Thematische Bibliographien / Empathy. English literature

Inhaltsverzeichnis

Zeitschriftenartikel
Dissertationen
Bücher
Buchteile

Auswahl der wissenschaftlichen Literatur zum Thema „Empathy. English literature“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 3. Februar 2022

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an

Wählen Sie eine Art der Quelle aus:

Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Empathy. English literature" bekannt.

Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.

Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.

Zeitschriftenartikel zum Thema "Empathy. English literature"

Jamieson, Alanna. „Empathy in the English Classroom: Broadening Perspectives Through Literature“. LEARNing Landscapes 8, Nr. 2 (02.08.2015): 229–44. http://dx.doi.org/10.36510/learnland.v8i2.706.

Der volle Inhalt der Quelle

Annotation:

This paper investigates a novel study of Dickens’ Oliver Twist, used as a platform through which to discuss empathy and to promote deeper understanding with 18 grade eleven students in an English Language Arts classroom. Students’ experiences, perceptions, emotions, and relationships as they read, discuss, and write about the novel were explored through the use of narrative inquiry. The data, gathered through interviews, classroom writing samples, and field notes, provided rich examples of empathetic responses and insightful thinking by students.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Pererva, Katherine. „THE ROLE OF EMPATHY IN ENGLISH TEACHING“. English and American Studies 1, Nr. 16 (07.09.2019): 94–99. http://dx.doi.org/10.15421/381912.

Der volle Inhalt der Quelle

Annotation:

The aim of this study is to identify the role of empathy in learning process and to make students get involved in it and obtain fruitful outcomes in this direction. The qualitative method was used in this study to find out due data for explaining the positive effects of empathy for better learning. This study emphasizes the importance of empathy and its influence for making the English learning process fruitful through comparing the explanations and views of different researches. This paper describes some of the key findings from profound studies of this matter, which examined the role of empathy in teacher–student relationships and its relevance to moral modelling. The project collected data through interviews and classroom observations and used grounded methodology theory for the analysis. The literature considers the latest research in neuroscience and the significance of emotions in moral decision making alongside older psychological research on affect and empathy in learning. Empathy has long been an intrinsic part of the education system, if schools are involved in intellectual development, they are inherently involved in emotional development. The results explain that the teachers should approach the students like mother and father while teaching. Thus, this approach will make students learn easily and also make the students motivation high and better towards learning.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Connor-Greene, Patricia A., Janice W. Murdoch, Art Young und Catherine Paul. „Poetry: It's Not Just for English Class Anymore“. Teaching of Psychology 32, Nr. 4 (Oktober 2005): 215–21. http://dx.doi.org/10.1207/s15328023top3204_2.

Der volle Inhalt der Quelle

Annotation:

Higher level thought involves both critical and creative thinking skills. Although the psychological literature is rich with research on teaching critical thinking, relatively little published work addresses ways of promoting creative thinking. In this article we describe the use of poetry writing in an abnormal psychology class to encourage creative exploration and informed empathy. Content analyses suggested that the majority of students' poems communicated both accurate information and empathy. Furthermore, most students described the poetry assignment as a positive learning experience. Two examples demonstrate creative ways students' poems can distill and communicate information.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Muckenhirn, Karen. „Teaching Empathy through English Literature and Creative Writing in the Korean Classroom“. Korean Society for Teaching English Literature 24, Nr. 3 (30.12.2020): 173–203. http://dx.doi.org/10.19068/jtel.2020.24.3.08.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Sonis, Jonathan D., Emily L. Aaronson, Rebecca Y. Lee, Lisa L. Philpotts und Benjamin A. White. „Emergency Department Patient Experience“. Journal of Patient Experience 5, Nr. 2 (29.09.2017): 101–6. http://dx.doi.org/10.1177/2374373517731359.

Der volle Inhalt der Quelle

Annotation:

Introduction: Patient experience with emergency department (ED) care is an expanding area of focus, and recent literature has demonstrated strong correlation between patient experience and meeting several ED and hospital goals. The objective of this study was to perform a systematic review of existing literature to identify specific factors most commonly identified as influencing ED patient experience. Methods: A literature search was performed, and articles were included if published in peer-reviewed journals, primarily focused on ED patient experience, employed observational or interventional methodology, and were available in English. After a structured screening process, 107 publications were included for data extraction. Result: Of the 107 included publications, 51 were published before 2011, 57% were conducted by American investigators, and 12% were published in nursing journals. The most commonly identified themes included staff-patient communication, ED wait times, and staff empathy and compassion. Conclusion: The most commonly identified drivers of ED patient experience include communication, wait times, and staff empathy; however, existing literature is limited. Additional investigation is necessary to further characterize ED patient experience themes and identify interventions that effectively improve these domains.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Snodin, Navaporn S. „Rethinking Culture Teaching in English Language Programmes in Thailand“. RELC Journal 47, Nr. 3 (02.08.2016): 387–98. http://dx.doi.org/10.1177/0033688215609231.

Der volle Inhalt der Quelle

Annotation:

This article reports on perceptions and practices in relation to integrating culture into EFL teaching and how course material was designed within the Thai curriculum framework. Thai teachers’ understanding of what constitutes culture, the role it plays in language learning and how such understanding is being translated into pedagogical practices are under investigation. The practice demonstrated an attempt to adapt the Byram’s model to fit local circumstances, policies and needs. The knowledge of everyday cultures of native speakers was promoted, whilst cultures in the prior curriculum merely constituted high cultures such as literature. Potential materials, including newspapers and magazine articles, nonfiction, TV programmes and films were suggested to encourage an ethnographic frame of mind in students. The discussion of a few practical ways in which these materials can be used to promote cultural awareness and how they could be used to facilitate opportunities for language skills practice were provided. Feedback from students include the novelty of the experience, changing perspectives, facilitating better communication, practical and useful knowledge, fun, autonomous learning, critical thinking and empathy towards other cultures.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Clerck, Bernard De, Sofie Decock, Jasper Vandenberghe und Mathias Seghers. „Theory versus practice“. English Text Construction 12, Nr. 1 (27.05.2019): 103–36. http://dx.doi.org/10.1075/etc.00020.cle.

Der volle Inhalt der Quelle

Annotation:

Abstract In this paper, we investigate the attention given to and the impact of interpersonal, people-oriented and transactional, problem-oriented stance in English complaint refusals in business correspondence. The analysis is based on a sample analysis of English e-mail sequences from a Belgian multinational as well as experimental research that probes into the effect of interpersonal strategies on customer outcomes. The sample analysis shows a sharp contrast between theory and practice: while the need for supportive language and interpersonal attention are standard items in textbook instructions, the data show little alignment with the customer through expressions of regret, gratitude, or empathy. The experiment, in its turn, shows a positive impact of interactional stance on interactional justice but little to no impact on satisfaction, perceived professionalism, and loyalty. This raises a number of questions regarding best practice and best practice models.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Bullock, Garrett, Lynnea Kraft, Katherine Amsden, Whitney Gore, Jeffrey Wimsatt, Robert Prengle, Leila Ledbetter, Kyle Covington und Adam Goode. „The prevalence and effect of burnout on graduate healthcare students“. Canadian Medical Education Journal 8, Nr. 3 (04.07.2017): e90-108. http://dx.doi.org/10.36834/cmej.36890.

Der volle Inhalt der Quelle

Annotation:

Burnout is a growing epidemic among professional healthcare students. Unaddressed burnout has been shown to have psychological and performance related detriments. The purpose of this scoping literature review was to investigate the prevalence of burnout and its effects on the psychological, professional, empathetic ability, and academic acuity of graduate healthcare students. Inclusion criteria included English language papers published within the last 10 years and subjects in graduate healthcare professional programs. This search encompassed 8,214 articles. After title and abstract screening, 127 articles remained and were sorted into five domains of interest: etiology, professionalism, mental health, empathy, and academic performance. After duplicates were removed, 27 articles remained for the scoping review. Graduate level healthcare students had higher levels of burnout than age matched peers and the general population. The high prevalence of burnout within graduate healthcare students can have an effect on their mental health, empathy, and professional conduct. Understanding the occurrence and effects of burnout within graduate healthcare programs allows faculty and administration to plan curriculum, and provide information to students to understand, recognize, and create opportunities to decrease burnout in order to create long lasting quality clinicians.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Badrkhani, Parisa. „Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education“. Education and Urban Society 52, Nr. 2 (07.07.2019): 234–56. http://dx.doi.org/10.1177/0013124519859649.

Der volle Inhalt der Quelle

Annotation:

There are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students’ attitudes toward the different cultures (especially their classmates), and (c) the strategies the educators apply in the multicultural classroom to establish peace. Five Iranian faculties who were teaching English language literature subject, in California State universities, were selected and interviewed via Skype. The results showed that they had a very positive attitude toward teaching in multicultural classrooms. The educators claimed that they apply the emotional empathy, empathy training, culturally proportional curriculum, and the structured rules for the multicultural classroom. One of them argued that holding conferences regarding the diversity is very useful, and the other one proposed that holding involuntary service, sport, and community programs for both the immigrant and the local students is considerable to make the students closer and establish the sense of peace among them.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mehr Quellen

Dissertationen zum Thema "Empathy. English literature"

Lundberg, Elizabeth Katherine. „Reading ruptures: empathy, gender, and the literature of bodily permeability“. Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6185.

Der volle Inhalt der Quelle

Annotation:

The concept of empathy has long been studied by literary scholars. Empathy can refer to several different affective, political, and aesthetic phenomena, however, and its often assumed connection to reading is far from proven. This dissertation explores three specific aspects of empathy as they appear in postwar North American fiction, with special emphasis on what they suggest about empathy’s relationship to gendered embodiment. Reading Ruptures examines readerly empathy (an aesthetic encounter with literature) in representations of dubious sexual consent; affective empathy (a political sentiment) in representations of pregnancy; and communicative empathy (a linguistic trope of science fiction) in representations of language viruses. While these distinct types of empathy can be conceptualized and experienced separately, they illuminate each other’s political opportunities and challenges when placed in conversation. Ultimately, this dissertation argues that although science fiction’s contributions to this conversation have historically been undervalued, SF offers fresh insights into empathy’s continuing and evolving relevance for posthuman embodiment and postmodern literature.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Fairlamb, Linda. „An investigation into the use of empathy in the teaching of English literature at Key Stage Three“. Thesis, n.p, 2001. http://oro.open.ac.uk/18809.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Miele, Kathryn. „Representing empathy : speaking for vulnerable bodies in Victorian medicine and culture“. Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/4155/.

Der volle Inhalt der Quelle

Annotation:

The project of defending vulnerable bodies, whose interior experience could only be known through empathy, helped to develop nineteenth-century epistemologies of selfhood and otherness. The struggles of authors who wished to represent the sufferings and experiences of others in texts were influenced by changes in the understanding of perception and evidence (which have lately received much attention as subjects of historical inquiry). In this project I explore the attempts that were made by individuals and groups of individuals in the nineteenth century to ‘speak for’ individuals who were perceived as vulnerable: unable or less able, for some reason, to speak for themselves. I examine the strategies by which these authors attempted to achieve a kind of knowledge that amounted to sameness in difference with regard to the subjects for whom they tried to speak. These strategies can be understood as attempts to negotiate the invisible (the interiority of another individual) through the unseen, using sight in ‘non-sight’ to overcome empirical barriers to knowledge of the ‘other’. I argue that in the nineteenth century, empathy became a way of knowing, and a form of knowledge, and that the texts produced surrounding nineteenth-century ethical and social reform movements are characterized by empathic discourse.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Passamani, Elise Gabrielle. „Empathy and narcissism in the work of Molière“. Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:00424b4d-ee60-439d-b136-4eb856c3a5fe.

Der volle Inhalt der Quelle

Annotation:

The aim of this thesis is to explore the comic art of Molière through the lens of empathy and narcissism, and reciprocally, to show that Molière nourishes Western thought about these phenomena, which can be viewed as opposite ends of a continuum. Every personality has some of each, but the unbalanced egoist has excessive self-love and cannot put himself in another's place. The narcissist is omnipresent in Molière's theatre, but has been heretofore unidentified as such in criticism. This work attempts to fill this gap, and accordingly, my corpus encompasses his 33 extant plays. Furthermore, these psychological concepts are inherently theatrical, especially with respect to whether or not spectators recognize themselves in characters on stage. There is a dialectic relation between reconnaissance and empathy or antipathy, and, therefore, laughter. Hence, empathy and narcissism provide a way of looking at characters on stage and at the interaction between the dramatic action and the audience. To explore the former, I investigate endogenous words Molière uses to convey empathy and narcissism; how he portrays empathizers and narcissists visually through their adherence to and breaking of social codes; and how cognition influences their ability to change. For the latter, I demonstrate how early modern querelles surrounding Molière's plays involve these notions; and how his metatheatrical discourses reveal that Molière transports his spectators 'hors de soi': a state that mirrors romantic love and provides pleasure. Taken in this framework, I argue that Molière's work can be seen as anti-narcissistic; if his spectators knew themselves in the mirror he held up, laughing was a means of precluding blind empathy. Thus, employing tools from modern psychology and neuroscience and notions from the seventeenth century, this thesis evaluates how Molière's characters provide us, today, with a means for better understanding the place of narcissism in our occidental world.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Brett, Aidan. „SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS“. Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/509326.

Der volle Inhalt der Quelle

Annotation:

Literacy & Learners
Ph.D.
This study reports on the impact of the Authorial Empathy Scale (AES), a tool designed to measure responses to literature that balance attention both to authors’ aesthetic choices and to empathetic engagement with the narrative world, on teachers’ instructional practices and students’ written and spoken responses. The research is guided by the following research questions: (1) In what ways, if any, does a literary unit intervention designed to foster readings of authorial empathy shape the teaching practice of two secondary ELA teachers? (2) In what ways, if any, does a literary unit intervention designed to foster readings of authorial empathy shape secondary students’ responses to texts? Data consist of stimulated-recall interviews and discussion transcripts of teachers and students that were analyzed for the goals, tools, and sources of their decisions. The major findings are the use of the AES seemed to facilitate a common approach among teachers and students for generating more balanced responses to texts. However, sustaining the balanced responses faced challenges in the form of institutional rubrics, IRE discussion patterns, and the specific demands of writing tasks. Students who evidenced greater mastery of the conventions of academic writing tended to generate more authorially empathetic responses to texts. During the Authorial Empathy unit, students tended to engage in more extensive and collaborative talk turns during discussion. The results make clear the importance for teachers to select texts, tasks, and tools that support the use of the AES in guiding students to respond with authorial empathy.
Temple University--Theses

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Deka, Mayuri. „Why should I read this? The Reasons and Pedagogical Tools for a Multiethnic Literature Classroom“. [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227642880.

Der volle Inhalt der Quelle

Annotation:

Thesis (Ph.D.)--Kent State University, 2008.
Title from OhioLINK ETD abstract webpage (viewed Feb. 2, 2010) Advisor: Mark Bracher. Keywords: Literature; Multiethnic; Pedagogy. Includes bibliographical references.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Närenborn, Lisa. „DID YOU FALL FOR IT? : Sympathy and Empathy in Nabokov's Lolita and The Enchanter“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38153.

Der volle Inhalt der Quelle

Annotation:

The goal of this study was to examine if, how, and why sympathy and empathy was created in Nabokov’s two narratives dealing with pedophilia; Lolita and The Enchanter. A large amount of research did exist on this subject regarding Lolita, but not on The Enchanter. Since Nabokov has referred to The Enchanter as a kind of pre-Lolita in the “Authors Note One” in The Enchanter, I thought it would be interesting to see what similar techniques he used to generate sympathy and empathy from the reader in the two books, and to examine if they had any differences regarding the subject. After a close reading of the books, some defining features could be found to be connected to sympathy and empathy. These features had to do with the narration, the form, and the language. The protagonists used these different feature to create a bond with the reader, a bond that is then used to make the reader feel for or/and with the protagonists. Lolita is a longer, more developed, and more comprehensive story than The Enchanter which gives Humbert more time to create and use this bond with the reader. Therefore, Lolita is more likely to generate empathy and sympathy from the reader. If a reader experiences those emotions though, depends on the individual reader. All I have presented in this essay is related to how Nabokov invite empathy and sympathy from the reader when reading Lolita and The Enchanter. That does not mean all readers experience these emotions since it is an individual process that depends on how each reader interprets the narrative.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Gonzalez, Katelynn N. „The Empathy of Immersion: An Exploration of Battlefield 1 Through the Lense of Empathetic Virtual Reality“. FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3677.

Der volle Inhalt der Quelle

Annotation:

This thesis examines two works from different mediums, the short story “How to Tell a True War Story” by Tim O’Brien and the video game Battlefield 1, to compare how each constructs empathy using virtual reality and mimetic communication between audience and the work. The thesis draws from both digital media studies and affect theory to construct a nuanced view of how empathy functions in the works. The body responds to empathy physically. As social creatures, humans feel the emotions of those around them, even if those around them are virtually constructed. In other words, the thesis will explore how video games have been used historically and what their effects are on gamers, especially gamers’ bodies and emotional responses to the constructed virtual reality. This work aims to show how the lines of fiction and reality become blurred to establish empathy within a narrative and virtual reality space.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Baker, Holly T. „Windows and Mirrors: A Collection of Personal Essays“. Ohio : Ohio University, 2010. http://www.ohiolink.edu/etd/view.cgi?ohiou1275571329.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Irion, Katherine Ann. „A Case Study: Incorporating Young Adult Literature into General Education To Improve Intellectual and Emotional Intelligence“. BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7023.

Der volle Inhalt der Quelle

Annotation:

Institutions of higher learning have required students to take general education courses since such they were conceived and implemented in the 1940s. Requirements vary widely across institutions, but there is a broad consensus that a literature course be required in order to graduate. While these courses feature many types of literature, one literary field is overwhelmingly overlooked: young adult literature. Brigham Young University has recently implemented a young adult literature course that will fulfill a general education requirement. This case study examines the question, "What might be the rationale for including a course in young adult literature as part of the general education curriculum?" The findings of this case study suggest teaching YA literature as a GE course benefits students' emotional and intellectual intelligence. Drawing on observations, interviews, students' work, and students' reflections, analysis concludes that young adult literature has the ability to be used in a university general education class to successfully teach intellectual abilities and to impart and improve emotional intelligence.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mehr Quellen

Bücher zum Thema "Empathy. English literature"

Slavery, empathy, and pornography. Oxford: Oxford University Press, 2002.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Victorian lessons in empathy and difference. Columbus: Ohio State University Press, 2011.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Gardiner, Judith Kegan. Rhys, Stead, Lessing, and the politics of empathy. Bloomington: Indiana University Press, 1989.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

P, Lorain, und Bradley Jason, Hrsg. A Christmas Carol: Dual language reader (English-French). Jacksonville, Florida, USA: Study Pubs., 2010.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Library, Pierpont Morgan, Hrsg. A Christmas Carol: The original 1843 manuscript. Delray Beach, Fla: Levenger Press, 2011.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

A Christmas carol. New York: Pocket Books, 2003.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Dickens, Charles. Sheng dan song ge =: The christmas carol. Beijing: Wai yu jiao xue yu yan jiu chu ban she, 2007.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Dickens, Charles. A Christmas carol. Mankato, MN: Creative Education, 1990.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Dickens, Charles. A Christmas carol. Cheswold, Delaware: Prestwick House Literary Touchstone Press, 2005.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

ill, Goodrich Carter, Hrsg. A Christmas carol. New York: W. Morrow, 1996.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mehr Quellen

Buchteile zum Thema "Empathy. English literature"

Parra-Lazcano, Lourdes. „English and Mexican Dogs: Spectres of Traumatic Pasts in Virginia Woolf’s Flush and MarÍa Luisa Puga’s Las Razones Del Lago“. In The Edinburgh Companion to Virginia Woolf and Contemporary Global Literature, 267–81. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474448475.003.0015.

Der volle Inhalt der Quelle

Annotation:

This chapter offers a comparative analysis of the English Virginia Woolf’s Flush: A Biography (1933) and the Mexican María Luisa Puga’s Las razones del lago [The Reasons of the Lake] (1991). It aligns the spectre of the traumatic past experienced by the dog Flush with those of the dogs Novela [Novel] and Relato [Story], based on their differing social and cultural contexts. The first section introduces the notion of spectres of traumatic past in nonhuman animal studies. The second establishes a comparison between Flush as a pet and Novela and Relato as semi-stray dogs to show how in each story a traumatic past of confinement has impacted the dogs’ lives. The third section discusses how the dogs’ spectres are associated with their violent past experiences, and the chapter concludes by addressing the human-animal empathy between these dogs and the voices of the writers.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Wir bieten Rabatte auf alle Premium-Pläne für Autoren, deren Werke in thematische Literatursammlungen aufgenommen wurden. Kontaktieren Sie uns, um einen einzigartigen Promo-Code zu erhalten!