358 research outputs found
Panel. Faulkner and Morrison
No full textFood, and Wellmeant : Representations of the Meal in Faulkner and Morrison / Meredith Kelling, University of Missouri, St. Louis Reading Faulkner Otherwise : Toni Morrison\u27s A Mercy and Faulkner\u27s Absalom, Absalom! / Doreen Fowler, University of Kansas Problematizing Literary Depictions of American Post-Colonialism: (Re)Reading The New White Man in Toni Morrison\u27s A Mercy and William Faulkner\u27s Absalom, Absalom! / Maia Butler, University of Louisiana, Lafayett
Clark and Doreen Wolfe
No full textPhotograph - Doreen Wolfe (nee Loxam) signing the register at her wedding to Clark Wolfe, Fort McMurray, Alberta. The marriage of the two RCMP officers was performed by Reverend Rathbon
Trepassey Folk Festival. Tape 4 of 8
No full textRecording from the Trepassey folk festival held November, 1981 with folk songs, dances, accordion playing and folk music performed by local artists. This clip features Chris Molloy and Chris Hewitt and from the St. Shotts area Loyola Hearn (voice, guitar, mouth organ), Don Devine (guitar), Kathleen Horton (voice), Pat Sullivan (accordion), Agnes Fowler (accordion), Doreen Hines (tambourine), Belle Finlay (accordion), Herb Sutton (spoons), Ray Sutton (bass guitar), Nellie Sullivan (dancer) and Terry Hines (dancer).Partial contents: Frozen logger -- Bright silvery light of the moon -- Shadow of the pine -- Haul up the dory
Ethical Engagement: Critical Strategies for Approaching Autoethnographic Fiction
No full textCritics of American literature need ways to ethically interpret ethnic difference, particularly in analyses of texts that memorialize collective experiences wherein that difference is a justification for large-scale atrocity. By examining fictionalized autoethnographies--narratives wherein the author writes to represent his or her own ethnic group as a collective identity in crisis--this dissertation interrogates audiences' responses and authors' impetus for reading and producing novels that testify to experiences of cultural trauma. The first chapter synthesizes some critical strategies specific to autoethnographic fiction; the final three chapters posit a series of textual applications of those strategies. Each textual application demonstrates that outsider readers and critics can treat testimonial literatures with respect and compassion while still analyzing them critically. In the second chapter, an explication of the representations of African American women's experiences with the cultural trauma of slavery is brought to bear upon analyses of Toni Morrison's A Mercy (2009) and Alice Walker's Now Is the Time to Open Your Heart (2003). In the third chapter, the debate between nationalist and cosmopolitanist critics in Native literary studies is adjudicated through a close reading of the same-sex desire between adolescent boys, and histories of land theft and broken treaties in Craig Womack's Drowning in Fire (2001) and Sherman Alexie's Flight (2007). Finally, the application of theoretical strategies for reading testimonio to literary texts is used to explore the long term effects of the Trujillato on the personal and national identity of people from the Haitian-Dominican-American diaspora as portrayed in Junot Díaz's The Brief Wondrous Life of Oscar Wao (2007) and Edwidge Danticat's The Farming of Bones (1998). Each chapter demonstrates the potential of autoethnographic narrative techniques to present didactic messages, which serve a memorializing function for insider readers and aid outsider readers in understanding those insider perspectives
Doreen D’Cruz, ‘Women, Time and Place in Fiona Kidman’s The Book of Secrets’, Journal of Commonwealth Literature, 42:3, September 2007, 63-81
No full textArticle review: In this absorbing article, Doreen D’Cruz considers New Zealand author Fiona Kidman’s 1987 novel, The Book of Secrets, from a feminist, dialogist and historiographical viewpoint, with reference to Kristeva, Bakhtin, Said, Friedman and Irigaray
O QUE DOREEN DIRIA SOBRE NÓS? UM ENSAIO SOBRE A PEDAGOGIA DA ESPERANÇA
No full textResumo:Este ensaio investe na análise da produção bibliográfica de Doreen Massey, com atenção focada nos títulos dirigidos aos cursos para o segmento do Ensino Superior, ministrados ou organizados por ela nas décadas de 1990-2000, na Open University (em Milton Keynes, Reino Unido). A aproximação a esses trabalhos – ainda sem tradução para o português – procura inventariar os aspectos pedagógicos nas construções epistemológicas da autora. O estudo da face pedagógica de Massey, ao considerar seus textos didáticos, busca um painel de ações, recursos e metodologias para uma possível adoção dos conteúdos da Geografia passíveis de serem inseridos na Educação Básica. Portanto, não se trata de uma incorporação vertical da academia para a escola, mas um estudo cujo inventário de procedimentos possa ser inspirador para a epistemologia escolar, considerando a potencialidade da concepção espacial desenvolvida pela a autora (MASSEY, 1995, 2004, 2006, 2008).Palavras-chave: Doreen Massey, Espaço, Ensino de Geografia. Abstract: This essay invests in the analysis of Doreen Massey's bibliographic production, with attention to the titles directed to Higher Education courses, taught or organized by her in the decades of 1990-2000, at the Open University (in Milton Keynes, UK). The approach to these works - without translation into Portuguese - seeks to set pedagogical aspects down in the author 's epistemological constructions. The study of the pedagogical bias of Massey provides a set of actions, resources and methodologies for a possible syllabus of Geography that can be adopted in elementary education. Therefore, it is not a vertical incorporation of the academy into the school, but a study whose inventory of procedures can be inspiring for school epistemology, considering the possibilities of the spatial conception (MASSEY, 1995, 2004, 2006, 2008).Keywords: Doreen Massey, Space, Geography Education. Resumén: Este ensayo realiza um análisis de la producción bibliográfica de Doreen Massey, con la atención enfocada en los títulos dirigidos a los cursos para el segmento de la Enseñanza Superior, impartidos o organizados por ella en las décadas de 1990-2000, en la Open University (en Milton Keynes, Reino Unido). La aproximación a esos trabajos - aún sin traducción al portugués - busca inventariar los aspectos pedagógicos en las construcciones epistemológicas de la autora. El estudio de la cara pedagógica de Massey, al considerar sus textos didácticos, busca un panel de acciones, recursos y metodologías para una posible adopción de los contenidos de la Geografía pasibles de ser adoptados en la Educación Básica. Por lo tanto, no se trata de una incorporación vertical del ámbito académico a la escuela, sino un estudio cuyo inventario de procedimientos puede ser inspirador para la epistemología escolar, considerando la potencialidad de la concepción espacial desarrollada por la autora (MASSEY, 1995, 2004, 2006, 2008).Palabras-clave: Doreen Massey, Espacio, Enseñanza de Geografía.</jats:p
“PELO ESPAÇO” NA VIA DE DOREEN MASSEY: UMA ANÁLISE PEDAGÓGICA DE “MATERIAL GEOGRAPHIES”
No full textThe aim of this article seeks to reflect on the pedagogical aspect in the extensive bibliographic production of the British Geography Doreen Massey. The current study deals with the content analysis of the chapter Geographies of solidarities, inserted in the pedagogical material of the course Material Geographies – a world in the making. This paperback, edited by Open University in 2008, is a pedagogical material adopted by the course of the same institution of distance education and at the same time it diffuses theoretical tendencies directed by Open Space Research. Our aim seeks to analyse the Bibliography of the author and to focuses on the titles directed by courses taught or organized by Massey in the 1990’s, at the Open University (in Milton Keynes, UK). This approach to these issues - still without a Portuguese translation –look forward a file Doreen Massey's pedagogical ideas and how it tie in the School Geography curriculum in BrazilA questão central deste estudo busca refletir sobre o aspecto pedagógico na extensa produção bibliográfica da geógrafa britânica Doreen Massey. O presente estudo se ocupará da análise de conteúdo do capítulo Geographies of solidarities, inserido no material pedagógico do curso Material Geographies – a world in the making. Tal publicação, editada pela Open University em 2008, trata-se de material pedagógico adotado para curso da mesma instituição de educação a distância (EAD) e que ao mesmo tempo difunde tendências teóricas dirigidas pela Open Space Research. Tal intuito investe na análise da produção bibliográfica da autora, com atenção focada nos títulos dirigidos aos cursos ministrados ou organizados por ela na década de 1990, na Open University (em Milton Keynes, Reino Unido). Esta aproximação com esses trabalhos – ainda sem tradução para o português – procura inventariar os aspectos pedagógicos de Doreen Massey e seus possíveis desdobramentos para o currículo da Geografia Escolar no Brasil
The Mainstream of Consciousness: James Joyce, Virginia Woolf, William Faulkner and Mass Modernism
No full textThe Mainstream of Consciousness: James Joyce, Virginia Woolf, William Faulkner and Mass Modernism argues that the "stream of consciousness" method which has become synonymous with "high" modernism was, in actuality, a widely accepted and employed trope within interwar popular culture. Instead of considering the ways writers like Joyce, Woolf, and Faulkner resisted consumer culture, this project argues that their work both informed and was informed by advertising and best-selling fiction. This project establishes that the modernist "stream of consciousness" method was a "popular" form that was prevalent and widely embraced by the interwar public, that the method appealed to a large audience because it invited identification with a variety of subjective perspectives (or "consciousnesses") which correlate with what film critics have called the "system of suture," and that its dramatization of the instability of the split self (between the "preverbal" or "subconscious" and consciousness) helped create the interwar psychological subject. Each chapter works to historicize the emergence of the "stream of consciousness" as a method and, with Julia Kristeva's conceptualization of the semiotic, to theorize the way these texts informed interwar subjectivity as a dialectic between the rational and communicative and the irrational or "prespeech" level of the "subconscious.
The Language Trap: U.S. Passing Fiction and its Paradox
No full textThrough exploration of William Faulkner's, James Weldon Johnson's and Nella Larsen's "passing novels," this dissertation points out that narrative representation of racial passing facilitates and compromises the authors' challenge to the white-dominant ideology of early-twentieth-century America. I reveal that, due to their inevitable dependence on language, these authors draw paradoxically on the white-dominant ideology that they aim to question, especially its system of binary racial categorization. While the "white" body of a "passing" character serves the novelists as a subversive force in white-supremacist society (which depends on the racial other to define "whiteness"), language, which is essentially ideological, traps the writers in racial binary and continually suggests that, while the character looks white, s/he is really black. Accordingly, the authors have to write under the constraints of the problem that American discourse of race must and, for the most part, does systematically suppress its own essential fictiveness
The Writing of Nation: Faulkner and the Postbellum South
No full textThis dissertation argues that William Faulkner, drawing on a conversation begun by earlier Southern writers, writes his anxiety about the South's assimilation into the nation. Specifically, I argue that his early works show repulsion to the idea of the South's assimilation, while his later works show more comfort with assimilation, along with a greater willingness to participate in the national imperial project. I begin by establishing the conversation in writers who are active in the postbellum period, and then I explore the ways in which Faulkner draws on this conversation to present his own complicated and changing depiction of nation. Central to this discussion is recognition of an anxiety about the role of the South in the creation of national identity
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