Promoting resistant reading in university classrooms: Teaching resources and methodologies

Abstract

This study evaluates the impact of Literature and Male Violence: A Guide for Academic Research (Iribarren et al., 2023) on university students’ self-perceived access to relevant resources, knowledge of key gender studies concepts and forms of violence, and ability to identify male violence in literature. The study employed a longitudinal design with pre- and post-test surveys administered to students enrolled on a contemporary literature course. A secondary aim was to assess students’ perceptions of the innovativeness and usefulness of selected teaching exercises described in the Guide. The findings revealed a significant increase in access to resources on male violence, particularly among male-identifying students. Students also reported improved understanding of gender-related concepts and greater confidence in identifying violence in literary texts. Collaborative exercises were perceived as more innovative, while individual tasks were considered more useful for recognising violence. These results suggest that targeted educational resources can effectively promote resistant reading and enhance students’ gender awareness and analytical skill in literature courses. However, the limited sample size constrains the generalisability of the findings and underscores the need for further research across broader educational contexts.