Beyond taxonomies: Vagrantly “inhabiting” the modernist classroom

This article takes the current transnational turn in modernist studies as entry point to probe how that plays out in the classroom in non-Western locations that are often also the “locales” of that disciplinary shift. I propose a waylaying of the energies of dispersion and diffusion that currently animate the modernist field to decolonize the modernist classroom through a parallel vagrancy, but one focused on recovering the local from these compelling taxonomic shifts. It is quite easy to be sucked under by the adrenaline rush of these expansions of new modernist studies that mirror modernism's own self–mythologies. To resist that, we need to be vagrants inside the classroom, to bring into it the choice pickings from our wider reading and research. Our fealty to the modernist archive and the professional competence incumbent on us notwithstanding, our ability to bring tentative new findings from our own research and readings, can potentially dynamize our teaching spaces, as also our commitment to a more decenterd approach. Ready embraces of belatedly discovered writers into the modernist corpus might make our taxonomies look suitably plural and fashionable but subsume the writers' own demonstrated recalcitrance to those taxonomies. Teaching modernism as a core course with a fixed, prescribed, syllabi comprising largely of the Anglo-American presences such as Virginia Woolf and Joseph Conrad has in some ways released the itinerant in me. Through carefully culled examples from my own teaching of the modernist canon, I argue that a genuine opening of modernist studies within the classroom can come from a tempering of the ‘professional’ by itinerant interludes.