Drawing from interviews and book discussions with eleven women who read popular romance fiction, in this article I examine the affective, embodied, and identificatory reading practices that constitute women's engagements with romance novels. I argue that while these women's reading practices do not resemble what typically are called critical reading practices, they nevertheless produce critical knowledges and should be examined as an alternative framework for approaching texts.
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Stephanie Moody; Identification, Affect, and Escape: Theorizing Popular Romance Reading. Pedagogy 1 January 2016; 16 (1): 105–123. doi: https://doi.org/10.1215/15314200-3158669
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