The English literature classroom as a site of ideological contestation

Author(s):  
Brenton Doecke ◽  
John Yandell
Author(s):  
Socorro Suárez Lafuente

ResumenLa novela inglesa de los últimos años deriva desde la auto/biografía y la metafi cción historiográfi ca hacia teorías de historia espacial, o personajes que responden a las características de pilgrims o nómades. Esta diversifi cación de voces y lugares entra de lleno en los postulados de la intertextualidad y la transnacionalidad cultural, y verifi ca la “disemiNación”. Obras como To the Hermitage o White Teeth establecen los puentes críticos y temáticos que permiten a la literatura inglesa seguir siendo un espacio sincré- tico de fusión y expansión plurinacional: los personajes devienen en un lugar múltiple de infl uencias y vivencias, y se mueven en el espacio y el tiempo para crear la dialogía intertextual que marca la continuidad de la experiencia literaria inglesa.Palabras clave: Metafi cción historiográfi ca, intertextualidad, disemiNación, espacio.AbstractIn the last few years, the English novel moved from auto/biography and historiographic metafi ction towards theories dealing with a spatial history and characters that respond to the defi nition of either pilgrims or nómades. This diversifi cation of voice and place narrates intertextuality and transnational discourses, and validates the possibilities of “dissemiNation”. Novels such as Malcolm Bradbury’s To the Hermitage or Zadie Smith’s White Teeth establish the conditions that make contemporary English Literature a place for synchretic fusion and plurinational expansion: characters become a site for multiple infl uences and experiences, and they move through time and space creating the intertextual dialogue that confers continuity to the literary development in English.Key words: Historiographic metafi ction, intertextuality, dissemiNation, space.


2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Shelley Boyd ◽  
Nicole Hollinson

This article examines the “CanLit Dinner Party”, a multimedia exhibition undertaken in an undergraduate seminar on Canadian literature where food was the central topic. Modelled in part after Judy Chicago’s art installation The Dinner Party, this 24-hour exhibition featured interpretive plates inspired by literary food scenes. As a form of experiential learning, the classroom assignment was designed to enhance the students’ critical appreciation for the art of storytelling through food, to think across disciplines, and to synthesize food-related themes studied over the course of the semester. A departure from essay-writing assignments typically found in English literature courses, the “CanLit Dinner Party” underscored food’s role as a cultural idiom by requiring students to engage with its material dimensions.


2012 ◽  
Vol 55 ◽  
pp. 1259-1264
Author(s):  
Solange Viaro Padilha ◽  
Priscila Fernanda Furlanetto

Author(s):  
Madalina Armie ◽  
◽  
José Francisco Fernández Sánchez ◽  
Verónica Membrive Pérez

The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.


Author(s):  
Sarah McNamer

The past few decades have witnessed a surge of interest in emotion as a subject of study across the disciplines. This has generated important interdisciplinary conversations, opening up new methodologies and new fields, including a field with special relevance to medievalists -- the history of emotion. How can specialists in Middle English literature contribute in more visible and fruitful ways to the history of emotion? This article gestures towards some ways of bridging the disciplinary divide between literature and the history of emotion. It advocates an approach that does not dismiss, but embraces, the "literariness" of literature as a site for the making of emotion in history. It invites Middle English scholars to consider literary texts as scripts for the production of feeling, and it explains how the concepts of performance and performativity can generate new ways of thinking about emotion historically. Finally, it illustrates a method for reading Middle English texts as scripts for the making of emotion in history by analyzing two texts, The Wooing of Our Lord and Sir Gawain and the Green Knight, in their historical contexts.


2011 ◽  
Vol 15 (1) ◽  
pp. 20 ◽  
Author(s):  
Neil Bellew ◽  
Georg Wagener

Camurati-Engelmann disease (CED), or progressive diaphyseal dysplasia, is a rare sclerosing dysplasia of which 250 cases have been described in the English literature. The disease affects one in a million people and is autosomal dominant with variable penetrance. It was initially described by Cockayne in 1920; Camurati was the first to suggest its hereditary nature in 1922. A single case of muscular wasting and marked bone involvement was reported by Engelmann in 1929. As the name suggests, there is progressive hyperostosis and predominant involvement of the diaphyses. The onset of the disease is usually during childhood; patients usually present by puberty and usually before age 30, with limb pain, muscular weakness, waddling gait and easy fatigue. Other symptoms and signs may include delayed growth, reduced muscle mass, anorexia and enlargement of the arms and legs. Systemic manifestations of hepatosplenomegaly, bone marrow dysfunction (anaemia and leucopaenia) and delayed sexual development occasionally occur. In a few patients, abnormal values of bone resorption and formation have been described. Radiologically, the hallmark of the disorder is bilateral, symmetrical cortical thickening of the diaphyses of the long bones on both the periosteal and endosteal sides of the diaphyses. In decreasing order of frequency, the tibia, femur, fibula, humerus, ulna and radius are affected. CED results from disturbance of intramembranous ossification (Fig.1) affecting the long bones, calvaria, mandible and facial bones. There are a few reported cases of involvement of the skull base (a site of endochondral ossification), but these occur in advanced stages.


The teaching of literature component in the English language classroom heavily relies on the traditional methods like "tell them and test them"[1]. Recent development and advancement of technology have called for a transformation in the literature classroom through the incorporation of internet technologies and applications with emphasis on self-directed learning by means of online discussion and negotiation. Thus, this study aims to explore the potential of technology integration in the literature classroom through the utilization of an online discussion platform. The objective is to examine its impact on students' test performance of William Golding's “Lord of the Flies”. This quasi-experimental study was conducted at a university in Iraq and forty-five undergraduate students enrolled in an English language course participated. The students were assigned to groups of four members and collaborated on Facebook Messenger as the online discussion platform for five weeks on various aspects of the novel. Scores from students English literature pre- and post-tests were analyzed descriptively and also using a paired sample t-test. Results revealed that there was a statistically significant increase in the students’ pre and post-test scores. This indicates that the use of online discussions to understand and learn various elements of the literary text was significantly impactful and the approach is recommended for the literature classroom to help improve the students' responses to the text and test performance.


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