Dewa, FloraGenis, Gerhard2023-09-222022Flora Dewa & Gerhard Genis (2022) The Re-membering of Literary Bodies in the Zimbabwean Classroom, Scrutiny2, 27:1, 48-74, DOI: 10.1080/18125441.2023.2211745.1812-5441 (print)1753-5409 (online)10.1080/18125441.2023.2211745http://hdl.handle.net/2263/92402This article explores ways in which literary and physical bodies are interlinked in a high-school English literature classroom in Zimbabwe. In this study, twenty-four Grade 12 learners, who are conceptualised as living human bodies closely connected through intergenerational memory, responded to an indigenous literary body, the set novel The Uncertainty of Hope (Harare: Weaver Press, 2006) by Valerie Tagwira. The learners’ responses were in the form of poems and symbolic poem-drawings. Participants created their own literary bodies, which reflect and re-member their individual and intergenerational experiences of the set text and of literature in general. Importantly, these multimodal literary bodies of learner “re-memberings” represent the interplay among embodied intergenerational experience, the set text as a literary body, and the discussion of the findings as a body of interpretive work.en© Unisa Press 2022. This is an electronic version of an article published in Scrutiny2, vol. 27, no. 1, pp. 48-74, 2022, DOI: 10.1080/18125441.2023.2211745. Scrutiny2 is available online at : http://www.tandfonline.comloi/rscr20.Classroom literatureHigh school learnersLiterary perceptionsLiterary bodiesRe-membering literatureZimbabwean high schoolsUncertainty of hopeSDG-04: Quality educationPostprint Article