This collaborative article reflects on a set of shared practices that were inspired by a Year 3 undergraduate Literary Studies module, which took place in 2018. In co-teaching and learning on this module, the authors found their disciplinary and pedagogic norms unsettled and set adrift (unhomed). This article traces how their processes of working together – in and beyond the University classroom – stimulated a critique of the rational individualist principles which had unconsciously steered their learning and teaching practices until this point. The article includes case studies from the experiences of three students who took the module, and a narrative frame that speaks from the perspective of a collaborative ‘we’ (which includes students and ‘teacher’). The article tests out writing practices which reorient the customary Humanist terms in which educational research is conducted, and which disrupt the objective voice in which pedagogical reflection is often narrated. From this vertiginous perspective, the article also considers the authors’ particular entanglements with the cultural politics of the contemporary UK Higher Education Institution (HEI), and the role of unhomed Humanities teaching as part of the 21C University.

中文翻译：

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无家可归的教学法：与文学合作的流浪和好奇

这篇合作文章反映了一组共享实践，这些实践受到 2018 年本科三年级文学研究模块的启发。在该模块的共同教学和学习中，作者发现他们的学科和教学规范不稳定并漂泊不定（无家可归）。本文追溯了他们在大学课堂内外的合作过程如何激发了对理性个人主义原则的批判，这些原则一直无意识地引导他们的学习和教学实践直到这一点。文章包括来自参加该模块的三名学生的经历的案例研究，以及从协作的“我们”（包括学生和“老师”）的角度说话的叙述框架。这篇文章测试了写作实践，这些实践重新定位了进行教育研究的习惯人文主义术语，并破坏了教学反思经常被叙述的客观声音。从这个令人眼花缭乱的角度，文章还考虑了作者与当代英国高等教育机构 (HEI) 的文化政治的特殊纠葛，以及作为 21C 大学一部分的无家可归的人文学科教学的作用。