DOCSLIB.ORG

Programme Quality Handbook for 2017 – 18

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Programme Quality Handbook for 2017 – 18 . Plymouth University Academic Partnerships Truro & Penwith College Programme Quality Handbook for FdA English Studies 2017 – 18 Truro and Penwith College, FdA English Studies, Programme Quality Handbook 2017 – 2018 Last saved: September 2017 Page 1 of 64 . Contents 1. Welcome and Introduction to FdA English Studies .................................................................... 3 2. Programme Specification……………………………………………………………………………...4 3. Module Records ....................................................................................................................... 15 Truro and Penwith College, FdA English Studies, Programme Quality Handbook 2017 – 2018 Last saved: September 2017 Page 2 of 64 1. Welcome and Introduction to FdA English Studies The foundation degree in English Studies contains three main study strands: 1. Literature and critical theory 2. Creative and practical writing in vocational contexts 3. Cornish identity and culture Based at the Truro campus, the foundation degree in English Studies provides an exciting opportunity to combine vocational and literary elements of English Study with a unique regional flavour. The practical issues of writing for different purposes, for publication and for personal creative development, are explored through a variety of workshops, modules and visiting speakers. In the second year students study film and there are opportunities to develop skills in media and new technologies as a gateway into a variety of careers after graduation. There is an emphasis upon applied study, so routes into publishing and journalism, creative writing, teaching and cultural tourism are explored. In the second year students are encouraged to make links between their academic studies and future career opportunities. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications. This Programme Quality handbook contains important information including: • The approved programme specification • Module records Note: the information in this handbook should be read in conjunction with the current edition of the Truro and Penwith Student Handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student- handbook and your Learning, Teaching and Assessment Handbook available on your programme virtual learning environment (Moodle). Truro and Penwith College, FdA English Studies, Programme Quality Handbook 2017 – 2018 Last saved: September 2017 Page 3 of 64 Programme Specification PROGRAMME SPECIFICATION FOR FOUNDATION DEGREES Awarding Institution: Plymouth University Teaching Institution: Truro and Penwith College Accrediting Body: N/A Final Award: FdA Intermediate Awards: Certificate of Higher Education (Cert HE) Programme Title: Applied Literary Studies UCAS Code: Q301 JACS Code: Q301 Benchmarks: Foundation Degree Qualification Benchmark QAA English Date Produced: September 2009 Date of Approval: 2004 Admissions Criteria: Qualification(s) Required Comments for Entry to the FdSc Candidates must have at Level 2: At Level 2 Key Skills requirement/Higher Considered on individual basis Level Diploma and/or GCSEs required at Grade C English or Humanities-based subjects and above Plus at least one of the following Level 3 qualifications: A Levels required: 60 points at A2 in English or Humanities based subjects Advanced Level Diploma BTEC National Considered on an individual basis Certificate/Diploma Equivalent to 60 points HNC/D Considered on an individual basis VDA: AGNVQ, AVCE, AVS Considered on an individual basis Equivalent to 60 points Access to HE or Year 0 Considered on an individual basis Truro and Penwith College, FdA English Studies, Programme Quality Handbook 2017 – 2018 Last saved: September 2017 Page 4 of 64 provision International Baccalaureate Normally considered on an individual basis – normally 16 points Irish/Scottish Equivalent of 60 points Highers/Advanced Highers Pass Work Experience N/A Other non-standard awards or Considered on an individual basis experiences APEL/APCL possibilities Reviewed on an individual basis https://staff.plymouth.ac.uk//u Plymouth University regulations apply. pcfacul/UoPregs/intranet.htm Interview/portfolio Normally all students will be requirements interviewed. In exceptional cases, alternative means of interview such as video/telephone/e-correspondence might be employed. Independent Safeguarding Yes Agency (ISA) / Criminal Record Bureau (CRB) clearance required Aims of the Programme: 1. The programme is intended to develop a critical awareness and understanding of the issues and practices of applied literary studies. 2. The programme is intended to develop and explore practical applications of applied literary studies within relevant industries. Programme Intended Learning Outcomes: By the end of this programme the student will be able to: • Demonstrate an informed, critical and creative approach to literature • Meet the challenges of employment (including self-employment) in literary or communicative industries • Demonstrate the development of creative, intellectual, analytical and research skills • Demonstrate development in their own forms of written communication • Demonstrate developing critical and creative independence, flexibility, sensitivity to audience, and self-reflexiveness, across both individual and group work, and both analytical and creative work Truro and Penwith College, FdA English Studies, Programme Quality Handbook 2017 – 2018 Last saved: September 2017 Page 5 of 64 • Demonstrate subject-specific and generic skills, including skills of investigation and enquiry, oral and written communicative skills, the use of a range of technology systems for accessing data, resources, contacts and literature • Demonstrate critical reflection on issues of practice, on new knowledge and understandings, and on students’ own and others’ performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently Brief Description of the Programme The Foundation Degree in English Studies is approved by Plymouth University. It is a two year programme containing four main study strands: Literature; Creative and Practical writing in a vocational context; Cornish identity and culture. Study skills and critical approaches. Progression to local Degree courses is possible. This is an exciting opportunity to combine practical and literary elements of English with a unique regional flavour. The first year comprises of mainly taught modules which combine a variety of teaching styles. Throughout the year students develop study skills which are related to the type of assignments they do. In the summer term, the modules become more workshop based. Creative Writing involves more independent learning and A Sense of Place incorporates trips and visits. The second year has two major pieces of personal study, one of which is vocationally focussed, which last throughout the year (culminating in the final term). Truro and Penwith College, FdA English Studies, Programme Quality Handbook 2017 – 2018 Last saved: September 2017 Page 6 of 64 Programme Structure FdA English Studies College: Truro and Penwith Course Code: 2874 Full Time Stage 1 Module No. of Module Title Core Code Credits TCALS131 Identity and Nationhood 20 Core TCALS112 Transactional Writing 20 Core TCALS113 What is Theory? 20 Core TCALS132 Introduction to Literature 20 Core TCALS122 Creative Writing 20 Core TCALS125 Sense of Place 20 Core Stage 2 Module No. of Module Title Core Code Credits TCALS226 Integrative Applied Study 20 Core TCALS214 The Victorians 20 Core TCALS225 Film Studies 20 Core TCALS223 Integrative Literary Study 20 Core TRUR2001 Romanticism 20 Core TRUR2002 New Technology & Writing 20 Core Total number of credits at Level 4 = 120 Total number of credits at Level 5 = 120 A Foundation Degree therefore totals 120 Level 4 credits and 120 Level 5 credits. Truro and Penwith College, FdA English Studies, Programme Quality Handbook 2017 – 2018 Last saved: September 2017 Page 7 of 64 Progression Route(s) On successful completion of this award after two years, a Foundation Degree in English Studies will be the qualification awarded. On partial completion, a certificate indicating the titles of passed modules will be obtainable. The progression route on successful completion of the two year FdA is to the third year of the BA (Hons) English or the BA (Hons) English and Creative Writing at Plymouth University, subject to satisfactory references and performance. Any Exceptions to Regulations: None Truro and Penwith College, FdA English Studies, Programme Quality Handbook 2017 – 2018 Last saved: September 2017 Page 8 of 64 Teaching methods and assessments A: Development of Knowledge and Learning and Teaching Understanding Strategy/Method • Understanding of literary analysis, Primary techniques and terms • Lectures, seminars and tutorials • Overview of historical • Directed independent study development of English Literature • Learning from work experience • Awareness of individual periods, genre and ‘sites’ of transactional Secondary creative writing applications • Case studies • Problem-solving exercises NB: Benchmark References Assessment English Key knowledge
Load more

Recommended publications
  • Colonialism Postcolonialism
    SECOND EDITION Colonialism/Postcolonialism is both a crystal-clear and authoritative introduction to the field and a cogently-argued defence of the field’s radical potential. It’s exactly the sort of book teachers want their stu- dents to read. Peter Hulme, Department of Literature, Film and Theatre Studies, University of Essex Loomba is a keen and canny critic of ever-shifting geopolitical reali- ties, and Colonialism/Postcolonialism remains a primer for the aca- demic and common reader alike. Antoinette Burton, Department of History, University of Illinois It is rare to come across a book that can engage both student and specialist. Loomba simultaneously maps a field and contributes provocatively to key debates within it. Situated comparatively across disciplines and cultural contexts, this book is essential reading for anyone with an interest in postcolonial studies. Priyamvada Gopal, Faculty of English, Cambridge University Colonialism/Postcolonialism moves adroitly between the general and the particular, the conceptual and the contextual, the local and the global, and between texts and material processes. Distrustful of established and self-perpetuating assumptions, foci and canonical texts which threaten to fossilize postcolonial studies as a discipline, Loomba’s magisterial study raises many crucial issues pertaining to social structure and identity; engaging with different modes of theory and social explanation in the process. There is no doubt that this book remains the best general introduction to the field. Kelwyn Sole, English Department, University of Cape Town Lucid and incisive this is a wonderful introduction to the contentious yet vibrant field of post-colonial studies. With consummate ease Loomba maps the field, unravels the many strands of the debate and provides a considered critique.
    [Show full text]
  • A Poetics of Uncertainty: a Chorographic Survey of the Life of John Trevisa and the Site of Glasney College, Cornwall, Mediated Through Locative Arts Practice
    VAL DIGGLE: A POETICS OF UNCERTAINTY A poetics of uncertainty: a chorographic survey of the life of John Trevisa and the site of Glasney College, Cornwall, mediated through locative arts practice By Valerie Ann Diggle Page 1 VAL DIGGLE: A POETICS OF UNCERTAINTY VAL DIGGLE: A POETICS OF UNCERTAINTY A poetics of uncertainty: a chorographic survey of the life of John Trevisa and the site of Glasney College, Cornwall, mediated through locative arts practice By Valerie Ann Diggle Thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy (PhD) University of the Arts London Falmouth University October 2017 Page 2 Page 3 VAL DIGGLE: A POETICS OF UNCERTAINTY VAL DIGGLE: A POETICS OF UNCERTAINTY A poetics of uncertainty: a chorographic survey of the life of John Trevisa and the site of Glasney College, Penryn, Cornwall, mediated through locative arts practice Connections between the medieval Cornishman and translator John Trevisa (1342-1402) and Glasney College in Cornwall are explored in this thesis to create a deep map about the figure and the site, articulated in a series of micro-narratives or anecdotae. The research combines book-based strategies and performative encounters with people and places, to build a rich, chorographic survey described in images, sound files, objects and texts. A key research problem – how to express the forensic fingerprint of that which is invisible in the historic record – is described as a poetics of uncertainty, a speculative response to information that teeters on the brink of what can be reliably known. This poetics combines multi-modal writing to communicate events in the life of the research, auto-ethnographically, from the point of view of an artist working in the academy.
    [Show full text]
  • A Brief History of the Cornish Language, Its Revival and Its Current Status Siarl Ferdinand University of Wales Trinity Saint David
    e-Keltoi: Journal of Interdisciplinary Celtic Studies Volume 2 Cultural Survival Article 6 12-2-2013 A Brief History of the Cornish Language, its Revival and its Current Status Siarl Ferdinand University of Wales Trinity Saint David Follow this and additional works at: https://dc.uwm.edu/ekeltoi Part of the Celtic Studies Commons, English Language and Literature Commons, Folklore Commons, History Commons, History of Art, Architecture, and Archaeology Commons, Linguistics Commons, and the Theatre History Commons Recommended Citation Ferdinand, Siarl (2013) "A Brief History of the Cornish Language, its Revival and its Current Status," e-Keltoi: Journal of Interdisciplinary Celtic Studies: Vol. 2 , Article 6. Available at: https://dc.uwm.edu/ekeltoi/vol2/iss1/6 This Article is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in e-Keltoi: Journal of Interdisciplinary Celtic Studies by an authorized administrator of UWM Digital Commons. For more information, please contact open- [email protected]. A Brief History of the Cornish Language, its Revival and its Current Status Siarl Ferdinand, University of Wales Trinity Saint David Abstract Despite being dormant during the nineteenth century, the Cornish language has been recently recognised by the British Government as a living regional language after a long period of revival. The first part of this paper discusses the history of traditional Cornish and the reasons for its decline and dismissal. The second part offers an overview of the revival movement since its beginnings in 1904 and analyses the current situation of the language in all possible domains.
    [Show full text]
  • BRENDAN Mcmahon Tradition and Cultural Resistance in Cornwall
    Tradition and Cultural Resistance in Cornwall BRENDAN McMAHON Before the collapse of Roman rule in the fifth century, what is now Cornwall was part of the canton of Dumnonia, an administrative district which had its centre in Exeter.1 Out of the ruins of Roman Britain Dumnonia, comprising Cornwall, Devon and parts of Somerset, arose as one of several successor states resisting Saxon encroachment, though it was eventually to be absorbed by the kingdom of the West Saxons. Many of the Dumnonian people fled overseas to Brittany where their successors still speak Breton, a Celtic language similar to Cornish. The West Saxon King Ine completed the conquest of Devon in the eighth century and Exeter was taken from the Celts, though resistance continued and the English were checked at the Battle of Kehil in 721 or 722.2 The Cornish King Gereint died in battle and was commemorated by the poet Llywarch Hen.3 Later kings, usually described as “shadowy”, include Huwal, king of the west Welsh, who attended Athelstan’s great court in Exeter in 928 AD, as mentioned in the Anglo-Saxon Chronicle, and “Ricatus”, known only from a single inscription at Penzance, which Philip Payton describes as “a semblance, an echo, an assertion of Cornish kingly independence”.4 Though Athelstan fixed the border at the Tamar he was not able finally to incorporate Cornwall into his new English state, and the “echo” continued to sound up to the eve of the Norman conquest in the far west. Although in ancient times Cornwall had trading links with the Mediterranean, it now ceased to exist as an independent political entity, though it did retain a separate cultural identity.
    [Show full text]
  • University Microfilms, a XEROX Company, Ann Arbor, Michigan
    THE SAINT'S PLAY IN MEDIEVAL ENGLAND Item Type text; Dissertation-Reproduction (electronic) Authors Del Villar, Mary, 1917- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 10/10/2021 05:55:34 Link to Item http://hdl.handle.net/10150/287462 70-15,517 DEL VILLAR, Mary Harmon, 1917- THE SAINT'S PLAY IN MEDIEVAL ENGLAND. University of Arizona, Ph.D., 19 70 Language and Literature, general University Microfilms, A XEROX Company, Ann Arbor, Michigan THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE SAINT'S PLAY IN MEDIEVAL ENGLAND by Maryrdel Villar A Dissertation Submitted to the Faculty of the DEPARTMENT OF ENGLISH In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 19 7 0 THE UNIVERSITY OF ARIZONA. GRADUATE COLLEGE I hereby recommend that this dissertation prepared under my direction by Mary del Villar entitled The Saint's Play in Medieval England be accepted as fulfilling the dissertation requirement of the degree of Doctor of Philosophy q i t-A /O Dissertation Director V Date After inspection of the final copy of the dissertation, the following members of the Final Examination Committee concur in its approval and rec©mmen<L<bts acceptance:*" , , O.UTiiX. £i nan tb**«r* **1-1 a rt -i #1 O •* q' t Is""'approval ^itS acceptance is contingent on the candidate's adequate performance and defense of this dissertation at the final oral examination.
    [Show full text]
  • Towards a Grammar of Middle Cornish
    Towards a grammar of Middle Cornish Lauran Toorians De Fakkel : http://laurantoorians.com/?page_id=128 Version 1.1 - April 2014 Introduction During the years 1987-1991 I have been working in the department of Comparative Linguistics at Leiden University. My assignment was to write a grammar of Middle Cornish (which was to be my PhD-thesis) and in the mean time I was teaching courses in Middle Welsh, Middle Breton and Middle Cornish. Unfortunately, time and money ran out before the grammar was finished and even though I continued the work during the following two years, the grammar – and so the thesis – remained unfinished. As other assignments occupied me and my interest in Celtic studies shifted away from Cornish grammar, the unfinished grammar remained untouched for many years. This only changed when I was invited as guest-professor for Celtic Studies to Vienna (Winter 2003/2004) where I taught a course in Middle Cornish which inspired me to at least brush up the material I had. On various occasions it has been suggested to me to hand in the work as it stands and to get my doctorate, but two reasons withheld me: 1. The idea that I had done only half the job; and 2. The notion that a published, incomplete grammar would not easily be taken up by others to be completed. Having a website of my own allows me to find at least a partial solution to this latter problem. By publishing my material on this site it becomes available to all interested. Thus the material was first published on the internet in February 2011.
    [Show full text]
  • A Snapshot of Projects for 2020 Skeusen a Ragdresow Rag 2020
    Introduction Our Culture and Creative Industries team at Cornwall Council is made up of: • Kresen Kernow (archives) • Cornish Language team • Cornish Mining World Heritage Site team • Culture and Creative Industries team This document only captures a small portion of the projects we are involved with. It should give you a good understanding of the scope of our work. We hope you will fnd this interesting. The Culture and Creative Industries team “a modern archive Kresen Kernow facility that both Cornwall’s accredited archive service, Kresen Kernow, opened in inspires and delivers” September 2019 and is home to 1.5 million documents dating back 850 years. Funded by Cornwall Council and the National Heritage Lottery Fund, the project repurposed a derelict historic brewhouse in Redruth to create a modern archive facility that both inspires and delivers. The building and our programmes aim to secure the long term future of the historic record of Cornwall and ofers us a once in a generation opportunity to transform the ways in which we manage and share our collections so they are available for people to discover, learn from and enjoy, now and in the future. Photo: Iain Rowe1 HfC Drama Showcase This year’s Hall For Cornwall Secondary Drama Showcase was inspired by the Ordinalia, Beunans Ke and Beunans Meriasek, three ancient Cornish play scripts that are returning for an exhibition at Kresen Kernow in summer 2020. Two hundred children from nine schools from across Cornwall (from Cape 2 Cornwall to Bodmin) performed 10 minute versions of the “ancient Cornish play stories of these scripts, commissioned by Kresen Kernow for scripts are returning the occasion and written by Simon Harvey.
    [Show full text]
  • Critical Practices in Architecture
    Critical Practices in Architecture Critical Practices in Architecture: The Unexamined Edited by Jonathan Bean, Susannah Dickinson and Aletheia Ida Critical Practices in Architecture: The Unexamined Series: The Arts, Design and Culture in Cities Edited by Jonathan Bean, Susannah Dickinson and Aletheia Ida This book first published 2020 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2020 by Jonathan Bean, Susannah Dickinson, Aletheia Ida and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-4193-2 ISBN (13): 978-1-5275-4193-1 TABLE OF CONTENTS Acknowledgements ................................................................................... ix Foreword ................................................................................................... xi JANE RENDELL Introduction ........................................................................................... xxiii JONATHAN BEAN, SUSANNAH DICKINSON AND ALETHEIA IDA Section One: Working on the Ground Chapter 1 .................................................................................................... 3 Ushering in a New Era of Criticality: Pedagogies for Design
    [Show full text]
  • The Welsh School in Critical Security Studies
    T.C. DOKUZ EYLÜL ÜNİVERSİTESİ SOSYAL BİLİMLER ENSTİTÜSÜ ULUSLARARASI İLİŞKİLER ANABİLİM DALI İNGİLİZCE ULUSLARARASI İLİŞKİLER PROGRAMI YÜKSEK LİSANS TEZİ THE WELSH SCHOOL IN CRITICAL SECURITY STUDIES Ayşen GÜLDÜRDEK Danışman Yrd. Doç.Dr. A.Şevket OVALI 2009 YEMİN METNİ Yüksek Lisans Tezi olarak sunduğum “THE WELSH SCHOOL IN CRITICAL SECURITY STUDIES” adlı çalışmanın, tarafımdan, bilimsel ahlak ve geleneklere aykırı düşecek bir yardıma başvurmaksızın yazıldığını ve yararlandığım eserlerin kaynakçada gösterilenlerden oluştuğunu, bunlara atıf yapılarak yararlanılmış olduğunu belirtir ve bunu onurumla doğrularım. Tarih: ……./……../2009 AYŞEN GÜLDÜRDEK ii YÜKSEK LİSANS TEZ SINAV TUTANAĞI Öğrencinin Adı ve Soyadı :Ayşen Güldürdek Anabilim Dalı :Uluslararası İlişkiler Programı :İng. Uluslararası İlişkiler Tez Konusu :The Welsh School in Critical Security Studies Sınav Tarihi ve Saati : Yukarıda kimlik bilgileri belirtilen öğrenci Sosyal Bilimler Enstitüsü’nün …………………….. tarih ve ………. sayılı toplantısında oluşturulan jürimiz tarafından Lisansüstü Yönetmeliği’nin 18. maddesi gereğince yüksek lisans tez sınavına alınmıştır. Adayın kişisel çalışmaya dayanan tezini ………. dakikalık süre içinde savunmasından sonra jüri üyelerince gerek tez konusu gerekse tezin dayanağı olan Anabilim dallarından sorulan sorulara verdiği cevaplar değerlendirilerek tezin, BAŞARILI OLDUĞUNA Ο OY BİRLİĞİ Ο DÜZELTİLMESİNE Ο* OY ÇOKLUĞU Ο REDDİNE Ο** ile karar verilmiştir. Jüri teşkil edilmediği için sınav yapılamamıştır. Ο*** Öğrenci sınava gelmemiştir. Ο** * Bu halde adaya
    [Show full text]
  • Redemptive Criticism: Sigmund Freud, Walter Benjamin, Stanley Cavell, and Democratic Culture
    REDEMPTIVE CRITICISM: SIGMUND FREUD, WALTER BENJAMIN, STANLEY CAVELL, AND DEMOCRATIC CULTURE By Lara K. Giordano Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Philosophy May, 2015 Nashville, Tennessee Approved: Gregg M. Horowitz, Ph.D. José Medina, Ph.D. Lisa Guenther, Ph.D. Rebecca Comay, Ph.D. ACKNOWLEDGMENTS This work would not have been possible without the financial and academic support of the Vanderbilt Robert Penn Warren Center for the Humanities nor without the intellectual and moral support of Michael Alijewicz, Elizabeth Barnett, Cory Duclos, Cari Hovanec, Paddy McQueen, Rosie Seagraves, and Jen Vogt, the wonderful Fellows with whom I spent the 2012-2013 academic year. Many thanks to Dr. Lisa Guenther and Dr. José Medina, who served on my dissertation committee and from whose experience and research I have benefitted so much, as well as to my outside reader, Dr. Rebecca Comay. I’m also grateful to my friends and colleagues for the patience and enthusiasm that they brought to the many hours of conversation through which I found my way through this project. Most importantly, I would like to acknowledge the depth of my gratitude to Dr. Gregg Horowitz, my dissertation chair. A more supportive, generous, and inspiring mentor is, to me, unimaginable. ii LIST OF ABBREVIATIONS Works by Benjamin AP Arcades Project OGT Origin of German Tragic Drama SW1 Selected Writings, Volume 1: 1913-1926 SW2 Selected Writings,
    [Show full text]
  • Abjection, Love Bonds, and the Queering of Race by Seulghee Lee
    “Other Lovings”: Abjection, Love Bonds, and the Queering of Race By Seulghee Lee A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in English in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Abdul JanMohamed, Chair Professor Darieck Scott Professor Bryan Wagner Fall 2014 Abstract “Other Lovings”: Abjection, Love Bonds, and the Queering of Race by Seulghee Lee Doctor of Philosophy in English University of California, Berkeley Professor Abdul JanMohamed, Chair This dissertation discusses the intersection of racial abjection and love bonds in late 20th-century and 21st-century African-American and Asian-American literature and culture. The manuscript deploys affect studies and queer theory to discuss works by Audre Lorde, Amiri Baraka, David Henry Hwang, Adrian Tomine, and Gayl Jones, in addition to the cultural phenomena of “Linsanity” and “afro-pessimism.” Whereas most critical readings of failed love in minority literature have emphasized the tragic interpersonal consequences of internalized racism, this dissertation argues that these writers narrate love’s apparent failure in order to explore the positive content emergent in the felt rupture of breakups. Through readings of dissolved love relationships in these authors’ works, I inquire into love’s operation as an affect that always desires more and better sociality. The appearance of love’s failure is precisely what illuminates the ineluctably positive content of love, and I situate this content in the context of recent theoretical discussions of love as narcissistic, not-yet-here, oppressive, or antisocial. The project ultimately argues that blackness, yellowness, and queerness share a privileged access to and familiarity with love’s affective positivity.
    [Show full text]
  • Critical Theory and Educational Practice. ESA 841, Theory and Practice in Educational Administration. INSTITUTION Deakin Univ., Victoria (Australia)
    DOCUMENT RESUME ED 295 320 EA 020 082 AUTHOR Giroux, Henry TITLE Critical Theory and Educational Practice. ESA 841, Theory and Practice in Educational Administration. INSTITUTION Deakin Univ., Victoria (Australia). REPORT NO ISBN-0-7300-0001-X PUB DATE 83 NOTE 146p. AVAILABLE FROMPublication Sales, Deakin University Press, Deakin University, Geelong, Victoria 3217, Australia ($12.50 Australian; quantity and educational discounts). PUB TYPE Viewpoints (120) -- Collected Works General (020) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Cultural Context; *Educational Philosophy; Educational Policy; Educational Sociology; Elementary Secondary Education; Foreign Countries; Foundations of Education; *Ideology; *Marxian Analysis; Political Socialization', *Politics of Education; Social Change; Social Stratification; Values IDENTIFIERS *Frankfurt School ABSTRACT The introductory essay in this volume argues for the importance of the original critical theory developed by the Frankfurt school (The Institute for Social Research in Frankfurt, Germany) in developing a critical foundation for a neo-Marxist theory of radical pedagogy., Accordingly, it begins by defining the aims of the Frankfurt school and then goes on to discuss its history and background. This is followed by an indepth analysis of the Frankfurt school's analysis of the heritage of Enlightenment rationality and their critique of instrumental reason. The Frankfurt school's philosophical stance is then delineated in detail, including its notion of theory, its analysis of culture, and its analysis of depth psychology; on the basis of this discussion, the principal elements of a critical theory of education is outlined. The latter part of the volume consists of four essays by different authors: (1) "Traditional and Critical Theory," by M.
    [Show full text]