It was almost a decade ago that I first read Mark Bracher’s powerful essay “Transference, Desire, and the Ethics of Literary Pedagogy.” At that time I was a fairly fresh post-secondary instructor, beginning my doctoral studies and feeling my way between literary theory and pedagogical theory. In this essay Bracher argues that “transference is ubiquitous in literature classes” (128). From my own experiences in the classroom, as both student and teacher, I cannot dispute Bracher’s assessment.
