Classifying Transgressive Fiction Jena Christianson South Dakota State University
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The Disturbing Victims of Chuck Palahniuk
The Disturbing Victims of Chuck Palahniuk Anders Westlie Master thesis at ILOS UNIVERSITETET I OSLO 16.11.2012 II The Disturbing Victims of Chuck Palahniuk III © Anders Westlie 2012 The Disturbing Victims of Chuck Palahniuk Anders Westlie http://www.duo.uio.no/ Trykk: CopyCat Express, Oslo IV Abstract The writings of Chuck Palahniuk contain a large variety of strange and interesting characters. Many of them are victims of the choices they or others made, which is how their lives become interesting. I aim to see if there is any basis in reality for some of the situations and fears that happen. I also mean that Palahniuk thinks people are afraid of the wrong things, and afraid of too many things in general, and will approach this theory in my discussion. V VI Introduction This thesis has been through an abundance of versions and changed shape and content very many times over the years; from being all psychoanalysis to pure close reading, and ended with a study of victims, fears and reactions. In the end, the amount of close reading that has gone into it has bypassed the use of theory. This is mostly a reaction to past criticism to my over-use of critics, and focusing on that rather than the texts at hand. I find my time disposition in the production process of this paper to be shame, but life will sometimes get in the way of good intentions. As such, I hope that you, dear reader, find my efforts not in vain and take some interest in what my efforts have produced. -
Phd Thesis the Anglo-American Reception of Georges Bataille
1 Eugene John Brennan PhD thesis The Anglo-American Reception of Georges Bataille: Readings in Theory and Popular Culture University of London Institute in Paris 2 I, Eugene John Brennan, hereby declare that this thesis and the work presented in it is entirely my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Signed: Eugene Brennan Date: 3 Acknowledgements This thesis was written with the support of the University of London Institute in Paris (ULIP). Thanks to Dr. Anna-Louis Milne and Professor Andrew Hussey for their supervision at different stages of the project. A special thanks to ULIP Librarian Erica Burnham, as well as Claire Miller and the ULIP administrative staff. Thanks to my postgraduate colleagues Russell Williams, Katie Tidmash and Alastair Hemmens for their support and comradery, as well as my colleagues at Université Paris 13. I would also like to thank Karl Whitney. This thesis was written with the invaluable encouragement and support of my family. Thanks to my parents, Eugene and Bernadette Brennan, as well as Aoife and Tony. 4 Thesis abstract The work of Georges Bataille is marked by extreme paradoxes, resistance to systemization, and conscious subversion of authorship. The inherent contradictions and interdisciplinary scope of his work have given rise to many different versions of ‘Bataille’. However one common feature to the many different readings is his status as a marginal figure, whose work is used to challenge existing intellectual orthodoxies. This thesis thus examines the reception of Bataille in the Anglophone world by focusing on how the marginality of his work has been interpreted within a number of key intellectual scenes. -
'Understand' Transgressive Fiction
Word and Text Vol. IV, Issue 1 26 – 39 A Journal of Literary Studies and Linguistics June / 2014 The Lacuna of Usefulness: The Compulsion to ‘Understand’ Transgressive Fiction Molly Hoey James Cook University, Townsville E-mail: [email protected] Abstract This article takes a brief look at why Transgressive Fiction from the 1990s has been under represented in academic circles and then examines why it was so often misread by reviewers and critics from this period. Transgressive Fiction intentionally frustrates readers using traditional referential modes of criticism by refusing to provide an objective meaning, ideology or structure. This refusal forces the reader to either engage in the text personally or begin a process of rejection and assimilation. This practice can be avoided if Transgressive texts are considered via subjective affectivism (the reader’s reaction and involvement) rather than by the quality of their execution and subject matter. This opens the way for the text to function as a place for consequence-free exploration and the enactment of taboos and their transgression. Keywords: Barthes, Bataille, Transgressive Fiction, value, subjective affectivism The term “Transgressive Fiction” was popularized in 1993 by LA Times columnist Michael Silverblatt1 and has since been used to describe a range of texts which expound the Sadean paralogy of violence, mutilation, cruelty and deviance for the pleasure of the sovereign individual, where the desires of the depersonalizing subject can be projected onto the passive object. This is evidenced in Will Self’s Cock and Bull when Carol assaults her husband with her newly emerged penis: He barely noticed when she turned him over. -
Memorinmotion
english memorInmotion pedagogical tool on culture of remembrance manual dvd second supplemented edition MemorInmotion Pedagogical Tool on Culture of Remembrance Second supplemented edition Manual DVD Sarajevo, 2016 Publication Title: Consultants: MemorInmotion - Pedagogical Tool on Culture of Suad Alić Remembrance Andrea Baotić Second supplemented edition Judith Brand Elma Hašimbegović Authors: Adis Hukanović Laura Boerhout Alma Mašić Ana Čigon Nerkez Opačin Bojana Dujković-Blagojević Christian Pfeifer Melisa Forić Soraja Zagić Senada Jusić Muhamed Kafedžić Muha Editor-in-chief: Larisa Kasumagić-Kafedžić Michele Parente Vjollca Krasniqi Nita Luci Project Coordinators: Nicolas Moll Michele Parente, forumZFD Michele Parente Melisa Forić, EUROCLIO HIP BiH Wouter Reitsema Laura Boerhout, Anne Frank House (Netherlands) Students of the PI Gymnasium Obala, Sarajevo CIP - Katalogizacija u publikaciji Nacionalna i univerzitetska biblioteka Bosne i Hercegovine, Sarajevo 791.5:725.94(497) MEMORLNMOTION : pedagogical tool on culture of remembrance : manual / [authors Melisa Forić ... [et al.] ; translators Lejla Efendić, Gordana Lonco]. - 2nd supplemented ed. - Sarajevo : Forum Ziviler Friedensdienste e.V. (forumZFD), 2016. - 101 str. : ilustr. ; 20 x 20 cm + [1] DVD Prijevod djela: Sjećanje u pokretu. - The authors: str. 93-96. - Bibliografija: str. 97-100 ISBN 978-9958-0399-6-6 1. Forić, Melisa COBISS.BH-ID 23297286 contents I. Manual 1.0. Introduction 1.1. Memorlnmotion - Pedagogical Tool on Culture of Remembrance 7 2.0. Essay: how to create an active culture of remembrance in our societies? 2.1. Challenging young people to reflect on monuments and their meaning 11 3.0. The pedagogical modules with lesson plans 3.1. Module I: Start-up 3.1.1. Lesson Plan 1: Who am I? 17 3.2. -
Multiperspectivity in William Faulkner's As I Lay Dying and Orhan Pamuk's My Name Is Red Pp
گۆڤارى زانکۆ بۆ زانستە مرۆڤایەتییەکان پاشكۆی بەرگى 02 ژمارە 4 ساڵى 0202 Multiperspectivity in William Faulkner's As I Lay Dying and Orhan Pamuk's My Name is Red pp. (142-149) Niwar A. Obaid Assistant Lecturer in Nawroz University, Duhok, Iraq [email protected] Abstract Multiperspectivity, sometimes also referred to as multiple narrators, is a narrative technique or mode of narration commonly employed in modern and postmodern novels. This innovative literary phenomenon has been of high interest to ingenious writers of 20th and 21st centuries, due to its prodigious deviation in the narrative text. The question of multiple narrators has created several controversies among literary critics as it distinguishes itself from traditional techniques of narration and other narratological concepts. William Faulkner in As I Lay Dying (1930) and Orhan Pamuk in My Name is Red (1998) have employed multiple narrators for discrepant purposes and functions. Both novels are similarly divided into fifty-nine chapters; As I Lay Dying involves fifteen narrators from the Bundren family as well as other villagers. My Name is Red covers twenty-one voices ranging from human to the dead and inanimate objects. The two novels coincidentally share several landscapes regarding the narrative technique and overall structure along with some disparate features, which are analytically discussed in the present paper. This paper attempts to spot the purposes and implications of Faulkner and Pamuk in employing multiple narrators in their novels, As I Lay Dying and My Name is Red, successively, by analyzing multiperspectivity as a narrative technique and its potential effects on the structure of the story as well as on the reader. -
History in the Service of Mankind International Guidelines and History Education in Upper Secondary Schools in Sweden, 1927–2002
History in the Service of Mankind International Guidelines and History Education in Upper Secondary Schools in Sweden, 1927–2002 Thomas Nygren Department of Historical, Philosophical and Religious Studies Umeå University, Sweden, 2011 History in the Service of Mankind International Guidelines and History Education in Upper Secondary Schools in Sweden, 1927–2002 Thomas Nygren Doctoral Dissertation Department of Historical, Philosophical and Religious Studies Umeå University Umeå 2011 Umeå Studies in History and Education 5 ISBN: 978-91-7459-185-9 Layout: Gabriella Dekombis Digital version availiable at: http://umu.diva-portal.org/ Printed by: Print & media, Umeå University Umeå, Sweden 2011 Abstract In this study the guidelines of the League of Nations, UNESCO and the Council of Europe are investigated in relation to Swedish national curricula, teachers‘ percep- tions of and students‘ work in history, from 1927 to 2002. Inspired by John I Goodlad‘s notions of curricula and implementation, the formu- lation of history is studied. The ideological curricula are analyzed via the internation- al guidelines directed to Swedish history teaching. The formal curricula are examined in national guidelines and also how history is formulated in final examinations and inspectors‘ reports. The perceived curricula are studied in teachers‘ debates and in- terviews with experienced teachers. The experiential curricula are examined through looking at students‘ choices of topics in final exams, 1,680 titles of students‘ individu- al projects in history and an in-depth analysis of 145 individual projects written be- tween 1969 and 2002. The study shows that the means and goals of history education have been formu- lated in both different and similar ways within and between curricular levels. -
(Eds.) Ritual and Narrative Theoretical Explorations and Historical Case Studies
From: Vera Nünning, Jan Rupp, Gregor Ahn (eds.) Ritual and Narrative Theoretical Explorations and Historical Case Studies October 2013, 278 p., 34,99 €, ISBN 978-3-8376-2532-5 Ritual and narrative are pivotal means of human meaning-making and of ordering experience, but the close interrelationship between them has not as yet been given the attention it deserves. How can models and categories from narrative theory benefit the study of ritual, and what can we gain from concepts of ritual studies in analysing nar- rative? This book brings together a wide range of disciplinary perspectives including literary studies, archaeology, biblical and religious studies, and political science. It presents theoretical explorations as well as in-depth case studies of ritual and narrative in different media and historical contexts. Vera Nünning (PhD) is Chair of English Philology at the English Department of Hei- delberg University, Germany. Jan Rupp (PhD) is a postdoctoral research assistant at the English Department of Hei- delberg University, Germany. Gregor Ahn (PhD) is Chair of Religious Studies at Heidelberg University, Germany. For further information: www.transcript-verlag.de/ts2532/ts2532.php © 2013 transcript Verlag, Bielefeld 2013-09-18 15-45-20 --- Projekt: transcript.anzeigen / Dokument: FAX ID 03c5345929816712|(S. 1 ) VOR2532.p 345929816720 Contents Preface and Acknowledgments | vii Ritual and Narrative: An Introduction Vera Nünning & Jan Rupp | 1 I. THEORETICAL EXPLORATIONS: FORMS, FUNCTIONS, AND SOCIAL PRACTICE OF RITUAL AND NARRATIVE Ritual Studies and Narratology: What Can They Do For Each Other Marie-Laure Ryan | 27 On the Narrativity of Rituals: Interfaces between Narratives and Rituals and Their Potential for Ritual Studies Vera & Ansgar Nünning | 51 Obama’s American Narrative: A Narratological Approach to Complex Rituals Roy Sommer | 77 II. -
On Teaching Transgressive Literature
The CEA Forum Summer/Fall 2008: 37.2 Next: Thinking Ecology ON TEACHING TRANSGRESSIVE LITERATURE Layne Neeper The carnivalization of American culture has become ubiquitous as we advance into the 21st century. Shock television from Spike TV to The Jerry Springer Show to Cheaters crowds morning and late-night programming. Unspeakable options catering to every possible desire are provided by the Internet. Fetishized violence, often sexual violence like that found in the Saw franchise, Turista, Seven, and The Watcher, remains a Hollywood staple. Eminem rapped about disemboweling his former wife and record sales boomed. But what happens when the transgressive text is introduced into the more intimate space of the college classroom, when the outrageous �outside� is brought �inside?� More specifically still, what processes and responses typically arise as transgressive novels appear on more and more of our syllabi? Instructors who choose to include Kathy Acker's Blood and Guts in High School, Dennis Cooper's Try, or even those old war horses of the contemporary seminar Lolita or Naked Lunch, often find that when such works are to be taught and discussed in frank and serious-minded ways, there is, on the one hand, typically a surprising resistance, even outrage, on the part of many students who, outside the classroom, are otherwise ardent consumers�as are we all�of whatever the popular culture disgorges for our leisure. Perhaps not unsurprisingly, the �moral laxity� said to afflict our students often hardens into something less tolerant, less pliant, when they confront the written word in the public sphere of the classroom. -
Multiperspectivity in History Teaching : a Guide for Teachers
Multiperspectivity in history teaching : a guide for teachers Dr Robert Stradling Council of Europe The views expressed in this publication are the author’s and do not necessarily reflect those of the Council of Europe. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means – whether electronic (CD-ROM, Internet, etc.), mechanical, photocopying, recording or otherwise – without the prior permission of the Publishing Division, Directorate of Communication and Research. Cover design: Council of Europe Graphic Design Workshop (Comic map of Europe showing countries as various personalities. Copyright Mansell/Timepix.) Page 63: Storming of the Winter Palace, October 1917 by V.K. Bulla. Copyright State Central Museum of Contemporary History of Russia Page 65: Copyright Contemporary History Museum and Library of Contemporary International Documentation (Musée d'Histoire Contemporaine-BDIC), Paris Page 67: A German artist’s impression of a franc-tireur attack on German soldiers, dated 31 August 1914 from “Illustrierte Weltkriegschronik der Leipziger Illustrierten Zeitung, 1914” Page 69: Copyright AKG London © Council of Europe, November 2003 Printed in Germany The Council of Europe was founded in 1949 to achieve greater unity between European parliamentary democracies. It is the oldest of the European political institutions and has 45 member states,1 including the 15 members of the European Union. It is the widest intergovernmental and interparliamentary organisation in Europe, and has its headquarters in Strasbourg. With only questions relating to national defence excluded from the Council of Europe’s work, the Organisation has activities in the following areas: democracy, human rights and fundamental freedoms; media and communication; social and economic affairs; education, culture, heritage and sport; youth; health; environ- ment and regional planning; local democracy; and legal co-operation. -
Basic Concepts of Narrative Theory: a Polyphonic View
Marcus Hartner Basic Concepts of Narrative Theory: A Polyphonic View • David Herman/James Phelan/Peter J. Rabinowitz/Brian Richardson/Robyn Warhol, Narrative Theory. Core Concepts & Critical Debates. Columbus: Ohio State Univer- sity Press 2012. XIV, 280 p. [Price EUR 31,95]. ISBN: 978-0-8142-5184-3. From its beginnings in the 1960s narratology has been an interdisciplinary project. As a con- sequence, there have always been multiple approaches which have conceived of both narra- tive and narrative theory in different ways. Even within the narrower frame of the study of literary narratives basic categories such as author, plot, or character have never ceased to in- vite controversy. The plurality of models and definitions that have emerged from this con- tinuous debate has ensured that the questions »what is narrative theory« and »how do the dif- ferent perspectives and approaches relate to each other?« have remained at the heart of the discipline. Like many other introductory texts, handbooks, and edited volumes published over the years, Narrative Theory: Core Concepts and Critical Debates , co-authored by David Herman, James Phelan, Peter J. Rabinowitz, Brian Richardson and Robyn Warhol, revolves around those central questions. It situates itself within the long tradition of volumes setting out to both introduce and map major trends and approaches in narrative theory. However, the new book by Herman et al. does not present a typical book-length study of narrative theory. Neither does it take the form of a conventional collection of individual contributions address- ing different issues or approaches, such as, for example, Greta Olson’s excellent Current Trends in Narratology.1 Instead, it stands out from the body of publications with similar scope and theme by exhibiting a rather unusual structure. -
Phantasies, Fake Realities and the Loss of Boundaries in Chuck Palahniuk's
1 CLAUDIO VESCIA ZANINI THE ORGY IS OVER: PHANTASIES, FAKE REALITIES AND THE LOSS OF BOUNDARIES IN CHUCK PALAHNIUK’S HAUNTED PORTO ALEGRE 2011 2 UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS ÁREA: ESTUDOS DE LITERATURA ESPECIALIDADE: LITERATURAS ESTRANGEIRAS MODERNAS LINHA DE PESQUISA: LITERATURA, IMAGINÁRIO E HISTÓRIA THE ORGY IS OVER: PHANTASIES, FAKE REALITIES AND THE LOSS OF BOUNDARIES IN CHUCK PALAHNIUK’S HAUNTED CLAUDIO VESCIA ZANINI ORIENTADORA: PROFª. DRª. SANDRA SIRANGELO MAGGIO Texto de Qualificação de Doutorado em Literaturas Estrangeiras Modernas submetido como requisito parcial para a obtenção do título de Doutor ao Programa de Pós-Graduação em Letras da Universidade Federal do Rio Grande do Sul. PORTO ALEGRE 2011 3 In loving memory of my father, José João Zanini, and of Professor Ana Maria Kessler Rocha, also known as Lady Bracknell. 4 “We like to imagine that something which we do not understand does not help us in any way. But that is not always so. Seldom does a man understand with his head alone, least of all when he is a primitive.” Carl Gustav Jung in Four Archetypes “We all die. The goal isn‟t to live forever, the goal is to create something that will.” Chuck Palahniuk in Diary "We live in a world where there is more and more information, and less and less meaning." Jean Baudrillard in Simulacra and Simulation “Welcome to prime time, bitch!” Freddy Krueger in A Nightmare on Elm Street – Dream Warriors, as he sticks a girl‟s head into a TV set. 5 Thank you, Sandra Maggio, for your guidance, friendship, trust, and guts. -
History Teaching Between Multiperspectivity and a Shared Line of Reasoning: Historical Explanations in Swedish Classrooms Joakim Wendell
History Teaching between Multiperspectivity and a Shared Line of Reasoning: Historical Explanations in Swedish Classrooms Joakim Wendell Nordidactica - Journal of Humanities and Social Science Education 2018:4 Nordidactica – Journal of Humanities and Social Science Education Nordidactica 2018:4 ISSN 2000-9879 The online version of this paper can be found at: www.kau.se/nordidactica NORDIDACTICA – JOURNAL OF HUMANITIES AND SOCIAL SCIENCE EDUCATION ISSN 2000-9879 2018:4 136-159 History Teaching between Multiperspectivity and a Shared Line of Reasoning: Historical Explanations in Swedish Classrooms Joakim Wendell Karlstad University Abstract: This study investigates the presence of multiperspectivity in history teaching through teachers' constructions of historical explanations in classroom interactions. The concept of multiperspectivity is linked to the related concept of interpretation as a central aspect of comprehension of history, in particular to the idea of including different interpretations of the same historical event or process. This idea, as expressed in the current Swedish history syllabus, is contrasted with the notion of establishing a shared line of reasoning as a central aim of teaching practices. The study is built on classroom observations of three teachers in lower secondary school, and specifically analyses how historical explanations are constructed as more or less open to different interpretations. The results indicate that explanations only occasionally are presented as open to different interpretations, and that the degree of openness is influenced by adaptation to student groups, but also possibly by the content matter. The study suggests that the notion of multiperspectivity may come into conflict with the aim of establishing a shared line of reasoning.