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Literature, Pedagogy, and Curriculum in Secondary Education
This book argues for the importance of literature studies using the historical debate between the disinterested disciplines (“art for art’s sake”) and utilitarian or productive disciplines. Forgoing the traditional argument that literature is a unique spiritual resource, as well as the utilitarian thought that literary pedagogy promotes skills that are relevant to a post-industrial economy, Guiney suggests that literary pedagogy must enable mutual access between the classroom and the outside world. It must recognize the need for every human being to become a conscious producer of culture rather than a consumer, through an active process of literary reading and writing. Using the history of French curricular reforms as a case study for his analysis, Guiney provides a contextualized redefinition of literature’s social value.
From Vocal Poetry to Song
Although the song is often the subject of monographs, one of its forms remains insufficiently researched: the vocalised song, communicated to the spectator through performance. The study of the song takes one back to the study of vocal practices, from aesthetic objects to forms and to plural styles. To conceive a song means approaching it in its different instances of creation as well as its linguistic diversity. Jean Nicolas De Surmont proposes ways of research and analysis useful to musicians, musicologists, and literary critics alike. In his book he takes up the issue of vocal poetry in addition to examining the theoretic aspects of song objects. Rather than offering an autonomous model of analysis, De Surmont extends the research fields and suggests responses to debates that have involved everyone interested in vocal poetic forms.
Finding the Plot
“Plot”, writes Peter Brooks, “is so basic to our very experience of reading, and indeed to our articulation of experience in general, that criticism has often passed it over in silence…” (Reading for the Plot, xi). Finding the Plot both explores and helps to redress this critical neglect. The book brings together an international group of scholars to address the nature, effects and specific pleasures of consuming stories. If the central focus is on France and popular literary fiction, the book’s scope – like contemporary fiction itself – observes no national frontiers, and extends across a variety of media. The book addresses both the empirical question of which genres and types of text have been and are most “popular”, and the theoretical questions of how plots work, what pleasures they offer to readers, and why it matters that the plot should not be lost.
Le roman français au tournant du XXIe siècle
Ce recueil est structuré en six parties : Autofictions, Histoire, Généalogies, Fiction(s) en question, Espaces, limites, bougés et Légitimités. Le texte des interventions est complété d'entretiens avec Philippe Sollers, Richard Millet et Christian Oster
Teaching Language and Literature On and Off-Canon
Language and literature teaching are a keystone in the age of STEM, especially when dealing with minority communities. Practical methodologies for language learning are essential for bridging the cultural gap. Teaching Language and Literature On and Off-Canon is a critical research publication that provides a multidisciplinary, multimodal, and heterogenous perspectives on the applications of language learning and teaching practices for commonly studied languages, such as Spanish, English, and French, and less-studied languages, such as Latin, Gaelic, and ancient Semitic languages. Highlighting topics such as language acquisition, artistic literature, and minority languages, this book is essential for language teachers, linguists, academicians, curriculum designers, policymakers, administrators, researchers, and students.
Problems of and Perspectives on Language Acquisition
This volume brings together a selection of articles about research conducted on language acquisition in the Baltic States, in Latvia and Lithuania; a field which has witnessed massive growth in recent years. It will stimulate the reader to ask questions, think of solutions, argue and propose counterarguments with regards to language acquisitions in this region. The driving force in this field is dialogue and argumentative discussion, not utilitarian notes and advice, and, through detailing a range of views on language acquisition problems and perspectives, this volume achieves that aim.
Roland Barthes Writing the Political
With typical rhetorical flourish and beholden to paradox, Roland Barthes defines his work on ‘myth’ as an attempt to ‘define things’; and yet he is known foremost for his work on language. The aim of this book is to take ‘things’ here as social relations, objects and other human beings with which the self interacts. It does so via language. And language in Barthes’s conception is double: alienating, alienated on the one side; liberating, inspiring on the other. It is this double that we investigate in this book: A spectre is haunting Barthes studies, the spectre of dialectics; and the spectral presence of dialectics is what we will define in this book as the Barthesian ‘spirit’, in both senses of the word, that is, haunting his analyses and, at once, providing us with a double approach. ‘I have tried to define things, not words’ (Barthes 2009, 131n1).
A Diffuse Murmur of History
After decades of uncomfortable silence, Spain has now started dealing with its violent twentieth-century past. In recent years, a vibrant memory discourse has emerged in Spanish society: the number of films, TV series, newspaper articles, history books, and memorials dedicated to the Civil War of 1936-1939 and the ensuing dictatorship of Franco has increased dramatically. Literature has also played its part in provoking and maintaining this memory boom, and as a consequence, the study of contemporary Spanish novels has started revolving around questions on the responsibility of the author, on the impact of literature in society, on its role in shaping memories, and on its ethical status. This book takes up these questions in an attempt to combine the outlook of collective memory studies with the theoretical demands of Poststructuralist theories. Focusing on themes such as haunting and the uncanny, nostalgia, the Bildungsroman genre, and autobiography, its author analyses memory narratives in fourteen novels by foremost Spanish authors like Javier Marías, Luis Goytisolo, Enrique Vila-Matas, and Manuel Vicent. -- From publisher's website.
Poetics Today
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