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?Brian
Massumi
must be liberated.
We must findways to better address the
Desire
desiring, passion,
excitement, rage, suffering, life, becoming?in
short, affect?that char
acterizes teaching and learning moments.1 We must think through and
with affect because
critical, something political,
something valuable,
amalgam
happens when we relate affectively to each other across the spaces of the
classroom. Consider what Lucia Perillo has to say about our inability to
address
On
ofHigher Education
an "encounter" with a female student. The campus
murdered
as
"she was by no means a person I knew well. I had only had her?'had'
we teachers say, an expression with implications both Victorian
and
one class." So here we are, then, right in themessy middle of
sexual?in
moment. Inrecalling
making senseof somethingaffectiveinthisteaching
her experience of teaching this student, Perillo identifies familiar seman
tic and analytical tropes of sexuality, property, and morality. Perillo
proceeds towrite an essay about the student, "to protect what little I had
before she passed frommy memory altogether." After reading the essay,
her husband responds, "this sounds homoerotic,"
and "maybe this is
something you need to stock into a drawer." Clearly, we know what he
jac
23.3(2003)
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means?as
Perillo
herself explains,
"the moral
...
complexity
in the
of our day?sexual
harassment
battlesalong identitylines?complicatewhat is
legislation,political turf
at stake
in relations
between
teachers and
students. Perillo
remains
affective resonances
This
essay
argues
affect possible?
which indi
points through
namelydesire?form theconceptual turning
and in fact struggle with and against places of
experience
Worsham
As
Lynn
points out, in terms of how (writing)
learning.
pedagogy operates, affective struggles form the central axis for both
viduals
cultural domination
ments
availability,
and
its success
depends
on a mystification
or
availability"
to perhaps under
Nietzschean
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565
Christa Albrecht-Crane
of affective
issues
(624). Worsham
also
observes,
critical,postmodern)is tooffer
challengeforradicaleducators(feminist,
thatexplanation [in termsof affect]" (240). Lisa Langstraat adds, "In
compositionists
general,
classroom,"
particularly
of a presence
in our
Liberating Desire
and political
In an interview, Felix Guattari, the French psychoanalyst
was
at a true
to
the
"what
is
the
arrive
asked
best
activist,
way
question,
liberation?" Guattari
sexual
responded:
Guattari
America.
here attends
Surely,
on a number
of levels,
yet, at a
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566
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This understanding of affect, and its economy, desire, allows for concep
tualizing desire in teaching as an energy, a subfield of sorts, that
permeates what we do and who we are to the extent that itunderwrites and
enables
existence
as such.
desire
domestication
binary ways
Johnson as well)
But, we don't see that yet. The pedagogical models we have at our
theoretical and discursive disposal that address desire as a component of
of emotion, psycho
include radical and feminist pedagogies
pedagogy
analytic approaches to desire in learning, sexual harassment discourses,
and Jane Gallop's
arguments in favor ofwhat Iwill label for now "erotic
though certainly useful in their general
teaching." These approaches,
concern with affective matters, fail to appreciate the constitutive role of
desire that I argue for in this essay. The next part of the essay focuses on
two of these models?sexual
harassment discourses and Gallop's
peda
argue that they remain problematic .4Even thoughmany readers
undoubtedly are familiar with both the theoretical impetus behind sexual
gogy?to
it is
pedagogy,
legislation and the goals of Jane Gallop's
it
the
these
because
to
behind
discourses
worthwhile
deconstruct
logic
remains dominant and largely exclusive inhow we conceptualize desire.
harassment
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567
Christ a Albrecht-Crane
in Sexual
Desire
Harassment
Discourse
discourse,
circlesat institutions
severalyears (notjust inadministrative
nationwide,
at conferences,
in the classroom)
to the extent
which student/
thatsomepeople see itas thedominantparadigmthrough
teacher relationships
(Nelson, Rice).
pedagogy.5 Moreover,
according
to
binaries
aimed at discrediting
our campuses,
sexual
legislation as such. Rather, I am concerned that a pervasive
one
harassment discourse provides
interpretation of desire that, unless
supplemented by other views of desire in teaching situations, risks
and
and
matter).
learning(and life itself,forthat
In her Marxist-feminist
has offered
reading, Catharine MacKinnon
account
of
theorized
and
sexualized
fully
gender oppression
dominance that found itsway directly into sexual harassment legislation.
the most
In thewords
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568
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identity as fundamentally
oppressed.
"Women
are socially
defined as
of those who
MacKinnon's
are
as "women."
sexually oppressed
two levels: first,
of feminism encompasses
understanding
feminist analysis must begin with women's
experience; second, itmust
as
authoritative and authentic. She explains,
privilege that experience
"Women's
lived-through experience,
in as whole
that
will bemade illegalon theirbehalf (26). InFeminismUnmodified,
without apologywithwhat you know
sheurgeswomen to "trythinking
from being victimized" (9). Embedded in the firstassumption that
that as such,
is central lies a second claim?namely,
women's
experience has been characterized and defined by abuse. For
this is one epistemological
unit: to value women on their
MacKinnon,
own terms and to recognize that the category "woman" has been created
women's
experience
through abuse.
Abuse, more specifically, is an expression of power that is clearly
in this culture through male sexuality. MacKinnon
exercised
asserts,
is
"Power
ultimately reducible to physical force, however mediated
sexuality,
and women,
as integrally articu
claims
(219,
benefits, extending
indulgences,
withholding
gender socialization,
the how-to books, the sex therapy are
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569
Christa Albrecht-Crane
threat of sexual abuse. The question is,what can life as a woman mean,
what can sex mean, to targeted survivors in a rape culture?" (149). At a
understands agency to be shaped?
conceptual level, then,MacKinnon
her view of desire. In the current domination
better yet, determined?by
based gender system MacKinnon
argues that one cannot speak about
and agency in the same breath?"interpreting
an expression of women's
agency and autonomy,
women
female sexuality as
as if sexism did not
women
of
of social conditionsof oppressionand exclusion" and "the institution
heterosexuality"
construc
(751). Numerous other feminists have pointed toMacKinnon's
tion of desire as sexual and thus exploitative of women. They lament the
fact that the logic ofMacKinnon's
argument forestalls a recognition of
women's
further analysis. I borrow here from Diana Fuss, who argues that "the
danger (and the usefulness) of' always already' is that it implies essence,"
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570
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speaks
to show
scares me.
It scares me because
itmeans
thatwe have no
negative
characterization
of desire
further
under the rubric of combating racism and sexism" (97). Structurally, the
same kind of argument can be made regarding sexual harassment dis
course: "sexual harassment" becomes sexual harassment at themoment
thatitisaffirmed
practice.
by a court(orMacKinnon) as a discriminatory
Desire becomes articulatedto sex discriminationand by this linkage it
desire as sex discrimination.
becomes
ment discourse
becomes
situations
continues
to be
linked
to sexual
harassment
and
thus to
gender oppression.
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571
Christ a Albrecht-Crane
Jane Gallop's
Eroticized
Desire
instead
articulates
desire
to a specific
"dualism
machine"
that codes
it as
eroticism.
Gallop validates women's experiences, including their sexuality and
desires, as a source for agency, self-definition, and personal growth. The
seeming attacks on sexuality in sexual harassment legislation manifest
forGallop
of desire as
holds
that desire
she views
inthe"sexualpart
("Feminism"22). As Gallop definesit,she is interested
of therelationbetween people," includingin teachingsituations,and
in the sense that they intersectwith other affective dynamics, and that they
allow for an expansive
inclusion of various subjects?men,
for in
stance?but
then again,
teacher
emphasizing thematernal, asexual model of the "good woman"
who offers her students the maternal breast (note the singular). For
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572
jac
nameable,
they possess
and
thus locatable
desire,
they are
in subjects. Teachers
have
eroticized. Desire
reposes on
identity.
Gallop writes,
Most of us would recognize that in our own sexual relationships (or those
we would like tohave) our partner is one of thepeople, ifnot theperson,
we
23)
came to a sense ofmy sexual power, ofmy sexuality, as drive and energy"
(Feminist 5). In other words, Gallop marks her desire, her sexual power,
her sexuality. If one person recognizes another person as a self-determin
that
ing subj ectwith desire, then desire functions as a valuable possession
What is at
establishes relationsof agencybetweenwillful individuals.
of thisinitialexperienceshe
ing"(210).As sheexplains, intheaftermath
developed
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573
Christa Albrecht-Crane
argues in "The Teacher' sBreast," would offer her students the traditional
cultural script of the safe,maternal bosom. The "bad teacher," in contrast,
is
eroticizes the teaching moment and derives pleasure from it.What
interesting in this example
teacher
in arguing
of romantic
language
over
of
reductive
logic. Desire
for
to entertain the binary pairs of the "good" and "bad" teacher, the teacher
who uses her erotic power, and the teacher who denies that power. In
new pedagogical
in the
imperative that both eroticizes knowledge
name of liberatory effects and takes every instance of desire as an
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574
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argue.
"The
student, thewoman,
or the disempowered
nist a position"
(232). Gallop
MacKinnonite
making
sexual harassment
(women,
forMacKinnon)
or an ownership
of
(Gallop).7
Affirmative
Desire
On March
Gross
Gross'
Anchor
longdog sled race inAlaska called the"Iditarod"runningfrom
to Nome.
human without
the modern
trapping." He
calls
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575
Christa Albrecht-Crane
understand what you mean. And theybecome closer than other people.
dogs knew me better thanmy wife knows me. I mean really,
seriously, and I'm very close tomy wife. It's just that the bond that
Lead
What
Paulsen
personal
theworld. Paulsen's
growling
as well.
in a nonverbal
In Paulsen's
element in a successful
approaches
to desire
Affect
reveals
volume,
bites
into a madeleine
that suddenly
activates
flood of affective
remembrance
could
I was
cake), but
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narrator trig
of sensations. The narrator
and Proust's
themadeleine
Proust's
exist
as
narrator bites
separate
in to the madeleine,
defining
entities
and
to
a
diatelygive us an extraordinary
joy, signs thatare fulfilled,affirmative,
and joyous"
such becoming-other
marks
ruptures
letme clarify towhat extent the sort of affective connections I have been
describing are, in terms of their logic, quite different from what we
usually call "emotions." Though the two concepts are clearly related,
it.
emotion belongs to the terrain of the subject, while affect exceeds
Massumi
observes, "Emotion is the intensest (most contracted) expres
sion of that capture," which is a capture of affect's unbound intensity into
"formed, qualified, situated perceptions and cognitions" ("Autonomy"
96). Hove, I hate, I suffer, are expressions of subjectified awareness and
in self-conscious
intensities, percepts,
presence.
or sensations?exceed
spective" (96).
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577
Christa Albrecht-Crane
In effect, Massumi
points
to a notion of community-building
and
of connectivity
that exceed
the
explains,
and persis
a different
primal scene, where everything does not stem from the dramas of identity
and reproduction" (265). Harraway's
understanding of human unity as
embedded in friendship, work, shared purposes, pain, mortality, and hope
describes affective unities, not subjectified emotions. Consider, again,
connections.
Deleuze
itworks
understand
affect, explain
of resonance with other bodies; the examples of affective experiences
above all bespeak of a joyous and pleasurable nature (though, certainly,
and what propels them is precisely
affects are not always pleasurable),
desire. Desire
discourse
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jac
much more primary and positive than that, it is a body's potential and
basic drive.9 In its capacity to produce affects, desire thus acts at the level
and Guattari
Proust's
(Thousand 159).
will
you're just depraved_You
. . . otherwise
a
tramp"
you're just
is not j ust
a type of
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579
Chris taAlbrecht-Crane
as well as
organization, structuration applies to how institutional bodies
individual bodies can operate. That is to say, as Foucault explains in his
are "applicable
not only
retreatintothefirstline,"thelineof rigidsegmentarity
(227).We are at
work
in our
of segmentation
and
and collective"
I have outlined here, a liberatory practice would take into account desire
as a significant component in themaking and remaking of culture and
history. In fact, desire's organization and channeling assures that social
church, a classroom),
the system
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meet other people, other bodies. When we try tomake sense of desire in
sexual harassment
terms or the terms provided by a pedagogy
of
we
bind
in
desire
that operate
in
erotics,
up
merely
explanations
above. These
conceptualizing
in the classroom.
happens
Briefly, we
Johnson describes
in the
in his article
"School
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581
Christa Albrecht-Crane
words,
and desire's
in his
about
in those
fleeting moments
of creation
and
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582 jac
in overcoding
school also participates
students' and teachers' experi
ences. Critical and radical pedagogies have indeed been very successful
at analyzing this part of the picture. As a case in point, take the following
statement by Donald Morton and Mas'ud
in their preface to
Zavarzadeh
to be uncontestably
social organizations
is precisely
cannot escape, as David Tyack and Larry Cuban put it, such "organiza
tional regularities, the grammar of schooling"
this
(9).12 However,
normed and norming system is never leak-proof, sealed. It is porous.
book
in his
themselves, or in people they know. One of the authors mentions
e-mail that he has a student who writes about killing himself in "a
. . . that has me on
directness
edge" (157). The teacher gets worried,
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583
Christa Albrecht-Crane
contemplating how to convince his student to go to the counseling
on campus. I need to quote a passage at length:
center
I had Bryan inmy office to talk once. We talked about his book [inwhich
the student-writer
mentions suicide]; then I told him about the counseling
center. I asked him ifhe wanted to go, especially as he had written about
suicidal thoughts and because he had been through a lot and could
probably use someone to talk to, someone who would help him under
stand and deal with his loss. But he said no. The odd thing is thatBryan
has dropped by on other occasions as well. Each timehe sort of sits there,
quietly smiling at me. I guess I sense he is after something more
significant than small talk, so I always
counseling center.
to the
says,
"Because
I'm
stubborn."
shrugs and
smiles.
After what felt like a period of uncomfortable silence, I asked him ifhe
had been to the counseling center.
He said, "No" and smiled.
I smiled back and said, "Well, let's go together rightnow."
"No,
I can't.
I've
got
to go meet
someone
for dinner."
Smile.
(158)
This
is a marvelous
atwork between
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584
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teacher senses that he and his student Bryan have a connection, one that
Bryan seems to enjoy. Ifwe trace this connection back, it is clear that the
is a very firstconnection:
race, gender, class, for instance) reacts to that detail in the student's
writing. In other words, his body is capable of a first affective reaction;
question,
shaped
create
center. The
remarkable
in this exchange
and yet, on an
allows them to
and to create
than they are, to connect momentarily
never
"we
learn by doing
suggests,
something quite stunning. As Deleuze
become
other
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585
Christa Albrecht-Crane
comes back
the teacher and Bryan as an erotic one?Bryan
of an erotic desire and subliminal wish to
For, aligning
affective matters,
in the manner
alistapproaches toresistanceincompositionstudiescertainlydifferfrom
one another, they do share one proposition: that "the question of agency
remains part of the problem of the subject" (125). In contradistinction to
that foreground and privilege the subject as the agent of
approaches
affective
resistance emerges at themoment that the subject
resistance,
to dissolve. Agency
shifts from being something that subjects
possess and control to something that emerges inmoments that under
mine subject-production.
Such moments occur precisely as desire forms
begins
linesof flight.
both as a working
"Resistance,"
trope and distinct disciplinary
a
has
earned
viable
discourse,
already
place in composition scholarship,
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the extent
political struggles for domination and power. At the same time, resistance
as a working concept also retains a marxist emphasis on oppositional
tactics. As
Ian Hunter
theories
explains, in contemporary educational
resistance is conceptualized
around "the famous image of the person as
a self-reflective and self-realising moral agent" (2). These assumptions
culturalcodes" (104).
This vision ofpolitical resistancehas remainedtiedtonotionsof the
subject as the bearer of agency. Compositionists
tend to assume
that
recently An
dreaGreenbaumhas arguedthatpoliticallyinflected
work incomposition
studieshas been shapedbypedagogicalmoves thatcenteron subjectivity
(as Greenbaum
explains, largely introduced by Paulo Freire, via Marx,
and
Hegel,
Fromm). Paraphrasing Stanley Aronowitz, Greenbaum privi
leges "the quest for subjectivity" as "invariably a move toward emanci
that breaks down into two components: "one, that students learn to resist
or cultural representations and institutional
the uncritical acceptance
practices by interrogating rhetoric to uncover itsmotives and values; and
two, that students learn to produce
Greenbaum
which
toGuattari's
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587
Christa Albrecht-Crane
voice
performs
that reduction
readily,
as
it pronounces
that
What I am tryingtoconsiderthroughtheorizingaffect
subjectsdo things.
in this essay is to disarticulate thenotion that subjects possess and
the language of
subject-centered
approaches.
suggests,
however,
is suggested
by
the process
of affective production.
The
with other students, with teachers, with the world around them. Think
again about the example involving the potentially suicidal student Bryan:
community, "sharing
larly positioned
where a (finite)
(only) at theextremeand exposed limitof subjectivity,
exceeds
it
Affect
Self
operatespreciselyas a
(124).
being irrepressibly
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limit-experience,
and escapes
line
our
Massumi
57). We
sense,
affective
moment
for people's
theory of desire that accounts
an opening
seems to provide
to grasping
this
our
cur
of creation and community-building
better. And,
relations
If anything, it ismeant
us think
moment forthinking
beyond thehorizonswe have available at the
about desire in teaching.The Deleuzian theoryof affectI outlinehere
certainly needs to be examined and experienced with caution because, as
any theory, itcannotprovide answers, but can onlyraise more (important)
and Guattari' s
questions. Numerous critics have pointed out thatDeleuze
approach
to social
of them, because
they allow
and Guattari
offermuch
make possible
to think?" (User's
Hardt wonders,
"what
our
are theuseful toolswe findin [Deleuze's] philosophyforfurthering
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589
Christa Albrecht-Crane
theories of emotion and affect we have available.
because
is important work
the capacity to create,
This
together, affectively.
Let's return,
finally,toPerillo's strugglesat theopeningof thisessay
contextualizing
of this particular
teaching mo
mattersbecause itinvolvesboth
ment.And yet,thisteachingrelationship
teacherand studentat a significant
pedagogical level thatpoints to the
social and political
stakes involved.
teaching opportunity
conversations with her student in her office, Perillo commented on their
similarities, but the student "never pursued this thread of our conversa
tions; I assumed that she felt Iwas being too evasive. Iwas the teacher,
and Iwas supposed to keep my distance." Also in retrospect, the teacher
Baudrillard's
reminder:
"Utopia
is never written
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jac
Notes
theway they articulate (in the double sense of the term) their desires, needs
and projects, giving voice to their lived experience as they join their
productive labors to the institutions and social structures they live within"
("Agency" 287). Drawing on this definition of agency, I further emphasize
the direct articulation of desire (and affect,more generally) tohow individu
(108). Psychoanalytic
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ap
Chris taAlbrecht-Crane
591
eggshells and women run from shadows." She supports a more permissive
atmosphere inwhich students and teachers can express (sexual) desire.
6. Here is an important qualification: MacKinnon worked within the
relations, gaining sexual advances from the two students, and retaliating against
themprofessionally when theyrefused her propositions. Gallop was exonerated
completely inone case by theuniversity's Office ofAffirmativeAction, and was
officially reprimanded in the other case for violating the university's sexual
harassment policy prohibiting consensual sexual relations between teachers and
students.These incidents have prompted Gallop topublish Feminist Accused of
Sexual Harassment and "Sex and Sexism: Feminism and Harassment Policy."
For more informationabout the case, see also Talbot. A fascinating interview/
discussion, inwhich Gallop as well as one of her accusers speak up, occurred
as part of thePre/Text "re-interview" series in 1998 (http'V/www.pre-text.com/
ptlist/reinvw.html).
8. Gilles Deleuze writes that a "body can be anything; it can be an animal,
a body of sounds, amind or an idea: itcan be a linguistic corpus, a social body,
a collectivity" (Spinoza 127).
and Guattari point out, desire always emerges and depends on social
organizations: "Desire is never an undifferentiated instinctual energy, but itself
As Deleuze
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592
jac
dynamics of the capitalist economy. Out of these two flows, then, themolar
processes of organization channel desire into the familiar rigid structuresof the
state, family, law, consumerism, labor, and so forth.
11.A resonance: Foucault speaks about libertybeing realized as a practice
teacher" (9).
13.Trimbur argues thatthe term"resistance" seems "to slide across the field
of composition, a kind of floating signifier that everyone recognizes in its
contexts of use but that is hard, nonetheless, to pin down" (3).
14. In fact,Butler criticizesMacKinnon's
approach toprosecuting pornog
as
control
and intendwhat they utter.
that
subjects always
presuming
raphy
30).
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Christa Albrecht-Crane
593
15. Both Worsham and Johnson address this culture of violence and urge
us to consider the affective component of violent student responses. Thomas
Rickert also offers a helpful critique ofwhat he calls "modernist" approaches to
I would like to thank the two anonymous JAC reviewers and my friends and
colleagues Phil Gordon, Kirk Rasmussen, and Charles Stivale.
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