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Yearbook of Eastern European Studies Issn: 2300-5424 YEARBOOK OF EASTERN EUROPEAN STUDIES ISSN: 2300-5424 No. 6 2016 Yearbook of Eastern European Studies is an international, interdisciplinary peer-reviewed scholarly journal focused on humanities with emphasis on history, literature, anthropo- logy, political, cultural and other studies related to Eastern Europe. The languages of the journal are: English, Russian, Polish. Editorial Board Mark Belkin (Kyiv), Artur Chubur (Bryansk), Rafał Czachor (Wrocław), Valentina Grebneva (Belgorod), Alla Levonyuk (Brest), Olga Orlova (Tomsk), Nataliya Potanina (Tambov), Tatyana Razuvaeva (Belgorod), Valentina Ryndak (Orenburg), Vladimir Shaydurov (Saint Petersburg), Aleksandr Slinko (Voronezh), Irina Yurtaeva (Kemerovo) Editor-in-chief Irina Popadeykina Deputy Editor-in-chief Evdokia Nesterova Publisher Russian-Polish Institute (Instytut Polsko-Rosyjski) ul. Legnicka 65 54-206 Wrocław POLAND www.ip-r.org [email protected] ISSN: 2300-5424 This journal is published under a Creative Commons BY license Cover design Michał Bartnik Graphics The Path by Anndr LIST OF CONTENTS Fabrizi M.A., Fantasy in the classroom: Student perceptions of fantasy literature viewed through a critical literacy framework ............................ 5 Арпентьева М.Р. Психотерапевтические и ксенопсихотерапевти- ческие отношения в фантастических произведениях ....................... 23 Bergue V. On the Fringe between Fantasy and Fantastique/Gothic Fic- tion: the Invention of Urban Fantasy ................................................................ 46 Forest-Hill L. Fantasy Elements in Medieval Romance: History or Imagination? ................................................................................................................. 61 Ахмедова Э.Т. «Послание мертвеца» Ф. Мэрриет как спиритичес- кий роман в жанре фэнтези ............................................................................... 78 Cook S. Tolkien’s Fantasy ....................................................................................... 87 Lebedev D.L. Visualizations of John Tolkien’s fantasy world .............. 106 Соколова А.Л. Мифологема дерева в трилогии Дж.Р.Р. Толкина «Властелин Колец» ............................................................................................... 117 Gorczowska N. Nazwać świat. O toponimach w wybranych polskich cyklach powieściowych high fantasy ............................................................... 132 Димитриева В.Н. Мифологические и христианские архетипы в романах Дж. Роулинг о Гарри Поттере .................................................. 149 Колесников А.Ю. Экзистенциальная основа мифа в романах Грэма Джойса ........................................................................................................... 169 Арзуманян С.Н. Эсхатологический характер образа Богини-Матери в рассказе Урсулы Ле Гуин «Кости земли» ....................................................... 178 Демидова Е.О. Фэнтези как жанрово-тематический канон массовой литературы в России ......................................................................................................... 189 Пименова А.В. Триединая функция fairy-story в литературе fantasy (на примере романа Ксении Тихомировой «Границы горных вил») ............................................................................................................................................................ 204 Рябкова Н.Л., Чебанная Е.И. Перерождение как основа религиозно- философской картины мира в романе Карины Дёминой «Чёрный Янгар» ...................................................................................................................................................... 210 Полякова Н.Ф. Реальное и фантастическое в хронотопе повести А.Н. Толстого «Граф Калиостро» ................................................................... 219 YEARBOOK OF EASTERN EUROPEAN STUDIES № 6 Nathanael T. Sight, Spatiality, and the Animated Landscape: Kipling’s Puck of Pook’s Hill and the Borders of Fantasy ............................................ 232 Головачева И.В. Фантастическое невидимое ...................................... 251 Лабай Е.В. Фаустовский сюжет в контексте фантастики ХХ–ХХI сто- летия .............................................................................................................................. 265 LIST OF REVIEWERS ...........................................................................................276 4 YEARBOOK OF EASTERN EUROPEAN STUDIES № 6 Fabrizi Mark Fantasy in the classroom: Student perceptions of fantasy literature viewed through a critical literacy framework This article presents the perspectives of adolescent students as they engage with a variety of fantasy literature texts through their secondary English clas- ses in the United States. It draws upon qualitative data collected during class- room visits and in-depth interviews with the students and their teachers to help contextualize their academic experiences with fantasy. The findings of this year-long multiple case study suggest that fantasy literature can be used suc- cessfully with students to help motivate them to read critically, despite the ge- neral perception in the United States that fantasy literature lacks complexity, textual depth, and literary richness. The findings support the incorporation of fantasy texts in the curriculum of literary studies in secondary English class- rooms. Furthermore, the qualitative data suggest that fantasy literature chal- lenges students in way similar to that of canonical, mimetic literature. Key words: Fantasy literature; pedagogy; student perspectives. Introduction and context The primary goals of my research include 1) expanding the use of critical literacy as a pedagogical strategy among secondary teachers; 2) validating fantasy literature as a viable means of en- gendering critical literacy skills in students; and 3) broadening literary choices for teachers of literature, moving beyond a strict reliance on traditional canonic and mimetic literary works as classroom texts. The purpose of this paper is to share some of the research I have done in four secondary classrooms in the United States in which students (whose ages ranged from 16–18 years) were studying various works of fantasy literature, both in print and in film. In the following pages, I will briefly discuss scholarly perceptions of fantasy literature, the critical literacy pedagogical framework, student perspectives on fantasy literature, and the results and implications of my research. Over the years, fantasy literature has attracted a body of scholarly criticism devoted to illuminating the works of fantasy, not unlike critical analyses of classic and canonical literary works. Critical analyses of fantasy are devoted to uncovering the- mes and patterns [Shippey 2002; Drout 2006; Croft 2010, 2011], 5 YEARBOOK OF EASTERN EUROPEAN STUDIES № 6 narrative complexities [Bullard 2011; Northrup 2004], archety- pal representations [Rawls 2008; Hiley 2004], sub-categories of the fantasy genre itself [Clute & Grant 1997; Stableford 2005], cultural and linguistic commentary [Livingston 2012; Shippey 1977], and other philosophical inquires [Fife 2006; Hull 1986] that are taken up by the authors of fantasy literature. While fantasy literature has been a topic of scholarly dis- cussion for decades, its educational implications have been less well-explored. As an educator, I am primarily interested in the way adolescent readers interact with fantasy in a classroom set- ting as well as the teacher’s pedagogical approach to the text. How is meaning derived in a work of fantasy? How do teachers help students engage critically with fantasy literature, moving past superficial meaning to uncover the rich subtexts and com- plexities that form the basis of classroom discussions? And ultimately, how can teachers help students see value in the study of fantasy literature? Judging from the popularity of fantasy novels world-wide [Drout 2006], it seems that fantasy literature should occupy a prevalent place in high school classrooms. Since intrinsic moti- vation is a key factor in improving literacy [Csikszentmihalyi 1991] and one can reasonably assume that reading appealing no- vels is intrinsically motivating for students, it can be posited that teachers may be able to motivate students more readily by using novels that appeal to them, like works of fantasy. Still, curricular demands and the habitual use of traditional texts in academia being what they are, fantasy novels may still be relatively under- represented as teaching tools in high school classrooms. Prior to the start of a formal research project, I conducted an initial survey in which the department chairs in each of the 137 public high schools in Connecticut were asked about the for- mal use of fantasy literature in the classrooms of their schools. This was done because, in Connecticut, the department chairper- sons are intimately involved in the development of school curri- culum, from the development of courses and the identification of academic standards appropriate to each grade level to the selec- tion of texts in each course and often the types of assessments 6 YEARBOOK OF EASTERN EUROPEAN STUDIES № 6 given to students in those courses. Also, I undertook an examina- tion of the published programs of study of each of these schools to determine the extent to which high schools have courses de- voted, in whole or in part, to fantasy literature. The results of this inquiry identified only seven schools out of 137 that incorpora- ted courses
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