‘STRANGE’ RHETORIC AND HOMERIC RECEPTION IN AELIUS ARISTIDES’ EMBASSY SPEECH TO ACHILLES (OR. 52)

2021 ◽  
Vol 68 (2) ◽  
pp. 278-293
Author(s):  
Stephen A. Sansom

This article argues that Aelius Aristides adapts the word atopos (‘strange’, ‘out of place’) as figured speech in his Embassy Speech to Achilles, meaning something that is either illogical according to rhetorical topoi or inconsistent with the text of Homer's Iliad. By doing so, he not only expands the semantic range of atopos but also comments on the rhetorical, intertextual, and pedagogical relationship between oratory and the Homeric tradition.

Author(s):  
Barbara Weiden Boyd

Chapter 7 considers a second central theme in Ovid’s Homeric reception, desire, and its evocation through repetition. The erotic tradition of Homeric reception that Ovid inherited can be seen in the longest extant fragment of the elegiac poem Leontion, in which the Hellenistic poet Hermesianax offers a catalogue of ancient poets and the women they loved. In Tristia 1.6, Ovid expands upon the central trope of this catalogue, in which poetry is personified as the beloved object of a poet’s desire. The love-poet, suggests Ovid, strives continually to renew his love by recreating the great loves of past poetry, aspiring always to surpass them. Discussions of Ovid’s treatment of Penelope in Heroides 1, Calypso in Ars amatoria Book 2, and Circe in the Remedia amoris explore Ovid’s continuing interest in figuring himself as a second Homer by imagining Homer as an elegiac poet.


This collection of essays examines the various ways in which the Homeric epics have been responded to, reworked, and rewritten by women writers of the twentieth and early twenty-first centuries. Beginning in 1914 with the First World War, it charts this understudied strand of the history of Homeric reception over the subsequent century up to the present day, analysing the extraordinary responses to both the Odyssey and the Iliad by women from around the world. The backgrounds of these authors and the genres they employ—memoir, poetry, children’s literature, rap, novels—testify not only to the plasticity of Homeric epic, but also to the widening social classes to whom Homer appeals, and it is unsurprising to see the myriad ways in which women writers across the globe have played their part in the story of Homer’s afterlife. From surrealism to successive waves of feminism to creative futures, Homer’s footprint can be seen in a multitude of different literary and political movements, and the essays in this volume bring an array of critical approaches to bear on the work of authors ranging from H.D. and Simone Weil to Christa Wolf, Margaret Atwood, and Kate Tempest. Students and scholars of classics—as well as those in the fields of translation studies, comparative literature, and women’s writing—will find much to interest them, while the volume’s concluding reflections by Emily Wilson on her new translation of the Odyssey are an apt reminder to all of just how open a text can be, and of how great a difference can be made by a woman’s voice.


2018 ◽  
Vol 41 (1) ◽  
pp. 149-157 ◽  
Author(s):  
Ergin Bulut ◽  
Başak Can

Following the coup attempt in Turkey, former Gulenists made appearances on various television channels and disclosed intimate and spectacular information regarding their past activities. We ask: what is the political work of these televised disclosures? In answering this question, we situate the coup within the media event literature and examine the intimate work of these televised disclosures performed as part of a media event. The disclosures we examine were extremely spectacular statements that worked to reconstruct a highly divided and polarized society through an intimate language. Consequently, these television performances had two functions: ideological and affective. First, these disclosures and television shows chose to foreground sensation and therefore mystified the illegal networks that historically prepared the coup. Second, using a language of regret and apology, these disclosures aimed to teach the audience how to be purified and good citizens through a mediated, pedagogical relationship. Within the vulnerable context of a hegemonic crisis, these disclosures intended to form their own publics where citizens were invited to sympathize with those who made mistakes in the past, ultimately aiming to create national unity and reconciliation.


Author(s):  
Penny Jane Burke ◽  
Claire Cameron ◽  
Emily Fuller ◽  
Katie Hollingworth

Young people in state care not only lose support, usually at 18 years of age, but also experience unequal participation in post-secondary education. This has raised concern about the importance of widening participation (WP) for care-experienced young people (CEYP). However, CEYP are often institutionally stigmatised and this could be worsened by WP interventions that are framed by deficit discourses. Weaving together social pedagogies and social justice theories, the article aims to reframe WP away from deficit discourses through recognition of the systemic, structural and cultural inequalities that most CEYP must navigate to access formal education. We introduce the concept of the relational navigator, in which a pedagogical relationship enables the navigator to ‘pilot’ through complex systems and transitional processes in collaboration with, and through ‘walking alongside’, the CEYP with respect to their lived contexts and experiences. This article draws from the reflections of WP navigators situated in two small-scale WP projects, one in an English museum and the other in an Australian university. Our analysis of the reflections of the WP project navigators is offered as a preliminary exploration of the potential the relational navigator as a way to shift deficit discourses and work towards a reframing of WP through a social pedagogical perspective.


Author(s):  
Carmen Pérez-Fragoso

The case presents an analysis of the postings of a group of online teachers from a Mexican public university as they confront the challenges and rewards of their day-to-day teaching activities. They commented on their problems and accomplishments in a discussion forum during one semester. The problems included academic-administrative issues, difficulties of students in the appropriation of the platforms and the self-regulation of their learning, time management, negotiation and penalization of tasks delayed, and other pedagogical concerns to the lack of institutional support. The findings suggest that the problems that online teachers face share specific characteristics and, according to the teachers, are mostly due to the pedagogical relationship being technologically mediated. Through the analysis, the author hopes to illustrate the complex technological, organizational, and cultural issues that accompany online teaching and learning, and how the institution and the individual teachers dealt with them.


2020 ◽  
pp. 16-45
Author(s):  
Sarah Meer

This chapter introduces precursors to the claimant—the theatrical Yankee and his vehicle the trip play, in which Britons travelled to the United States, or Americans to Britain. The trip plays cast light on Frances Trollope’s Domestic Manners of the Americans, and on Dickens’s Martin Chuzzlewit and American Notes. In Tom Taylor’s Our American Cousin, a trip play involves a claimant, inaugurating patterns evident in the structure and characterization of subsequent claimant texts. The chapter relates mid-century transatlantic tensions to the creation and staging of Our American Cousin, as reflected in Great Exhibition dramas and the newsprint duels of The Times and the New York Herald. It also suggests that the play drew on a pedagogical relationship between Tom Taylor and an American student at Cambridge, Charles Astor Bristed.


Author(s):  
Ahmad Ewais ◽  
Duaa Abu Samara

Widespread adoption of MOOCs got researchers interest to support learners in their learning process. However, most of provided courses are teacher-centered approach rather than learner-centered approach. One of the possible solutions to enhance the learning process is to enable learner to learn a course that achieve a number of Intended Learning Outcomes (ILOs). Therefore, the main goal of this research work is to propose an approach for adapting MOOCs learning materials based on ILOs using classification algorithm namely Naïve Bayesian algorithm. Furthermore, the proposed approach considered the pedagogical aspects by generating a learning path based on the pedagogical relationship between learning concepts which are mapped to learning materials. As a result, the learner will be able to follow a course generated automatically based on selected ILOs and pedagogical relationships. To validate the proposed approach, a prototype has been developed and the effectiveness of the adopted technique has been validated using a precision-recall indicator. The results were promising as the precision-recall indicators provided interesting results in the classification process.


Sign in / Sign up

Export Citation Format

Share Document