Ludo-literary encounters

2021 ◽  
pp. 1-9
Author(s):  
Andrew Burn
Keyword(s):  
Literary Encounters

Book Reviews

Journeys ◽  
2021 ◽  
Vol 22 (2) ◽  
pp. 83-92
Keyword(s):  
New York ◽  
Twentieth Century ◽  
North Carolina ◽  
University Of Chicago ◽  
Machu Picchu ◽  
Chapel Hill ◽  
The University ◽  
Literary Encounters ◽  
University Of Chicago Press

Randy Malamud, The Importance of Elsewhere: The Globalist Humanist Tourist. Chicago/Intellect, The University of Chicago Press, 2018, vii + 236 pp., ISBN-13: 978-1783208746, $29.50 (paperback).Mark Rice, Making Machu Picchu: The Politics of Tourism in Twentieth Century Peru (Chapel Hill, NC: University of North Carolina Press, 2018), xvi + 253 pp., ISBN 978-1-4696-4353-3, $28.75 (paperback).Jeffrey Mather, Twentieth-Century Literary Encounters in China: Modernism, Travel, and Form (New York: Routledge, 2020), ix + 182 pp., ISBN 978-1-03-208815-0, US $48.95 (paperback).

Frustrated Energies in Modernism’s Female Arrangements

2019 ◽  
pp. 103-122
Author(s):  
Judith Paltin
Keyword(s):  
Racial Minorities ◽  
Good Morning ◽  
Literary Encounters

Judith Paltin entertains a gendered body that necessarily both succeeds and fails in bodying, creating a non-futurity. For women and racial minorities, modes of bodily recognition (or “arrangements,” as Paltin terms them) have been typically seen as frustrated searches for identity that delimit such figures’ abilities for political and agential change. Yet Paltin turns this notion on its head. Examining works including Jean Rhys’s Good Morning, Midnight and Virginia Woolf’s Orlando for what she calls frustrated affective energies—the mass of feelings that arise from literary encounters with such limited arrangements—Paltin finds that such frustrations actually may offer divergent assemblies, assemblies of bodies that “accommodate their unknown, emergent capacities.”

scholarly journals Diverse Learners, Diverse Texts: Exploring Identity and Difference through Literary Encounters

1998 ◽  
Vol 30 (2) ◽  
pp. 273-296 ◽  
Author(s):  
Steven Z. Athanases
Keyword(s):  
Identity Formation ◽  
Ethnically Diverse ◽  
Ethnic Literature ◽  
English Classes ◽  
The Social ◽  
Identity And Difference ◽  
Diverse Groups ◽  
Constructing Meaning ◽  
Sexual Identity Formation ◽  
Literary Encounters

This article reports from a yearlong ethnography that examined two urban loth-grade English classes of ethnically diverse students in which the teachers diversified literature selections for newly designed ethnic literature curricula. The study reports texts students found most memorable and meaningful and analyzes the values students found in their encounters with these literary works. When students identified with characters and texts, they reflected on personal concerns, including family nostalgia and loss; adolescent challenges; and culture, gender, and sexual-identity formation. Literary encounters also fostered discoveries about diverse groups (identified by race, ethnicity, gender, religion, and sexual orientation) that helped students move past stereotyped notions of others. Choices of meaningful works were often tied integrally to ways in which the texts were treated during class time-particularly to activities involving the social processes of constructing meaning, exploring interpretation, and openly discussing issues of culture and identity. The results remind researchers of the need to include in cur-ricular theorizing the importance of instruction that fosters students' thinking about literature, identity, and diversity.

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