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Report to UCL Octagon Small Grants Fund Sarah Gibbs 1 Conference: Rebel? Prophet? Relic? Perspectives on George Orwell in 2019
Report to UCL Octagon Small Grants Fund Sarah Gibbs 1 Conference: Rebel? Prophet? Relic? Perspectives on George Orwell in 2019 24-25 May 2019 University College London (UCL) Conference Programme Summary UCL’s first George Orwell conference, Rebel? Prophet? Relic? Perspectives on George Orwell in 2019, took place on May 24th and 25th. The event explored all aspects of the author’s oeuvre and presence in popular culture, from the continuing significance of his masterpiece, the political dystopia Nineteen Eighty-Four (1949), to his relationship to the British Empire and mid-century Fascism. Panelists discussed his reception history in different parts of the world, and adaptations of his work in a variety of media. The speaker list was international, and truly interdisciplinary. Presenters, who were academics, theatre directors, video game designers, authors, journalists, and members of the Armed Forces, traveled Report to UCL Octagon Small Grants Fund Sarah Gibbs 2 from Australia, Canada, Iraq, the United States, China, Germany, Scotland, and all parts of England to participate. The conference brought together a number of Orwell-focused organizations and institutions: the Orwell Foundation, the Orwell Society, and UCL Special Collections, holder of the Orwell Archive. Approximately forty members of the public also joined the event. The support of the Octagon Small Grants Fund not only allowed scholars to participate in a conference dedicated to Orwell, very few of which exist, but also enabled the University to positively engage with the community and publicize its projects and collections. Twitter: @UCL_Orwell_2019; #UCLOrwell2019 Report In 1945, George Orwell wrote of war-time rumours that American troops had come to England to thwart a communist revolution: “One has to belong to the intelligentsia to believe things like that. -
Literature and Propaganda in George Orwell's Essays
LITERATURE AND PROPAGANDA IN GEORGE ORWELL'S ESSAYS Nina Sirkovi ć University of Split, Croatia [email protected] Abstract The paper explores the idea of manipulating language for the purpose of sending emotional messages and creating impressions in order to frame the reality to one's intentions. Among many other writers, George Orwell pointed out the social and political determination of literary writing and the author's responsibility in shaping the public opinion. In his essays, Orwell challenges the position of literature and art in general, concerning the society and political situation of his age. He questions the role of the writer in the age of totalitarianism, when the attitude to art is politically coloured and the integrity of the artist is threatened. The aim of the paper is to analyse several of Orwell's essays written between 1940 and 1949 in order to determine to what extent the relationship between art and politics is possible, provided that the artists still preserve their own sincerity and, as Orwell calls it “honest language“. Key-words: loaded language,literature, art, propaganda, totalitarianism. Introduction The world we live in is highly determined by the politics which influences our way of living, not only in a materialistic sense, but also determining in a great proportion our thinking, decision making and consequently, acting. Although loaded language is present in almost every aspect of human communication, politically loaded language can be dangerous since politics affects viewpoints of an enormous number of people, sometimes whole nations. Freely and Steinberg claim that loaded language provides many possibilities for obstacles to clear thinking. -
28) Musical Practices; Epilogue
ARTICLE Epilogue In no way do we believe in a fine-arts system; we believe in very diverse problems whose solutions are found in heterogeneous arts. (Deleuze and Guattari, A Thousand Plateaus, 1987, p.331) We began our explorations by identifying and studying: • Written sources as might be found in newspapers • Written sources as might be found in historical data in Singapore • Reports of societies, trusts, • Magazines and monthly reviews • Straits Settlement ordinances/Penal Codes • Oral History Archives • Dissertations on studies in Music as practised in Singapore • Memoirs by those who had lived in Singapore in the past as well as those by private sources • Payment records for services rendered by musicians • Collections of photographs, private recordings, concert programmes, pamplets • Private collections • Journals • Oral interviews with practitioners Our search in written sources yielded very little information at first. In some instances the writings presented the hazard of single monolithic view, bordering on hegemonic discourse. More information arrived by searching for music’s complicity in beyond purely artistic events. By this stage it was felt necessary that oral interviews although more risky and uncertain might help shed light on scarcity of sources, resources and help build an understanding of each musical practice based on the view in the ‘field’ and an alternative reading of newspaper or particular discourse. A number of informal networks were built, based on word of mouth requests for information, building up network -
Composing, Revising, and Performing Suzhou Ballads: a Study of Political Control and Artistic Freedom in Tanci, 1949-1964
Composing, Revising, and Performing Suzhou Ballads: a Study of Political Control and Artistic Freedom in Tanci, 1949-1964 by Stephanie J. Webster-Cheng B.M., Lawrence University, 1996 M.A., University of Pittsburgh, 2003 Submitted to the Graduate Faculty of Music Department in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2008 UNIVERSITY OF PITTSBURGH MUSIC DEPARTMENT This dissertation was presented by Stephanie Webster-Cheng It was defended on [author‟s name] October 31, 2008 and approved by Mark Bender, Associate Professor, East Asian Languages and Literature, Ohio State University Xinmin Liu, Assistant Professor, East Asian Languages and Literature Wenfang Tang, Associate Professor, Political Science Andrew Weintraub, Associate Professor, Music Akin Euba, Andrew W. Mellon Professor of Music, Music Dissertation Advisor: Bell Yung, Professor of Music, Music ii Copyright © by Stephanie J. Webster-Cheng 2008 iii Composing, Revising, and Performing Suzhou Ballads: a Study of Political Control and Artistic Freedom in Tanci, 1949-1964 Stephanie J. Webster-Cheng, PhD University of Pittsburgh, 2008 This dissertation explores the dynamics of political control of the arts and artistic freedom in the musical storytelling art of Suzhou tanci between 1949 and 1964, years marked by extensive revision of traditional performance repertoire, widespread creation of new, contemporary-themed stories, and composition of boldly innovative ballad music. I examine four stories and ballads either composed or revised during this time, looking broadly at the role of the State in the creative process. I consider the role of high-ranking officials whose personal comments to artists shaped their creative processes, and the role of societal political pressure placed on artists through political movements and shifting trends in the dramatic arts. -
Critical Thinking and Active Reading Important Notice
Critical Thinking and Active Reading Important notice: At the end of this presentation there is a link to a Google Forms quiz. You must score an 80% or higher to pass the quiz. Please take your time viewing and studying this material before you proceed with the quiz. Objectives • Define critical thinking • Provide strategies for thinking critically • Make inferences and synthesize evidence • Define active reading • Demonstrate effective active reading techniques • Analyze literary passages Hook: Why do children ask “why”? The naturally curious nature of children regularly compels them to understand the world around them through exploration and inquiry. This helps them establish their world view because it allows them to make sense of what they encounter and perceive daily. Conversely, adults tend to forget this seminal curiosity because they rely on common sense and empirical evidence. However, to think critically, it is essential that we recover the inquisitive minds we had as children that often asked ‘why’. Critical Thinking What is critical thinking? “Critical thinking” is a way of reflecting upon what we think, see, read and hear in order to intellectually broaden our horizons. When we think critically, we seek information and raise relevant questions that enrich our understanding of the text and the experience of reading overall. How can one think critically? ❑ “Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced.” (Paul & Elder 2) ❑ When thinking critically, we need to become more aware of our biases and prejudices. After all, it is easy to say whether we like something or not, if it is good or bad. -
'Outside the Circle of One's Own Experience': George Orwell, Kylie Tennant and the Politics of Poverty During the Yellow
‘Outside the Circle of One’s Own Experience’: George Orwell, Kylie Tennant and the Politics of Poverty During the Yellow Book Period ELLA MUDIE INDEPENDENT AUTHOR AND SCHOLAR Today, the extremity of the many situations within which George Orwell (born Eric Blair, 1903-1950) placed himself with a view to writing about them is widely appreciated. It is part of the Orwell legend, for instance, that the author wrote to his publisher from the battlefront in Spain explaining that he would like to ‘come out of this alive if only to write a book about it’ (Orwell to Gollancz). That the young Orwell lived among tramps in London and washed dishes as a plongeur in Parisian hotels is likewise frequently mentioned alongside his pilgrimage into the homes of impoverished miners which forms the basis of his reportage memoir, The Road to Wigan Pier (1937). While the ‘write what you know’ mantra is now commonplace, George Watson has argued that ‘Orwell was the first writer of consequence in the European tradition . to make things happen to himself in order that he should write out what happened’ (657). Watson’s observation—intended as an affirmation of sorts—can also be taken as a yardstick against which to measure the polarised responses that Orwell’s reliance on lived experience attracts. As Peter Marks has pointed out, ‘Orwell functions almost as a test case for the protean nature of reputation’ (85). In light of the growing scepticism directed towards the use of the participant-observer mode as a literary device, Orwell’s present-day legacy as a champion of the poor and the oppressed (Rodden; Ingle) appears increasingly unstable. -
Hakka Migration 1-5*
1 An Abstract of the Five Migrations of the Hakkas invasions of locusts. The non-Han Chinese tribes of the Turkic By Chung Yoon-Ngan Hakka Global Network Xiong Nu, the Jie, the Xian Bei, the Di and the Qiang took advantage of the anarchy and established themselves into political Overseas Hakkas claim that their ancestors have moved five and armed units. In 304 AD the Di founded a kingdom in the times. western part of the country, the Xiong Nu proclaimed the formation of a kingdom in south Shaaxi. The historians called this period 1. Their first migration was at the end of the Western Jin Dynasty “Wu Hu Luan Hua” The Invasion of the Five Barbarians. (265 AD to 317 AD). In 311 AD Liu Zong the chieftain of Xiong Nu seized Luo Yang, the capital of Jin and captured Emperor Hui who was later 2. The second migration took place in around 874AD just before executed. The 14 years old Si-Ma Ye, a nephew of Emperor Hui, the end of the Tang Dynasty (618 AD to 907 AD). was installed as Emperor Min in Chang An in Shaanxi by a relative. 3. The third migration was due to the conquest of the Mongols In 316 AD another leader of the Xion Nu tribe overran Chang An and the collapse of the Song Dynasty (960 AD to 1279 AD). and captured Emperor Min who was later killed by the conquerors. 4. The fourth migration of the Hakkas occurred between 1680 AD It was the end of the Jin Dynasty. -
The Dreaming Mind and the End of the Ming World
The Dreaming Mind and the End of the Ming World The Dreaming Mind and the End of the Ming World • Lynn A. Struve University of Hawai‘i Press Honolulu © 2019 University of Hawai‘i Press This content is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0), which means that it may be freely downloaded and shared in digital format for non-commercial purposes, provided credit is given to the author. Commercial uses and the publication of any derivative works require permission from the publisher. For details, see https://creativecommons.org/licenses/by-nc-nd/4.0/. The Creative Commons license described above does not apply to any material that is separately copyrighted. The open-access version of this book was made possible in part by an award from the James P. Geiss and Margaret Y. Hsu Foundation. Cover art: Woodblock illustration by Chen Hongshou from the 1639 edition of Story of the Western Wing. Student Zhang lies asleep in an inn, reclining against a bed frame. His anxious dream of Oriole in the wilds, being confronted by a military commander, completely fills the balloon to the right. In memory of Professor Liu Wenying (1939–2005), an open-minded, visionary scholar and open-hearted, generous man Contents Acknowledgments • ix Introduction • 1 Chapter 1 Continuities in the Dream Lives of Ming Intellectuals • 15 Chapter 2 Sources of Special Dream Salience in Late Ming • 81 Chapter 3 Crisis Dreaming • 165 Chapter 4 Dream-Coping in the Aftermath • 199 Epilogue: Beyond the Arc • 243 Works Cited • 259 Glossary-Index • 305 vii Acknowledgments I AM MOST GRATEFUL, as ever, to Diana Wenling Liu, head of the East Asian Col- lection at Indiana University, who, over many years, has never failed to cheerfully, courteously, and diligently respond to my innumerable requests for problematic materials, puzzlements over illegible or unfindable characters, frustrations with dig- ital databases, communications with publishers and repositories in China, etcetera ad infinitum. -
The Diaspora in Postmodem Taiwan
Transnational Chinese Cine ‘E T »- ....____ “"'—uI,* 52 ‘W 1‘ 2 't L5 "25 4;; Q43)tr //5.,.. I»',i ‘ E ~. ’§<:,,,_ gar _ .»* ,_ _ W,-.,., 1... t. ’“i'__...-/, I-.a.__, .1-:_.,..§.....e; -wt‘, 1‘.J it-‘j\.-~ ’ ' . ‘qt,‘,_\E\ ‘1_ /', s '5. U tat?‘-W V I" I :1‘/to-=- i - I N \-,3 3".» Chapter 6 The Diaspora in Postmodern Taiwan and l-long Kong Film Framing Stan Lai’s The Peach Blossom Land with Allen Fong’s Ah )/ing ]on Kowallis I define postmodern as incredulity toward metanarratives. Jean-Francois Lyotard, Postmodern Condition hllt}d{i for the l,,lr‘|iv;;rrsily oi New South ‘til/‘ltltifi Made for the University of New South Wales |.in.rler Part 1/Flt oi‘ the '-:'it?[1',lt'i('|l'\l' A112? ’i ‘M13 under Part VB of the Copyright Act 1968 in relii.1rir:e on l,t.i:‘t:i~:i one r\l lltE>"iOll-I1Wlflt])I in reliance on (circle one of the following): 2'; IGISZJ (.1itit:|;»¢ <.;~>-rdeiiiatl in at peiioiilirs-;il) s135ZJ (article contained in a periodical) lW‘v'1il2 mini:-iinarl in {Wt Li|‘lll'l'Dl<'l ply; s135ZK (work contained in an anthology) sitiv“OZ any o1:il.;-'r 'mul' f']l'17'['.ll'lil,‘ eogwmil mu (an other P""t °" 9"aPl'"° ¢°PY"19) .. ‘ on (date) ./.§2,.c:ezQ> Bom in the United States but educated in Taiwan after the age of twelve, Taiwan “mainlander” Chinese director Stan Lai (Lai Shengchuan) might be better described as an American Asian than an Asian American. -
Babb Ku 0099D 12345 DATA 1
The Dissertation Committee for Joseph G. D. Babb certifies that this is the approved version of the following dissertation: The Harmony of Yin and Yank: The American Military Advisory Effort in China, 1941-1951 Date approved: April 25, 2012 ii THE HARMOMY OF YIN AND YANK: The American Military Advisory Effort in China, 1941-1951 By Joseph G. D. Babb Professor J. Megan Greene, Advisor The American military personnel assigned to advise and assist China's armed forces, from the most senior officers to junior enlisted servicemen, endured, persevered, and despite tremendous obstacles, made steady progress in their efforts to improve the operational capabilities of that nation's military. This dissertation examines the United States military’s advise and assist effort in China beginning just before America’s entrance into World War II through the re- establishment of a security assistance mission to the Republic of China on the island of Taiwan. This narrative history examines the complex relationship between the American military advisors and their Chinese counterparts during a dynamic decade of international war and internal conflict. While providing the overarching strategic, political, and diplomatic context, this study focuses on the successful rebuilding of selected elements of the Chinese armed forces by American advisors after its series of costly and humiliating defeats by the Japanese military before the United States officially entered the war. This program of training, equipping, and advising these forces not only contributed to their successful participation in the campaign to retake Burma, but also enabled their defense of the Nationalist wartime capital, and facilitated their planned offensive against the Japanese at the end of the war. -
A History of Reading in Late Imperial China, 1000-1800
A HISTORY OF READING IN LATE IMPERIAL CHINA, 1000-1800 DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Li Yu, M.A. * * * * * The Ohio State University 2003 Dissertation Committee: Approved by Professor Galal Walker, advisor Professor Mark Bender Professor Cynthia J. Brokaw ______________________________ Professor Patricia A. Sieber Advisor East Asian Languages and Literatures ABSTRACT This dissertation is a historical ethnographic study on the act of reading in late imperial China. Focusing on the practice and representation of reading, I present a mosaic of how reading was conceptualized, perceived, conducted, and transmitted from the tenth to the eighteenth centuries. My central argument is that reading, or dushu, was an indispensable component in the tapestry of cultural life and occupied a unique position in the landscape of social history in late imperial China. Reading is not merely a psychological act of individuals, but also a set of complicated social practices determined and conditioned by social conventions. The dissertation consists of six chapters. Chapter 1 discusses motivation, scope, methodology, and sources of the study. I introduce a dozen different Chinese terms related to the act of reading. Chapter 2 examines theories and practices of how children were taught to read. Focusing on four main pedagogical procedures, namely memorization, vocalization, punctuation, and explication, I argue that the loud chanting of texts and the constant anxiety of reciting were two of the most prominent themes that ran through both the descriptive and prescriptive discourses on the history of reading in late imperial ii China. -
Gender and Representation in Wu Zao's (1796-1862)
Iron Clappers and Red Castanets: Gender and Representation in Wu Zao’s (1796-1862) Writings Shuojun Chen Department of East Asian Studies McGill University Montreal, Canada December 2016 A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements of the degree of Master of Arts Universal Copyright © 2016 Shuojun Chen Abstract This thesis examines the life and writings of woman poet Wu Zao (1796-1862) within the circumstances of women's literary culture in late imperial China. It aims to explore the different images of Wu Zao in her shi poems and song lyrics as well as the representations in the paratexts to her works. The thesis is organized into three chapters that examine: 1) the different representations of Wu Zao by her contemporary male literati and gentry women, 2) the poems representing Wu Zao’s pleasant experiences in the inner quarters, and 3) the song lyrics in which she fashioned herself masculine. This thesis challenges the simplistic representation of Wu Zao’s image as melancholic and sheds a new light on literary women’s quotidian life and social activities. Résumé Cette thèse examine la vie et l’œuvre de la poétesse Wu Zao (1796-1862) dans le contexte de la culture littéraire féminine de la fin de la Chine impériale. Elle a pour but d’explorer les diverses images de Wu Zao présentes autant dans ses poèmes shi et ci que les représentations provenant des paratextes de ses œuvres. La thèse comporte trois chapitres qui examinent: 1) les différentes représentations de Wu Zao par les hommes de lettres et femmes de la noblesse vivants à la même époque, 2) les poèmes décrivant les expériences agréables de Wu Zao dans les boudoirs et 3) les poèmes ci dans lesquels Wu Zao se représente de façon masculine.