practice” of thick-mapping.