Toward a Queerly Classed Analysis of Shame: Attunement to Bodies in English Studies

Abstract

This article explores how scholarship informed by queer theory can be brought to bear on social class within the academy in order to open spaces for thinking about our professional ethos in English studies. I offer the term queerly classed faculty to accentuate the usefulness of bringing queer theory into conversation with questions of class, as well as to point to the strange or perverse sense of displacement that many faculty experience in relation to professional normalization. Through a brief analysis of queerly classed ruptures in normativity that tend to coalesce around questions of propriety and civility, I illustrate how we might use shame to expand and open the normative horizon of our collective professional subjectivity and ethos in English studies. Ultimately, I argue that the relational awareness and tension of ambivalence that shame produces for many queerly classed faculty offers an ethical calling, not to dispel the shame that is born of an interest in identification, but instead to use the embodied experience of shame to create a heightened sensitivity to our relation to self and others within our professional lives, such that we might find common ground among our differences.