Writers’ and Readers’ Traditions

2019 ◽  
pp. 195-208
Author(s):  
Peter Mack
Keyword(s):  
Original Work ◽  
Literary Canon ◽  
Literary Traditions ◽  
Literary Education

This concluding chapter reflects on the various ways in which authors have used their reading of previous writers. The examples discussed in the previous chapters show both that great original work often involves heavy reliance on previous authors and traditions and that this reliance has different aspects and forms. From here, the chapter turns to two issues: canon and nationalism. It considers what this study of literary traditions has suggested about what students should be expected to read as part of their literary education. The chapter suggests the use of the distinction between readers' and writers' traditions, which has emerged from these studies to address the question of the literary canon. It also considers how we define the literary traditions which writers can benefit from studying, and what would be a good canon of reading for someone who wants to write.

Salinas, Raúl

2020 ◽  
Author(s):  
Louis G. Mendoza
Keyword(s):  
Human Rights ◽  
Latin American ◽  
Hip Hop ◽  
Life Writing ◽  
Spoken Word ◽  
Literary Canon ◽  
Free Verse ◽  
Literary Traditions ◽  
Prisoner Rights ◽  
Literary Output

The poetry, memoirs, essays, letters, prison journalism, and other forms of writing by Raúl Salinas (1934–2008) were grounded in his commitments to social justice and human rights. He was an early pioneer of contemporary Chicano pinto (prisoner) poetry whose work was characterized by a vernacular, bilingual, free verse aesthetics. Alongside other notables like Ricardo Sánchez, Luis Talamentez, Judy Lucero, and Jimmy Santiago Baca, Salinas helped make Chicana and Chicano prisoner rights an integral part of the agenda of the Chicana/o Movement through his writing and activism while incarcerated (1959–1972) and following his release. He was also a prolific prose writer in prison, and much of his journalism, reflective life writing, essays, and letters from his archives were published following his release. As important as his literary and political production in prisons was for establishing his literary recognition, it is important to note that the scope of his writing expands well beyond his prison experience. Though his literary and political interventions were important to a still emergent Chicana and Chicano literary, cultural, and political aesthetic, he was influenced by, but was not limited to, American and Latin American literary traditions. Given the scope of his life’s work, his indigenous and internationalist commitments, Salinas’ literary output make him a Xicanindio (indigenous identified Chicano) poet, a Latino internationalist, as well as a spoken word jazz and hip-hop artist whose work engaged, adapted and transformed elements of the American literary canon.

scholarly journals Nationalism and Hungarian Education Policy: Are the Literary Works of Cécile Tormay, József Nyirő, and Albert Wass Appropriate for the Hungarian School Curriculum?

2015 ◽  
Vol 7 ◽  
pp. 303-319
Author(s):  
Ágnes Huszár
Keyword(s):  
Education Policy ◽  
Role Models ◽  
Literary Work ◽  
School Curriculum ◽  
Literary Canon ◽  
National Socialist ◽  
Compulsory School ◽  
Literary Works ◽  
Literary Style ◽  
Literary Education

Recently there have been attempts in Hungary to rehabilitate authors with nationalist, anti-Semitic, and national socialist views and integrate them into Hungarian literary canon, including the suggestion that the works of Cécile Tormay, József Nyirő, and Albert Wass become compulsory school literature. Since one of the most important goals of Hungarian literary education is to reinforce a sense of Hungarian nationalism, the focus is primarily on the authors rather than their literary works and they tend to be presented as role models to students. This paper aims to show that, given that the three authors mentioned above have publicly participated in anti-Semitic and pro-Nazi activities, it would be unethical to place them in a position where they may be lauded as role models for children. It is also argued that only a small part of the literary work of these three authors can be considered aesthetically valuable while all of them had written works containing anti-Semitic and faux-historical elements. Both the authors’ choice of topic and their literary style makes them unsuitable as compulsory school literature for children.

scholarly journals Dyskretna apologia starości w twórczości Milana Kundery

2017 ◽  
Vol 163 ◽  
pp. 567-579
Author(s):  
Anna Maria Skibska
Keyword(s):  
Old Age ◽  
Modern World ◽  
Literary Canon ◽  
Literary Traditions ◽  
History Of

A discreet apology of old agein the works of Milan KunderaIn the essay, the titular problem of old age is related to the great literary canon, within which the history of novel is established and developed. The canon itself, in terms of H. Bloom, means a perpetual and creative source of struggle against the literary traditions’ influence, which is also to shape Kundera’s novels and essays. Thus the old age is conceived as abroad metaphor consisting of the great works of the great precursors, who invented us along with our modern world. Furthermore, Kundera allows his readers to associate the old age motif with awide range of often opposite properties alike slowness, carefulness, lightness, triviality, laughter, transparence, non-presence, or non-essence, etc. These properties are rendered by aseries of the writer’s favorite figures, to which belong: irony, ellipsis, and litotes that are to determine the central motif of vis comica inherited by Kundera from his masters, Cervantes, Rabelais, Diderot, and Sterne.Diskrétní apologie stáří v díle Milana Kundery V článku je problematika stáří konfrontována s evropským literárním kánonem, který obsahuje avytváří dějiny evropského románu. Tento kánon, v souladu s teorií Harolda Blooma, tvoří nekonečný tvůrčí zdroj boje s literární tradicí, boje, který se rovněž zrcadlí v románech Milana Kundery. V jeho díle je stáří zobrazeno jako široce chápaná metafora děl velkých spisovatelů, kteří jsou zodpovědni za obraz současného světa. Kundera pracuje s motivem stáří asrovnává ho s celou škálou témat, která ho zajímají, tzn. s retardací, opatrností, lehkostí, triviálností, humorem, průhledností, nepřítomostí, bezvýznamností apod. K zobrazení těchto témat využívá své oblíbené figury: ironii, elipsu alitotésu, které determinují problematiku vis comica, přejatou od oblíbených předchůdců. Jsou mezi nimi Cervantes, Rabelais, Diderot aSterne.

scholarly journals TRADITIONS AND INNOVATIONS IN SCHOOL LITERARY EDUCATION IN EUROPE

2021 ◽  
Vol 23 (79(1)) ◽  
pp. 14-17
Author(s):  
E.V. Getmanskaya ◽  
Keyword(s):  
Secondary School ◽  
Language Policy ◽  
Social Values ◽  
Literary Work ◽  
Main Function ◽  
Educational Context ◽  
Literary Canon ◽  
The European Union ◽  
Literary Education ◽  
Moral Attitudes

The topic of the article is the main problems of the functioning of fiction in secondary school, the traditional interpretation of the educational function of literature for the European paradigm, the representation of the literary canon in the European school, the educational context of the concepts "literature"and " reader". Reading fiction at school remains not only at the center of European curricula, but also at the center of the entire cultural and socioeducational European discourse, and, above all, because of the importance of this subject in the process of forming the personality of the younger reader. In the document regulating the language policy in the European Union (Language Policy Division, 2009), fiction is considered as a factor contributing to the development of personality. Personality formation is a generally recognized function of reading literature, it contributes to the formation of moral attitudes and social values, the document says. A number of researchers call such views on literature moralistic (Witte, Maslowski Pike, etc.). Other educational scientists go further in assessing the moral impact of literature on the adolescent reader and consider it as a way of learning about religion and as support for the reader in accepting certain religious values (Iseghem, Collins). Lewis and Petrone connect the process of forming the identity of a teenage hero, reflected in a literary work, and the construction of the identity of a teenage reader. They note that teenage readers are more willing to read literature that reflects the stage of life at which they themselves are. The main function of literature focused on the reader – pleasure − is perhaps the most obvious in European pedagogy. Soetaert and Felski believe that literary education, first of all, should stimulate the pleasure of reading; the magical effect of fiction is its main purpose.

scholarly journals The Russian Classical Literary Heritage and the Basic Concepts of Soviet Literary Education

Slavic Review ◽  
1972 ◽  
Vol 31 (3) ◽  
pp. 626-638 ◽  
Author(s):  
N. N. Shneidman
Keyword(s):  
Nineteenth Century ◽  
Women Characters ◽  
Literary Work ◽  
Educational Programs ◽  
Soviet Period ◽  
Literary Traditions ◽  
Literary Education ◽  
Literary Heritage ◽  
Russian Literary ◽  
Basic Concepts

Every effort is being made to retain in the literature programs of the Soviet schools and universities all the best work of the Russian literary giants of the nineteenth century. There is even a trend in Soviet scholarship to place the best literary work of the Soviet period in the tradition of the nineteenth-century Russian classics. Lenin repeated time and again that it was necessary “to assimilate critically all that is valuable from the preceding culture.” Some Soviet scholars go even further and claim that socialist realism and its best representatives are continuing the literary traditions of the great nineteenth-century Russian writers. Konstantin Fedin is thought of as one who continues Turgenev's “traditions of intellectualism” and shares his ability to be “a chronicler of his epoch, a creator of unforgettable women characters,” and Sholokhov is regarded as a writer who further develops Tolstoy's style. Some Soviet critics even complain because there is no visible link in the educational programs to connect Mayakovsky with Pushkin and Lermontov.

A Critical Heritage: Virginia Woolf, Leslie Stephen, and Walter Scott

2018 ◽  
Author(s):  
Danielle Gilman
Keyword(s):  
Literary Criticism ◽  
Virginia Woolf ◽  
Literary Canon ◽  
The Road ◽  
Strong Case ◽  
Critical Engagement ◽  
Literary Education ◽  
Walter Scott ◽  
Critical Heritage ◽  
Critical Writings

“Questions of affection are, of course, always disputable. I can only reiterate that while I would cheerfully become Shakespeare’s cat, Scott’s pig, or Keats’s canary […] I would not cross the road (reasons of curiosity apart) to dine with Wordsworth, Byron, or Dickens” – Woolf, review of David Copperfield in Dickens’s Complete Works, p. 225. On the occasion of her fifteenth birthday, Virginia Woolf received J. G. Lockhart’s Life of Scott from her father, Sir Leslie Stephen—a Walter Scott devotee. Critics often mark Woolf’s enduring interest in Scott to be a function of grief or nostalgia. Although her diaries, letters, fiction, and critical writings are rife with mentions of the Scottish novelist, such mentions have largely been ascribed to Woolf’s attempts at preserving the memory of Leslie Stephen. However, in this paper I argue that Woolf’s interest in the “masterly” Scott moved beyond simple interest and speaks to the origins of her interest in literary criticism. Focusing specifically on Leslie Stephen’s 1871 article for Cornhill Magazine entitled “Hours in a Library with Walter Scott,” and Virginia Woolf’s 1924 article “The Antiquary,” I will analyze both their critical engagement with Scott and also the suggestions that even considering Scott’s shortcomings, there is a strong case to be made for his inclusion in the literary canon. Indeed, the “superb genius” of Scott is something worthy of both preservation and veneration, Woolf believes; after all, it was in the study of the fiction and writings of Walter Scott in which Woolf’s own literary education and novelistic intentions were born (Woolf, Essays II, 218).

scholarly journals Det affektive møtet mellom tekst og lesar: Tre postkritiske inngangar til å velja skjønnlitteratur i morsmålsfaget

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Per Esben Myren-Svelstad
Keyword(s):  
Affect Theory ◽  
Literary Texts ◽  
Literary Canon ◽  
Management By Objectives ◽  
Literary Education ◽  
Starting Point ◽  
Imaginative Literature ◽  
Analytical Category ◽  
Core Practice ◽  
Selection Of

Artikkelen identifiserer val av skjønnlitteratur som ein kjernepraksis i morsmåls-undervisninga, der det i liten grad finst forsking på eksisterande praksis og teoretiske grunnlagsproblem. Det er til det sistnemnde feltet artikkelen søkjer å bidraga, ved å opne opp og nyansere diskusjonen om premissar for litteraturval. Artikkelen er todelt. Den fyrste delen er ei metateoretisk drøfting av dei ulike syna på skjønnlitteratur og litteraturundervisning som er i spel i kanon- og utvalsdebattar. Drøftinga bruker dikotomien kvalitet/representativitet som tankefigur for å klårgjera skiljeliner, samanfall og uteoretiserte premissar i dei ulike haldningane. Med utgangspunkt i dette blir det argumentert for at eit dialogisk syn på litterær kompetanse, saman med postkritisk teori, kan danne eit meir fruktbart utgangspunkt for å reflektere over kva litteraturen gjer i møte med lesarar, og dimed kva for grunnlag ein vel litteratur ut frå. Den andre delen føreslår å didaktisere postkritisk teori ved å skildre tre inngangar til litteraturvalet. Desse inngangane kan sjåast som grunnlag for å velja litteratur, men òg som kategoriar for å skildre kva som skjer i møtet mellom lesarar og dei skjønnlitterære tekstene i morsmålsfaget. Avslutningsvis blir den presumptive konflikten mellom estetisk utforsking og didaktisk målstyring drøfta, og det blir argumentert for at litteratursynet artikkelen skildrar, stør opp under ei problembasert litteraturundervisning. Nøkkelord: litteraturdidaktikk, litterær kompetanse, litterær kanon, litterær etikk, postkritikk, affektteori The affective encounter between text and reader:Three postcritical approaches to the choice of literature in L1 education AbstractThe article identifies the selection of literature as a core practice in L1 education on which there is a limited amount of research on existing practices and theoretical assumptions. Seeking to contribute to the latter, the article suggests ways to open and nuance the discussion around the selection of literature. The article consists of two main parts. The first part offers a metatheoretical discussion of the differing views on imaginative literature and literary education at stake in discussions of the literary canon and literature selection. The discussion employs the dichotomy quality/representativity as analytical category in order to highlight fissures, overlaps and untheorized assumptions in the differing viewpoints. Hence, it is argued that a dialogical understanding of literary competence, in conjunction with postcritical theory, may form a more productive starting point for reflections on what literature does in encounters with readers, and thus on what basis literary texts are selected. The second part of the article suggests a pedagogization of postcritical theory by describing three approaches to the selection of literature. These approaches can be regarded as a basis for selection, but also descriptive categories of what happens in the encounter between readers and texts in the context of L1 education. In conclusion, the supposed conflict between aesthetical exploration and pedagogical management by objectives is discussed, and it is argued that the notion of literature described in the article supports a problem-based literary instruction. Keywords: literary education, literary competence, literary canon, literary ethics, postcritical theory, affect theory

Instruction for authors

2018 ◽  
Vol 1 (2) ◽  
pp. 75-79
Author(s):  
Abdulghani Alsamarai
Keyword(s):  
Original Work ◽  
Wide Spectrum ◽  
Case Reports ◽  
Editorial Policy ◽  
High Standard ◽  
Publication Ethics ◽  
Current Interest ◽  
Medical Sciences ◽  
Medical News ◽  
Review Articles

Introduction   The International Journal of Medical Sciences [IJMS], ISSN 2522-7386, is a peer-reviewed, 3 issues published annually. Authors are invited to submit for publication articles with a wide spectrum of coverage reporting original work, in the fields of medicine, nursery, dentistry, and pharmacy sciences. Review articles are usually by invitation only. However, Review articles of current interest and high standard will be considered. Prospective work should not be back dated. There are also sections for Case Reports, Brief Communication, correspondence and medical news items. Authors should read the editorial policy and publication ethics before submitting their manuscripts. Authors should also use the appropriate reporting guidelines in preparing their manuscripts

The Spanish Reception of Le Sacre du Printemps (1913–1936)

2018 ◽  
Vol 36 (1) ◽  
pp. 48-66
Author(s):  
Idoia Murga Castro
Keyword(s):  
Nineteenth Century ◽  
Civil War ◽  
Spanish Civil War ◽  
Original Work ◽  
Silver Age ◽  
Avant Garde ◽  
Ballets Russes ◽  
Rite Of Spring ◽  
Le Sacre Du Printemps ◽  
Cultural Expansion

Centenary celebrations are being held between 2016 and 2018 to mark the first consecutive tours of Diaghilev's Ballets Russes in Spain. This study analyses the Spanish reception of Le Sacre du Printemps (The Rite of Spring) (1913), one of its most avant-garde pieces. Although the original work was never performed in Spain as a complete ballet, its influence was felt deeply in the work of certain Spanish choreographers, composers, painters and intellectuals during the so-called Silver Age, the period of modernisation and cultural expansion which extended from the end of the nineteenth century to the beginning of the Spanish Civil War.

Katherine Mansfield and Translation

2015 ◽  
Keyword(s):  
Twentieth Century ◽  
Central Place ◽  
Literary Texts ◽  
Katherine Mansfield ◽  
Literary Language ◽  
Specific Interest ◽  
Literary Traditions ◽  
Political Ideas ◽  
Key Features ◽  
Critical Interest

Our understanding of Anglophone modernism has been transformed by recent critical interest in translation. The central place of translation in the circulation of aesthetic and political ideas in the early twentieth century has been underlined, for example, as well as translation’s place in the creative and poetic dynamics of key modernist texts. This volume of Katherine Mansfield Studies offers a timely assessment of Mansfield’s place in such exchanges. As a reviewer, she developed a specific interest in literatures in translation, as well as showing a keen awareness of the translator’s presence in the text. Throughout her life, Mansfield engaged with new literary texts through translation, either translating proficiently herself, or working alongside a co-translator to explore the semantic and stylistic challenges of partially known languages. The metaphorical resonances of translating, transition and marginality also remain key features of her writing throughout her life. Meanwhile, her enduring popularity abroad is ensured by translations of her works, all of which reveal sociological and even ideological agendas of their own, an inevitable reflection of individual translators’ readings of her works, and the literary traditions of the new country and language of reception. The contributions to this volume refine and extend our appreciation of her specifically trans-linguistic and trans-literary lives. They illuminate the specific and more general influences of translation on Mansfield’s evolving technique and, jointly, they reveal the importance of translation on her literary language, as well as for her own particular brand of modernism.

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