Abstracts

This essay argued the importance of literary theory in the classroom. As a teacher, it is possible to achieve the empathetic goals of the English curriculum and Judith A. Langers ambition of literate thinking by using poetry and literary theory in school. The essay demonstrated this with a Lacanian reading of Percy Bysshe Shelleys poems To a Skylark and Ode to the West Wind. The analysis focused on readable and unreadable aspects of the poems. The readable aspects centred on the role of the Imaginary in To a Skylark and the representation of the fragmented body in Ode to the West Wind. Furthermore, the unreadable elements of the poetry demonstrated the discrepancy between the performative and declarative dimensions and the role of the pathetic fallacy in the signifying chain. Finally, this essay argued that, although all aspects of psychoanalytic literary theory should not be used in the classroom, elements of Lacanian thought can be used to combat the prevalence of individualism in Swedish upper secondary schools.