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Kolbas, E. Dean. "Critical theory and the literary canon." Boulder, CO : Westview Press, 2001. http://hdl.handle.net/2027/heb.07706.
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Pesa, Makrina, and Emy Arnekull. "Canon VS No Canon - Which English Literature is Used in Swedish Upper Secondary Schools?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34560.
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Throughout our teacher education, we have seen and felt the need for suitable literature in the English courses for upper secondary education in Sweden. Our purpose was to investigate which literature teachers in the field are using in their different courses, and with that constitute a list that can be used by teachers. Furthermore, we also investigated, among other things, which qualities the teachers are looking for when choosing suitable literature for their students and courses. Previous research has shown the significance of using literature for language and cultural development, and therefore a list as ours can contribute to aiding upper secondary teachers. To execute this research, we have chosen to use both a qualitative and quantitative method, in the form of a survey and interviews. Our results showed that all teachers are using some sort of literature for language development, and the vast majority are having difficulties finding suitable literature for their students. Moreover, the vast majority of our interviewees took a negative stand towards having an official canon, however they were open for using an unofficial canon as inspiration.
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Ross, Ronald J. III. "The Pragmatist Canon: Rethinking Literature in the Classroom." Wittenberg University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1242224971.
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Johansson, Emma. "The School Canon : A Study about a Possible School Canon of English Literature at Swedish Upper Secondary Schools." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24738.
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The purpose of this essay has been to examine whether there is a school canon for fiction in the teaching of English at upper secondary schools in Sweden and how such a canon takes shape. The study has been carried out by compiling lists of books and interviewing teachers in the region of western Kronoberg. There turned out to be a number of books that were recurring in the schools such as Of Mice and Men by John Steinbeck and Stone Cold by Robert Swindells. The study found a few patterns in the school canon which the mentioned titles fit well into. The books of the school canon turned out to mainly be either classics or youth novels. It was also found that the books of the school canon mainly portrayed the Anglo-Saxon world and that the main characters were mostly boys/men which the school canon has in common with the Western canon. The theoretical approach has been that of cultural capital as presented by John Guillory. His ideas of canon formation, which is mainly focused on the Western canon, are compared to the formation of a school canon. This essay claims that the shaping of the school canon has some things in common with Guillory’s ideas of canon formation but since the school canon has a clear purpose in that the literature has to be suitable for teaching and teachers in interviews claim universities are losing influence over school’s literature selection, teaching aspects play a greater part in the shaping of a school canon.
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Drew, Shahara Brookins. "Insiders and outsiders : processes of African American canon formation /." View online version; access limited to Brown University users, 2001. http://wwwlib.umi.com/dissertations/fullcit/3006715.
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Thesis (Ph.D.)--Brown University, 2001.Available in film copy from University Microfilms International. Vita. Thesis advisor: Lewis R. Gordon. Includes bibliographical references (leaves 242-266). Also available online.
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Haji, Mohd daud Kathrina. "Creative : Jongsarat Critical : Christianity and the Canon : reading the Chinese American Canon through the sacred." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/creative-jongsaratcritical-christianity-and-the-canon-reading-the-chinese-american-canon-through-the-sacred(975edb1f-faae-422e-8bb2-904759bb8de8).html.
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Creative: Jongsarat is a full-length fictional novel set in Brunei. It follows the lives of two cousins as they struggle with the same decision over the course of one summer. Rijal, the black sheep of the family, must try to come to terms with his fears and his troubled past when he finds out his girlfriend is pregnant. Hana, the family's golden girl and hope for the future, fights to keep her own sins a secret as she faces losing her boyfriend to his growing love for God. Set against the backdrop of a country in which reputation and religion are inextricably intertwined, and in which traditional values are struggling to stay alive, Rijal and Hana must find a way to understand the future that they are fighting for. Jongsarat is fundamentally an exploration of the challenges traditional social and religious structures are facing as they struggle to shape modern-day Brunei. It is a study of how, when traditional culture is uninformed by the heart of religion, it leads to disenfranchisement and the hollowness of ritual. It is a story about the ways in which everyday families have to cope with the hopes and expectations each generation places on the next in an ever-changing world. Critical: By exploring the reasons why study of the religious trope has been so neglected in Chinese American literary study, this thesis seeks to understand the critical paradigms which have dominated and shaped Chinese American literary discourses. This thesis will do this by looking seriously at the history of the formation of Chinese American literature and critical study, and the ways in which it has been influenced by American social and political movements such as the feminist and civil rights movements. Having established the state of Chinese American literature and literary discourse, the thesis will then go on to examine the ways in which these external influences have caused grave misreadings which have severely limited the scope and understanding of critical discourse. This thesis will then correct these misreadings by using Amy Tan's works as a case study for performing a critical reading of the religious trope in order to open critical discourse up to new and alternative readings that will ensure the continuation of fresh, relevant and vibrant dialogue within Chinese American critical study.
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McGowan, Todd R. "The Empty Subject : the New Canon and the Politics of Existence /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382029664.
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Hepple, Elaine. "Literary authority and the canon : British playwrights 1688-1714." Thesis, University of Liverpool, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305124.
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Lopes, Renato Gonçalves 1974. "O canone na formação de leitores : um estudo de versões infanto-juvenis de Midsummer Night's Dream." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269961.
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Orientador: Eric Mitchell SabinsonDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Esta dissertação visa à análise e interpretação de adaptações de sucesso de A Midsummer Night¿s Dream, conhecida comédia de Shakespeare, dirigidas ao público infanto-juvenil. Centrando as atenções no caráter formador a que se propõem essas versões facilitadas do texto canônico, se investiga o leitor nelas buscado revelando alguns valores representativos do literário que se pretende repassar. A pesquisa se dá, primeiramente, com a controvérsia sobre as adaptações no momento atual; depois, apresenta-se uma interpretação da peça, o chamado 'texto original¿, para se obter algumas de suas características e leituras reconhecidas; em seguida, com o corpus de versões escolhido, analisam-se as transformações feitas no original e o que representam no contexto estudado. A ¿conclusão¿ pondera os dados obtidos com sua conseqüente apreciação
Abstract: This dissertation investigates contemporary adaptations directed towards young people of A Midsummer Night¿s Dream, Shakespeare¿s renowned comedy. Focusing on the adaptations¿ aims, we attempt to define, within the terms of the adapted texts, the concept of the reader of literature and the ¿intended¿ literary values to be passed on to young readers. The research exposes the controversies of adaptation; after that, we undertake a literary analysis of Midsummer Night¿s Dream, the original text, aggregating traditional and classical values associated with this work; finally, we look at corpus of adaptations in order to analyze additions to the original text and what they stand for this context
Mestrado
Teoria e Critica Literaria
Mestre em Teoria e História Literária
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Dias, Lisa. "Infinity goes on trial : examining the characteristics of classic literature and educational implications for inclusion of the Bible in the Western canon." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112333.
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This essay examines varying theories on the nature and essences of classical texts from the Western literary canon. These ideas range from the notion that the classic is a single work, to viewing these great works as accommodating multiple meanings over time, to the belief that their distinguishing feature is their ability to relate identifiable and universal themes that transcend readers' particular circumstances. In exploring these three perspectives, it becomes clear that The Bible fulfills the requirements for classical designation and should therefore be regarded as a seminal part of the West's literary heritage. Finally, this paper discusses the educational implications for teaching Scripture as classical text in the high school classroom.
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Fidelis, Ana Claudia e. Silva. "Do canone literario ás provas de vestibular : canonização e escolarização da literatura." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269463.
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Orientador: Maria Augusta Bastos de MattosTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Muito se tem discutido, nos últimos anos, sobre os rumos do ensino de literatura para crianças e jovens. Entre outros aspectos, essas discussões estão impregnadas por uma percepção de certa falência ou fracasso relativo à inserção da literatura no ambiente escolar. Apesar da existência de um acordo tácito por parte dos educadores de que a leitura literária deve ser viabilizada na escola, nem sempre ela ocorre da forma esperada ou desejada. Neste contexto de reflexões, as listas de leitura obrigatória, para ingresso em Instituição de Ensino Superior, revelam-se, hoje, um importante instrumento para a escolarização literária, muito embora a defesa de uma leitura canônica ou de textos canônicos nem sempre seja um consenso entre estudiosos e professores. Este estudo pretende, na esteira desses debates, analisar a forma como as listas de leitura constituem um novo recorte canônico (ou uma nova forma de apresentação do cânone literário) e ransmutam-se em guia curricular, passando a ditar o que se lê, como se lê e qual o tratamento dado ao objeto literário no ambiente escolar, dividindo espaço com o livro didático, em geral, o principal instrumento da inserção do estudo da literatura na escola e responsável por uma reconfiguração do discurso literário, devido à promoção de uma didatização deste saber. Assim, as listas de leitura dialogam com o discurso crítico-istoriográfico, do qual se utilizam para dar legitimidade às escolhas promovidas, e com o discurso didáticopedagógico (via livro didático). Desse modo, elas viabilizam um novo processo de canonização, promovendo um silenciamento do discurso crítico e historiográfico e um apagamento do discurso didático. Dada a importância que elas assumem neste contexto, a adoção das listas de leitura promove desdobramentos desestruturadores para a própria manutenção do cânone e para o ensino de literatura que ultrapassam a justificativa usual de que com elas ¿os alunos lerão mais¿
Abstract: Much has been debated in the last few years regarding the directions taken by literature teaching of children and adolescents. Among other aspects, these discussions have been characterized by a belief in the failure of the insertion of literature in the classroom. Even though it is agreed that literary reading should be encouraged in schools, it seldom takes place in the way it is hoped or wished for. In this context, the position in favor of the reading of canonic works is also a consensus among scholars and teachers, and from this perspective, pre-college preparatory reading lists acquire particular importance as a means of literary schooling. This dissertation is inserted within this context; it aims at analyzing the way in which pre-college examination lists promote new canonic constructions(or the new way of presenting the literary canon) and transform themselves in curricula guidelines, which determine what is to be read, and how it is going to be read, including the treatment given to the literary object in schools, dividing space with didactic material in general, the main instrument for the insertion of literary teaching in schools, and which is responsible for a reconfiguration of literary discourse, which happens through the promotion of adidactization of this knowledge, as it were. Thus, reading lists dialogue with critic-historiographic discourse, which are used to give legitimation to choices made and with didactic-pedagogical discourse (through didactic textbooks). This way, they allow for a new canonization process, which silence critic-historiographic discourse and generates an erasure of didactic discourse. Given the importance they acquire in this context, reading lists lead to disabling effects for the maintenance of the canon itself and for the teaching of literature that by far surpass the usual justification that with such lists "students will read more"
Doutorado
Lingua Materna
Doutor em Linguística Aplicada
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Campbell, Sarah Anne. "Looking Outside the Canon: Owen Vincent Dodson'sBoy at the Window." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3677.
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Scholars have viewed African American texts written in the years between 1950 and 1960 as espousing confrontation, protest, and resistance. Although fruitful in identifying large writing trends, much of that scholarship narrowly defines what writing during that time accomplished, leaving out important writers whose writing does not fit the mold. One such writer is Owen Vincent Dodson (1914-1983), who published Boy at the Window in 1951. The novel uses modes of drama including song and call-and-response to invite reader sympathy and identification with characters, and eventually provides reader the opportunity to participate in creating meaning. Dodson's novel subtly combats racism by inviting readers to identify with its young, African American protagonist.
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Gunderson, Alexis Kathryn 1986. "Regional Identity and the Development of a Siberian Literary Canon." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11513.
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x, 94 p. : col. ill.Siberia is a space that is more ideologic than it is geographic; it lacks defined physical boundaries and has no precise date of founding. Throughout its contemporary history as a Russian territory, the Siberia of public imagination has been dictated primarily by the views and agendas of external actors, and its culture and literature - despite having multi-ethnic, multi-linguistic, and multi-religious roots - have been subsumed by the greater Russian tradition to which they are uneasily tied. Using an historical framework, this thesis establishes that there is, in fact, a canon of Siberian literature that stands apart from the Russian canon and that incorporates not only Russian texts but also other European and local indigenous ones. Furthermore, I contend that this canon has both been shaped by and continues to shape a pan-Siberian identity that unifies the border-less, ideologic space in a way that physical boundaries cannot.
Committee in charge: Dr. Katya Hokanson, Chairperson; Dr. Julie Hessler, Member; Dr. Jenifer Presto, Member
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Degiovanni, Fernando J. "Los textos de la patria nacionalismo, políticas culturales y canon en Argentina /." Rosario : Beatriz Viterbo Editora, 2007. http://catalog.hathitrust.org/api/volumes/oclc/181885653.html.
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Signell, Andreas. "An argument for a postcolonial canon of literature for upper-secondary schools in multicultural Sweden : Course book analysis and didactic questions regarding the teaching of literature in the English subject." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22388.
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This essay investigates the possibility of a postcolonial canon of literature for upper-secondary schools in multicultural Sweden. It uses an in depth course book analysis as a basis for looking at didactic questions regarding the teaching of postcolonial literature. The main argument is that since no real guidelines exist neither in course plans or course books as to what literature to use in education at the upper-secondary level in the English subject, a postcolonial canon of literature is both an interesting and effective way of fulfilling both the English curriculum, and the overall larger goals of the Swedish schools. Teaching postcolonial literature is introduced as a method of bridging cultural gaps and promoting tolerance in a practical way in the form of multicultural education. This is of growing interest in a multicultural Sweden that faces challenges with immigration, especially since education is one of the best methods of social integration into society. Questions asked by the essay are: 1. Does a canon of literature exist in Sweden for the English subject at upper-secondary level? If not, are there general guidelines to be found on how to select literature in the curriculum? 2. To what extent do English 6 course books include/promote a canon of literature (if at all)? If postcolonial texts are featured, are they relegated to their separate area (i.e. treated as Edward Said’s “the other”) or do the course books include postcolonial novels in said canon? and 3. What arguments can be made for teaching a postcolonial canon of literature overall and in what ways does this argument fit with the GY 2011 course plan for English, and to a larger extent, some specific goals (mentioned in the introduction) of the overall upper-secondary curriculum? The essay finds that while this is certainly not an all encompassing solution to the challenges facing Sweden, the argument of including a postcolonial canon in the teaching of literature for the English subject is a small, but important, and viable way of fulfilling both the criteria of the English subject and the general criteria of the upper-secondary schools.
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Mills, Andrew Joseph. "Escaping satisfaktion dueling violence and the German literary canon of the long 19th century /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378372.
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Thesis (Ph.D.)--Indiana University, Dept. of Germanic Studies, 2009.Title from PDF t.p. (viewed on Jul 7, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3870. Adviser: William Rasch.
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Kolbas, Eugene Dean. "Politics and aesthetics of the literary canon : critical theory and the contemporary debate." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268878.
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Hila, Marina. "Representations of gentility in the dramatic works of the Beaumont and Fletcher canon." Thesis, University of York, 1997. http://etheses.whiterose.ac.uk/9779/.
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Upton, Corbett Earl 1970. "Canon and corpus: The making of American poetry." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11286.
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viii, 233 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.This dissertation argues that certain iconic poems have shaped the canon of American poetry. Not merely "canonical" in the usual sense, iconic poems enjoy a special cultural sanction and influence; they have become discourses themselves, generating our notions about American poetry. By "iconic" I mean extraordinarily famous works like Henry Wadsworth Longfellow's "Paul Revere's Ride," Walt Whitman's "Song of Myself," and Claude McKay's "If We Must Die," that do not merely reside in the national memory but that have determined each poet's reception and thus have shaped the history of American poetry. Through case studies, I examine longstanding assumptions about these poets and the literary histories and myths surrounding their legendary texts. In carefully historicized readings of these and other iconic poems, I elucidate the pressure a single poem can exert on a poet's reputation and on American poetry broadly. I study the iconic poem in the context of the poet's corpus to demonstrate its role within the poet's oeuvre and the role assigned to it by canon makers. By tracing a poem's reception, I aim to identify the national, periodic, political, and formal boundaries these poems enforce and the distortions they create. Because iconic poems often direct and justify our inclusions and exclusions, they are of particular use in clarifying persistent obstacles to the canon reformation work of the last thirty years. While anthologies have become more inclusive in their selections and self-conscious about their ideological motives, many of the practices regarding individual poets and poems have remained unchanged over the last fifty years. Even as we include more poets in the canon, we often ironically do so by isolating a particular portion of the career, impulse in the work, or even a single poem, narrowing rather than expanding the horizon of our national literature. Through close readings situated in historical and cultural contexts, I illustrate the varying effects of iconic poems on the poet, other poems, and literary history.
Committee in charge: Dr. Karen J. Ford, Chair; Dr. John T. Gage, Member; Dr. Ernesto J. Martinez, Member; Dr. Leah W. Middlebrook, Outside Member
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Januzzi, Angela. "Making an "American Classic": Faulkner, Ferber, and the Politics of 20th Century Canon Formation." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/JanuzziA2007.pdf.
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Burns, Lorna M. "Creolizing the canon : engagements with legacy and relation in contemporary postcolonial Caribbean writing." Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/1090/.
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This thesis sets out to investigate the ways in which Caribbean authors have responded to the canonical texts of the coloniser, and how they have rewritten certain genres, modes and the ideological biases that inform them. In Chapter One, the continuing presence of representations of the Caribbean as paradise or Eden – evident, I suggest in my Introduction, in the first works of Caribbean literature, such as James Grainger’s The Sugar-Cane (1764), and later in J. E. C. McFarlane’s ‘My Country’ (1929), Tom Redcam’s ‘My Beautiful Home’ (1929), H. S. Bunbury’s ‘The Spell of the Tropics’ (1929) – is revised in the works of Una Marson, Alejo Carpentier, Aimé Césaire, Édouard Glissant, Gisèle Pineau, and Shani Mootoo; while the more direct canonical rewritings of Maryse Condé and Derek Walcott are the subject of Chapter Four. Behind these readings of the contemporary Caribbean canon lies a fundamental question: what makes these engagements with legacy a postcolonial, rather than counter-colonial, response? In turn, through a critical reading of Peter Hallward’s Absolutely Postcolonial (2001) in Chapter Two, I argue that the postcolonial may be defined as that which is specific to various colonial legacies and histories, but not specified by them. Chapter Four elaborates this model, drawing on Glissant’s The Fourth Century (1997) and David Dabydeen’s ‘Turner’ (1994). Creolization is a cultural, linguistic, ontological, and literary term that focuses on the emergence of a creolized culture/expression/identity/text from the meeting and synthesis of the informing elements. Through the writings of creolization’s foremost theorist, Édouard Glissant, I stress that what results from this form of relation is not a sum of its parts, but a wholly new and original existent. In other words, the process of creolization is distinguished by its ability to affect singular forms that remain specific to the elements which engender it – the social, historical, and geographical contexts elements which engender it – the social, historical, and geographical contexts specific to the site of its articulation – but which, nevertheless, exceeds the limitations of the ‘original’ components. This fundamental contention is developed through my analysis of Glissant’s theoretical expositions, Caribbean Discourse (1981), discussed in Chapter One, and Poetics of Relation (1990) outlined in Chapter Two alongside Glissant’s poetry and the contributions of Peter Hallward and Derek Attridge. Importantly, the distinct model of creolization that emerges at the end of Chapter Two as a process of relation that generates new forms, resonates with the poetics of another celebrated Caribbean author and theorist: Wilson Harris. It is through Harris’s essays and novels such as Jonestown (1996), The Mask of the Beggar (2004), and The Ghost of Memory (2006) that the significance of my reading of creolization to the Caribbean canon becomes clear.
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Powell, Caitlin E. "Man Pain in the Man Booker Prize: A Quantitative Approach to Contemporary Canon Formation." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/425.
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This project examines the corpus of novels that have been nominated for the Man Booker Prize and, using the prize as a creator of a contemporary literary canon, attempts to develop a model of a contemporary best text. Using the distant reading techniques proposed by digital humanities scholar Franco Moretti to track and graph a variety of formal and structural variables across the corpus of nominees, it becomes apparent that the kind of novel that typically wins the Booker Prize and thus the kind of novel that qualifies as a contemporary best text fits a distinct mold. These novels are solemn, serious texts written by British or Irish men, and the stories they tell concern young British or Irish men struggling, often alone, in pain, and under the threat of impending age, through a brutal, violent, and amoral world.
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Widegren, Johannes. "The Laughter of Literature : A diachronic study of the social functions of laughter in British literature." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79777.
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This paper investigates the historical development of the social functions of laughter in literature using linguistic analysis. Many previous studies have analyzed the connection between humor and laughter, but very few have looked at laughter in literature. In this paper, using the eight social functions of laughter defined by Foot and McCreaddie (2007), instances of the word laugh and its variants were analyzed in canonical British literature from the 14th century to the 21st and then compared. In the literature investigated, derision laughter was the most common function during the 15th through 17th centuries. In the centuries to follow humorous laughter took that position. An explanation for this could be that there was no clear division between derision laughter and humorous laughter until the 18th century (Classen, 2010). Also noted was an increase in the frequency of instances of laughter per 1000 words since the 17th century in the investigated literature, as well as an increase in variation of social functions used. The low frequency of laughter in the past may have been a result of the teachings of the church in England. The increased variation in functions of laughter could indicate that the pragmatic feature of laughter has acquired new functions, or that some functions were not depicted in the older literature of this study.
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Damasceno, Léia Cristina. "A influência da literatura de massa na formação do leitor /." Assis, 2019. http://hdl.handle.net/11449/182017.
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Orientadora: Karin Adriane Henschel Pobbe RamosBanca: Eliane Aparecida Galvão Ribeiro Ferreira
Banca: Ricardo Magalhães Bulhões
Resumo: A literatura apresenta profunda relevância para a formação integral do sujeito. Repensar e modificar a maneira de ler o texto literário contribui para a vida social e cognitiva do indivíduo, levando-o a desenvolver sua capacidade crítica e argumentativa e compreender o mundo em que vive. A leitura é uma atividade complexa que implica na produção de sentidos, mas o discurso que inflama de dentro das escolas é que os alunos não gostam e não leem. Sobre leitura é importante que os alunos leiam obras que atendem a indústria do entretenimento como também dos clássicos literários, ambas em "choque" no ambiente escolar. O propósito do estudo não se resume a atacar o cânone literário e supervalorizar a literatura de massa ou vice-versa e nem ratificar afirmações de que os alunos não leem ou estão distante de "bons livros", mas sim problematizar essa bipolarização - cânones versus best-sellers. O trabalho não apenas confirmou as leituras realizadas pelos alunos, mas constatou a presença e a comercialização de outra literatura (os best-sellers) que não somente os clássicos. Sobre a comercialização dentro das escolas dos livros para a massa esta se dá por meio da Revista Avon (Avon Moda & Casa), permitindo cunhar o neologismo "avonesca" para designar os livros comercializados e lidos por consumidores dessa linha de cosméticos. Para tanto, foi utilizado a pesquisa qualitativa de cunho etnográfico e revisão bibliográfica que serviram de base para compreender os fenômenos em "choque" ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The literature presents profound relevance to the integral formation of the subject. To rethink and modify the way of reading the literary text and contribute to the individual's social and cognitive life, leading him to develop his critical and argumentative capacity, to making him understand the world in which he lives. The literature is a complex activity that implies the production of meanings, but the inflammatory discourse within schools is that students do not like and do not read. About literature, it is important for the students to read works that serve the entertainment industry as well as literary classics, both in "shock" in the school environment. The purpose of the study is not simply to attack the literary canon and overestimate the mass literature or vice versa, nor to ratify affirmations that students do not read or are far from "good books", but rather to problematize this bipolarization - canons versus best-sellers. The work not only confirmed the readings made by students, but found the presence and commercialization of other literature (the best sellers) that not only the classics. On the marketing within the schools of the books for the mass this happens through Revista Avon (Avon Moda & Casa), allowing to coin the neologism "avonesca" to designate the books bought and read by consumers of this line of cosmetics. For that, it was used the qualitative research of ethnographic character and bibliographical revision that served as base to understand ... (Complete abstract click electronic access below)
Mestre
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McHodgkins, Angelique Melitta. "Indian Filmmakers and the Nineteenth-Century Novel: Rewriting the English Canon through Film." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1130955416.
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Thesis (M.A.)--Miami University, Dept. of English, 2005.Title from first page of PDF document. Document formatted into pages; contains [2], 52 p. Includes bibliographical references (p. 51-52) and filmography (p. 50).
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Harding, Warren. "Dubbin' the Literary Canon: Writin' and Soundin' A Transnational Caribbean Experience." Oberlin College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1370484912.
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Kirwan, Peter. "Shakespeare and the idea of apocrypha : negotiating the boundaries of the dramatic canon." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/45389/.
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Shakespeare and the Idea of Apocrypha offers the most comprehensive study to date of an intriguing but understudied body of plays. It undertakes a major reconsideration of the processes that determine the constitution of the Shakespeare canon through study of that canon’s exclusions. This thesis combines historical analysis of the emergence and development of the "Shakespeare Apocrypha" with current theorisations of dramatic collaboration. Several new theoretical and historical approaches to early modern authorship have emerged in the last decade. This thesis breaks new ground by bringing them together to demonstrate the untenability of the dichotomy between Canon and Apocrypha. Both within and without the text, the author is only one of several factors that shape the plays, and canonical boundaries are contingent rather than absolute. Chapter One draws on the New Textualism and studies of material print attributions, viewing the construction of the apocryphal canon alongside the growth of Shakespeare’s cultural prestige over three centuries. Chapter Two applies recent repertory studies to authorship questions, treating five anonymous King’s Men’s plays as part of a shared company practice that transcends authorial divisions. Chapter Three seeks dialogue between post-structuralist theory and "disintegrationist" work, revealing a shared concern with the plurality of agents within disputed plays. Within all three models of authorship, the divisions between "Shakespeare" and "not Shakespeare" are shown to be ambiguous and subjective. The associations of many disputed plays with the Shakespeare canon are factual, not fanciful. The ambiguity of canonical boundaries ultimately demonstrates the insufficiency of the "CompleteWorks" model for study of Shakespeare’s drama. Chapter Four confronts the commercial considerations that impose practical limitations on the organisation of plays. In so doing, this thesis establishes the theoretical principles by which the neglected plays of the Apocrypha can be readmitted into discourse, dispersing the fixed authority of the authorial canon.
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Kaloustain, David. "Taste and canon : early Romantic theory and practice in the light of eighteenth-century antecedents." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240417.
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Capelli, Amanda M. "The (Un)Balanced Canon| Re-Visioning Feminist Conceptions of Madness and Transgression." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10686919.
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By re-positioning the works of Elaine Showalter, Phyllis Chesler, Sandra Gilbert, and Susan Gubar alongside Alice Dunbar-Nelson, Nella Larsen, and Zora Neale Hurston, reading the literary texts through the feminist theories in order to expand them, this dissertation aims to contribute to an intersectional feminist practice that challenges claims of universality and continues to decolonize the female body and mind. Through an intersectional analysis of narratives written by women of color, applying and re-visioning theories of madness and transgression, this dissertation will present a counter-narrative to the “essential womanness” developed within and sustained by white feminist practices throughout the 1970s. Each chapter pairs white feminist theorists with an author whose work complicates notions of universal female experience: Dunbar-Nelson/ Showalter, Larsen/ Chesler, Hurston/Gilbert and Gubar. These pairings create tension between theories of universality and the realities of difference. The addition of three different narratives, each representing a broader range of intersectional female experience, enriches the heteroglossia surrounding feminist conceptions of mental illness. The result is a poly-vocal conversation that employs a scaffold of intersectional identity politics in order to (re)consider the relationship between the diagnosis and treatment of mental illness and the performativity of gender.
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Lipert, Peter. "Ondaatje and canons." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43904.pdf.
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Sampaio, Rita. "O livro didático e o cânone literário-escolar (1930 - 1945)." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12112010-144937/.
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Este trabalho procurou investigar a inserção de autores modernistas no livro didático da Companhia Editora Nacional, nos anos de 1930-1945, tendo por objetivo verificar como ocorreu a escolarização dos autores modernistas. Utilizando-se do referencial teórico relacionado à História Cultural, principalmente a história do livro e da leitura, entendendo o material didático como um espaço de legitimação e consagração literária, pois é este material que vai formar as novas gerações. Portanto, estar presente no livro didático é fazer parte do cânone literário, mesmo considerando que essa seleção não ocorre necessariamente por questões estéticas, mas, também, por questões que envolvem o ensino da língua, a política educacional e o mercado editorial.This research intends to investigate the insertion of the Brazilian literary movement called modernism in low-schoolbooks launched by Companhia Editora Nacional an editing house which was simultaneously mainstream and critic in last century\'s thirties and forties. It tries to verify how modernist authors became accepted in low-schoolbooks. Its theoretical referent is History of Cultures, mainly book and reading History. It sees didactic lowschoolbooks as a space where authors are legitimated and consecrated. The books launched in this ambiance are the ones which will, in Brazilian conditions, shape new generations. To be quoted in these books is extremely important, in order to be part of mainstream education even if the selection is not exactly only due to esthetical reasons, but also to matters tied to the language learning, the educational policies and the editorial market.
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Weisman, Kathryn Jean. "Shaping the children's literature canon : an analysis of editorials from The Horn Book Magazine, 1924 - 2009." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/41806.
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This study analyzes The Horn Book Magazine editorials, published between 1924 and 2009, to ascertain the editors’ promotion of the library canon of children’s literature. The editorials concerned with Horn Book’s communities of readers are considered using Benedict Anderson’s critical lens of imagined communities; the review- and critically-themed editorials are examined using the theories of K. T. Horning, Deborah Stevenson, and Lillian H. Smith; the editorials related to the image of childhood are investigated utilizing the frameworks of childhood outlined by Andrew Stables; and the editorials involving social and political themes are explored using the critical assumptions of Gail Schmunk Murray. The analysis concludes, overall, that the Horn Book editors celebrate creators and promoters of canonical children’s literature; esteem high literary quality over popularity or pedagogical utility; view the image of childhood from a mostly Romantic perspective; and have shifted perspectives over time regarding comments about social and political events from a mostly neutral, non-committal stance to one of increasingly open views, especially with regard to censorship, multiculturalism, and current events.
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Green, Pauline Judith. "The concept of a canon and its impact upon the teaching and examining of English literature." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4332/.
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This thesis sets out to investigate the concept of a canon, and its impact upon the teaching and examining of English Literature in this country. It focuses on the relationships linking the concept of a canon, conceptualizations of canonicity and their practical consequences: four propositions are raised concerning those relationships. The thesis seeks to identify the ethical implications of the rival moral anthropologies which are involved in those relationships, and applies an axiological critique to the praxiological issues and pedagogical aspects of canonicity when related to notions of the 'critical' in literary theory, social theory and critical pedagogy. Since canonicity, culture and literature are considered inextricably linked, and theory recognised as 'a miscellaneous genre' (Culler 1988:87), theories of language, history, mind and culture are perceived as potentially illuminative accounts of signification. The philosophy of the aesthetic as an autonomous realm, purposively instrumental in equating a 'correct' reading of literary hermeneutics with its 'correct' counterpart in establishment axiology, is seen as problematic, and central to the thesis. The thesis is presented in three parts: Part One: Setting the Scene Part Two: The Conceptual Domain Part Three: Evaluation: Effects, Consequences and Implications. The findings are offered as a tentative explanation of the consequences of canonicity. They suggest that current conceptualizations of canonicity encourage and enable a cultural-restorationist approach, wherein a prescriptive rather than an emancipatory pedagogy is enacted in the teaching and examining of English Literature within contemporary compulsory schooling in this country.
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Mobley, Gail Elaine. "The formation of the English literary canon in the seventeenth century (1640-1694)." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7361/.
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This thesis investigates the conception and development of an English literary canon across the mid- to-late-seventeenth century, examining ideas about literary production, preservation, genre development, literary criticism, notions of fame and the role of the author in a period before the term 'canon' was applied to secular writing. Current scholarship into literary canons often concentrates on the eighteenth century and later. My study argues that many of the ideas, institutions, aesthetic features, and commercial factors that contribute to English literature canon-formation predate the eighteenth century, even if the notion of an English literary canon is not made explicit until this time. I approach this topic through a series of five case studies. Four concentrate on specific categories of writing that I argue influence the development of a literary canon from the mid-seventeenth century onward: printed collections, literary criticism, life-writing and commendatory poetry. The fifth chapter focuses on an individual author, Abraham Cowley, and how he endeavours to position himself into the pantheon of English worthies. I am not arguing that the seventeenth century is where canon-formation begins, but aim to demonstrate that ideas about canonicity existed during the seventeenth-century and have impacted the shape and content of the English literary canon.
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Ramkellawan, Reshma. "Interpreter of Maladies: Analyzing Current Young Adult Indo-Caribbean Literature for Inclusion in Today's High School Canon." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1187.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
English Languagae Arts Education
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Rizo, Elisa Guadalupe. "La ficconalizcion de la agencia cultural indigena en el canon literario Mexicano : el discurso postcolonial de Juan Rulfo y de Rosario Castellanos /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052212.
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Rivlin, Beenstock Zoe. "The social contract and the romantic canon: the individual and society in the works of Wordsworth, Godwin and Mary Shelley." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96730.
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This dissertation considers British Romantic-era literature as a critique of social contract philosophy. I argue that the dominant neo-Kantian critical framework is extraneous to many actual Romantic works and belongs more to the critics than to the texts themselves. In the first chapter, I examine Romanticism's empiricist contexts, demonstrating that such diverse seventeenth- and eighteenth-century philosophers as Hobbes, Locke, Rousseau, Hume, Smith, Mandeville and Ferguson face the similar challenge of finding an ethical basis for commonality within an essentially asocial conception of human nature. Previously, the understanding of humans as sociable creatures had been so dominant that Rousseau, Hobbes and Locke were expressing a startlingly different view of human nature in their accounts of individuals forming a social contract. Anglo-Scottish critics of the social contract are influenced by social contract theory's difficulty reconciling individuals to broader ethical commitments. Hume posits sociability as a fiction for organizing a chaotic reality, and Mandeville redefines individualism and literature as social virtues, rather than vices. Yet all of the theorists considered in this chapter face the similar problem of accommodating individual needs within the greater social body. The second chapter focuses on Wordsworth's Prelude, which is arguably the most canonical English Romantic text, and a prime target of new-historicist criticism. I analyze Wordsworth's complex and evolving attitudes to Rousseau in The Prelude (1805), and also in the "Letter to the Bishop of Llandaff" (1793), The Excursion (1814), and the 1850 Prelude. While in France in the early 1790s, Wordsworth was drawn to the new idea of a social contract. His Prelude echoes Rousseau's pastoral pattern whereby social retreat motivates the idealization of nature. But when power actually reverts to nature in revolutionary France, Wordsworth rejects the social contract and turns to his private vocation as a poet. This shift has been extensively criticized by new historicist scholarship. Yet for the rest of his career, Wordsworth continued to wrestle with social contract theory's inner contradictions.In the third chapter, I study Godwin as a unique writer both of political theory and of literature, comparing his Enquiry Concerning Political Justice to Fleetwood. Instead of the usual view that Godwin had a non-Rousseauvian political phase and then a sentimental literary one, I regard these as concurrent and conflicting positions within Godwin's work, which he derives from Rousseau's and Hume's arguments that individuals must conform to society's master narratives. In Fleetwood, Rousseau features as an actual fictional character, and his friend Mr. Macneil as a thinly-disguised portrait of Hume. Godwin also criticizes the gendering of individualism, echoing Mary Wollstonecraft in his account of Fleetwood's marriage. But although critical of the inherent misogyny of a misanthropic, individualistic culture, Godwin remains more concerned with homosocial male dynamics than with women, and with individualism's weaknesses than with his own complicity therein. A complement to Fleetwood is provided by Frankenstein, which unreservedly criticizes individualism. Shelley opposes individualism by innovatively constructing her own text as a collaborative enterprise rather than an individual work. Accordingly, Frankenstein engages in an intertextual dialogue with Godwin, Wollstonecraft, and their relationships to Rousseau. Shelley suggests that Rousseau is less concerned with an idealized past or utopian future, than with the inherent conflicts of sociability, which she expresses through the figure of Frankenstein's creature. Together with his aborted female companion, this creature has become an icon of individualism's discontents, which continue to preoccupy popular culture nearly two centuries later.La philosophie du contrat social des XVIIe et XVIIIe siècles a modifié la relation entre l'individu et la société. Pendant cette période, la société est passée du précédent modèle du corps politique à un nouveau concept au moyen duquel un groupe d'individus différents s'unissent pour protéger leurs droits en établissant un contrat social. Hobbes, Locke et Rousseau ont lutté pour développer un modèle de société qui met l'individu à la première place. Des critiques empiristes de cette tradition comme Hume et Smith furent aussi influencés par l'individualisme révolutionnaire du contrat social, tout en étant plus sceptiques quant à son modèle de communauté. La perspective du contrat social a eu une influence directe sur la Révolution française, et – par extension – sur la littérature romantique anglaise.Mais le contrat social n'a pas retenu l'attention d'une tradition critique dominée par son intérêt pour l'idéalisme germanique, et par une ferme croyance dans le fait que le romantisme annulait tout contexte socio-historique. Cette étude de l'influence de la tradition du contrat social sur des textes canoniques du romantisme vise à recentrer la conscience politique du romantisme. Mon travail de recherche s'ajoute à un récent intérêt pour les contextes empiriques, il élargit les débats tout en les concentrant sur le contrat social dans plusieurs ouvrages exemplaires du romantisme. Le Prélude, de William Wordsworth, sans doute l'archétype du poème romantique, est aussi la cible de la récente nouvelle critique historiciste. Je retrace son dialogue dynamique avec les théories de Rousseau sur sa longue histoire éditoriale. Wordsworth rencontre des difficultés similaires à celle des sujets modernes aliénés de Rousseau, qui ressentent la société comme hostile aux désirs individuels. J'examine ensuite le dialogue ambivalent de William Godwin avec la philosophie du contrat social, comparant Enquiry Concerning Political Justice à Fleetwood, qui met en question les théories sociales individualistes. Dans Frankenstein, Mary Shelley critique le mythe de l'indépendance originelle dans le contrat social, s'inspirant directement de Rousseau ainsi que des références qu'y fait Mary Wollstonecraft. Ces textes romantiques, écrits une génération après Du contrat social et à la suite de la Révolution française, s'intéressent à la formation d'une société composée d'individus isolés. Deux cents ans plus tard, ce problème reste au premier plan de la théorie politique, expliquant en partie la fascination contemporaine pour les icônes romantiques, comme la nature de Wordsworth, le solitaire du romantique Godwin et la créature de Frankenstein.
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Petersson, Simon. "The Canon Debate and the use of Classics in the ESL Classroom : A Compilation of Opinions." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51288.
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Oliphant, Ashley Yarbrough. "Hemingway's mixed drinks an examination of the varied representation of alcohol across the author's canon /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1459Oliphant/umi-uncg-1459.pdf.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Feb. 28, 2008). Directed by Scott Romine; submitted to the Dept. of English. Includes bibliographical references (p. 203-214).
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Phiri, Aretha Myrah Muterakuvanthu. "Toni Morrison and the literary canon whiteness, blackness, and the construction of racial identity." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002255.
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Toni Morrison, in Playing in the Dark, observes the pervasive silence that surrounds race in nineteenth-century canonical literature. Observing the ways in which the “Africanist” African-American presence pervades this literature, Morrison has called for an investigation of the ways in which whiteness operates in American canonical literature. This thesis takes up that challenge. In the first section, from Chapters One through Three, I explore how whiteness operates through the representation of the African-American figure in the works of three eminent nineteenth-century American writers, Harriet Beecher Stowe, Walt Whitman, and Mark Twain. The texts studied in this regard are: Uncle Tom’s Cabin, Leaves of Grass, and Adventures of Huckleberry Finn. This section is not concerned with whether these texts constitute racist literature but with the ways in which the study of race, particularly whiteness, reveals the contradictions and insecurities that attend (white American) identity. As such, Morrison’s own fiction, written in response to white historical representations of African-Americans also deserves attention. The second section of this thesis focuses on Morrison’s attempt to produce an authentically “black” literature. Here I look at two of Morrison’s least studied but arguably most contentious novels particularly because of what they reveal of Morrison’s complex position on race. In Chapter Four I focus on Tar Baby and argue that this novel reveals Morrison’s somewhat essentialist position on blackness and racial, cultural, and gendered identity, particularly as this pertains to responsibilities she places on the black woman as culture-bearer. In Chapter Five I argue that Paradise, while taking a particularly challenging position on blackness, reveals Morrison’s evolving position on race, particularly her concern with the destructive nature of internalized racism. This thesis concludes that while racial identities have very real material consequences, whiteness and blackness are ideological and social constructs which, because of their constructedness, are fallible and perpetually under revision.
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Aplin, Thomas Michael. "Ambivalence and the national imaginary : nation and canon formation in the emergence of the Saudi novel." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21006.
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Recent years have seen a surge of scholarship that foregrounds the relationship between the novel and the nation. The postcolonial condition of much of the Arab world has made the Arabic novel a compelling case. For historical reasons the focus has tended to be on the literary production of North Africa, the Levant and, to a lesser extent, Iraq. This thesis aims to redress the balance while interrogating certain assumptions about this relationship. Its main contention is that the early Saudi novel, as a unique case study, complicates traditional categorisations of the novel in Arabic, either in terms of a set of discrete, national traditions or as a monolithic, regional tradition, i.e. ‘the Arabic novel’. I argue that the ‘Saudi’ novel and its canonisation reflect, and were shaped by, the inherent ambivalence of the nation space and Arab discourses of national identity. This ambivalence gives rise to a third or liminal space of literary production. The thesis revolves around two axes. Firstly, it traces the emergence of the novel in Hijaz, from the 1930s through to the late 1950s. Although the Kingdom of Saudi Arabia was founded in 1932, for a long time Hijaz retained a sense of its own distinct identity, countering the dominant Najdi-Wahhabi narrative. The close reading of selected texts explores how they express both a strong sense of Hijazi identity and a deep ambivalence towards ‘the Saudi nation’. The salience of ‘the woman question’ in Arab nationalist discourses makes gender a key consideration. The territorialising impulse present in much men’s fiction is shown to be absent from the Saudi women’s novel that emerged between the late 1950s and mid-1970s. Aside from exemplifying the genderedness of nation, this contributes to an explanation of the marginalisation of Saudi women’s novels from the canon. Secondly, the issue of novel and nation is linked to the critical discourse on the Saudi novel and its canonisation. Through an analysis of the literary articles that appeared in the pages of Hijaz’s early press, I trace the origins of a nationalist, ideological concept of the novel and its function that privileges the canonical realist novel for its mimetic representation of the writer’s national social reality. The result of this is that histories of the Saudi novel often present a teleology that is unable to adequately explain its construction or account for its liminality. The thesis offers a more nuanced understanding of the dynamic relationship between the novel and identity, as well as the novel’s construction in the Arabic context.
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de, Toro Alfonso. "Jorge Luis Borges o la literatura del deseo: descentración - simulación del canon y estrategias postmodernas." El laberinto de los libros / Alfonso de Toro (ed.). Hildesheim 2007, S. 19 - 39 (Theorie und Kritik der Kultur und Literatur ; 40) ISBN 978-3-487-13512-0, 2007. https://ul.qucosa.de/id/qucosa%3A13085.
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La construcción y divulgación de un canon literario, sea éste en el contexto de las literaturas nacionales o de la literatura universal, provoca hasta hoy fuertes debates ya que representa algo elitista, lo más eximio de la literatura de una cultura como así también la inmortalidad de los autores. Todo esto constituye a su vez el prestigio de una país como nación cultural.:Observaciones prologómenas. - Borges y sus estrategias literarias. - Borges y el ANTi-canon: re-lecturas y re-escrituras infinitas
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Hughes, Bonnie K. "“[T]he subtle but powerful cement of a patriotic literature”: English-Canadian Literary Anthologies, National Identity, and the Canon." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22760.
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The dissertation investigates the correlations among the development of general anthologies of Canadian literature, the Canadian canon, and visions of national identity. While literature anthologies are widely used in university classrooms, the influential role of the anthology in the critical study of literature has been largely overlooked, particularly in Canada. The dissertation begins with an analysis of the stages of development of general anthologies of Canadian literature, demonstrating that there are important links between dominant critical trends and the guiding interests of the various phases of anthology development and that anthologies both reflect and participate in moulding views of the nation and its literature. Focusing then upon five eighteenth- and nineteenth-century Canadian authors, the dissertation traces their treatment in anthologies and analyzes in detail the impact of stages of anthology development upon authors’ inclusion and presentation. The reception of Frances Brooke, John Richardson, William Kirby, Susanna Moodie, and Emily Pauline Johnson over a span of nearly 90 years is examined, and points of inclusion and exclusion are scrutinized to determine links with prevailing critical interests as well as canonical status. These case studies reveal the functions of anthologies, which include recovering overlooked authors, amending past oversights, reflecting new areas of critical inquiry, and preserving the national literary tradition. Their treatment also reveals the effect of larger critical concerns, such as alignment with dominant visions of the nation, considerations of genre, and reassessments of past views. The dissertation shows that the anthology is a carefully constructed, culturally valuable work that plays an important role in literary criticism and canon formation and is a genre worthy of careful scrutiny.
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Carli, Eduarda de. "The role of adaptations in the reconfiguration of Dr. John Watson within the Sherlock Holmes canon." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/170417.
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As histórias de Sherlock Holmes cativam inúmeros leitores desde que o primeiro romance foi publicado em 1887 pelo autor escocês Sir Arthur Conan Doyle. As aventuras vividas pelo grande detetive Sherlock Holmes e seu companheiro Dr. John Watson têm sido adaptadas para outras mídias desde 1890, e épocas diferentes apresentam diferentes interpretações das personagens. Duas das mais recentes adaptações televisivas, Sherlock (2010 –), da BBC, e Elementary (2012 –), da CBS, se passam na contemporaneidade, inspirando uma reconfiguração das personagens, principalmente a de John Watson, considerando o fato de que ele não é mais o principal narrador das histórias na mídia audiovisual – o narrador fílmico é quem cumpre esse papel –, abrindo novas possibilidades para os papéis da personagem. Tais possibilidades motivam esta dissertação, que propõe um estudo da caracterização da personagem literária nos romances Um estudo em vermelho (1887) e O cão dos Baskerville (1902), para então considerar sua nova caracterização nas duas séries televisivas mencionadas acima. O trabalho, portanto, está dividido em quatro capítulos. O primeiro apresenta uma introdução ao autor e a relação com sua própria obra, além de um panorama histórico das adaptações fílmicas e televisivas, enfatizando as caracterizações de Watson nelas. O segundo apresenta as teorias que alicerçam a análise, particularmente a narratologia literária de Mieke Bal (2009), a narratologia fílmica de Peter Verstraten (2009), e as considerações de Jason Mittell (2015) acerca da personagem televisiva. Os capítulos três e quatro trazem as análises dos romances e séries de televisão respectivamente, focando nas (re)configurações da personagem Watson. Ao final deste trabalho, esperamos ter contribuído para um aprofundamento e diversificação dos estudos de personagem a partir de referenciais narratológicos, linha de estudos pouco desenvolvida, especialmente no Brasil. Da mesma forma, pretendemos demonstrar como adaptações televisivas exploram e amplificam o papel de personagens-narradoras, dando a elas e a outras personagens mais autonomia na obra audiovisual.The Sherlock Holmes stories have captivated innumerous readers since the first novel was published in 1887 by Scottish author Sir Arthur Conan Doyle. The adventures lived by the Great Detective Sherlock Holmes and his companion Dr. John Watson have been adapted to other media from as early as 1890, and different times present different portrayals of the characters. Two of the latest television adaptations, BBC’s Sherlock (2010 –) and CBS’s Elementary (2012 –), are set in contemporary times, inspiring a reconfiguration of the characters, especially John Watson, considering the fact that he is not the main narrator of the stories in the audiovisual medium – the filmic narrator fulfills that function –, opening new possibilities for the character’s roles. These possibilities motivate this thesis, and we propose a study of the characterization of the literary character in the novels A Study in Scarlet (1887) and The Hound of the Baskervilles (1902), so that we can consider the new Watson’s characterization in the two television series aforementioned. Therefore, the thesis is divided into four chapters. The first presents an introduction to the author and his relation to his own work, along with a historical overview of film and television adaptations, emphasizing Watson’s characterization. The second presents the theoretical framework of the analyses, particularly the literary narratology as proposed by Mieke Bal (2009), film narratology as proposed by Peter Verstraten (2009), and Jason Mittell’s (2015) considerations about television characters. Chapters three and four are dedicated to the analyses of the novels and television series respectively, focusing on Watson’s (re)configurations. By the end of this work, we hope to have contributed to the further development and diversification of character studies with the use of narratological references, an undeveloped line of studies, especially in Brazil. In addition, we hope to demonstrate how television adaptations explore and amplify the role of character-narrators, giving them and other characters more autonomy in the audiovisual work.
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Cruz-Morgado, Luciano E. "IMAGE, EXPRESSION, AND MEANING OF THE MULATO IN FOUR MOMENTS OF CUBAN LITERATURE (1968-1948)." UKnowledge, 2008. http://uknowledge.uky.edu/hisp_etds/13.
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My thesis grows out of a reflection on Cuban literature, race, and national identity within the broader framework of the canon and its marginal literature. It explores the dynamics of the Cuban canon and specific visions of race and nation, and studies one play, two novels, a book of poems and a radio script from four different moments in Cuban history.
Fernández Vilarós´s play Los negros catedráticos (1868) sets for the first time the topic of race at the center of the national debate, immediately before the first and longest Cuban independence war.
The play contrasts with Cecilia Valdés (1882), arguably the most canonical Cuban novel, with its subversive remake, Sofía (1891) and analyzes how the former seeks to conceal the nation’s racially-mixed character and present the mulata condition as a mere border-line. Sofía, however, erases this line and expands the mulata condition to everyone. Following this reading, it seeks to identify a set of markers that configures a mulato discourse in Regino Boti´s Arabescos mentales (1913). It proposes that the characteristic tendency toward elitism in Latin American Modernismo is actually a racial device to accomplish racial equality. And so language (and poetry) emerges in Boti as the most efficient vehicle to resolve racial deficiency.
Finally, the thesis studies the script of the most successful Latino American soap opera ever, El derecho de nacer (1948), by Félix B. Caignet. Here Caignet converges the Villaverde´s idea of race as an objective value with Boti’s White idealization. He also proposes symbolic or cultural whitening as the only vehicle of social improvement.
In conclusion, the common denominator of all four works is the representation of mulatez as an absolute and objective fact, as opposed to the marginal Sofía, which presents it as relative and subjective. Therefore, despite the traditional national discourse of Cuba as a racially-mixed country, the canon has banned those works that actually support this postulate.
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Diogo, Sara Cristina Rodrigues. "Vicente Rodrigues: tradição em curso." Doctoral thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/17974.
Full textAbstract:
Esta dissertação pretende estudar a obra de um autor popular, Vicente Rodrigues,
que, durante cerca de trinta anos, escreveu textos originais de teatro para representação
na sua vila, no Torrão. Estes textos espelham a relação deste autor com a sua comunidade,
procurando transmitir uma consciencialização política, bem como alguns conhecimentos
sobre a Literatura Portuguesa. Por outro lado, servem-se de um imaginário identificável
com a composição de capitais dos trabalhadores rurais. Assim, um dos objectivos deste
estudo é salientar a presença desses universos e a forma como são utlizados pelo seu autor.
Numa outra perspectiva, e porque estes textos englobaram a composição de mais
de duas centenas de canções, das quais algumas ainda hoje se transmitem pelos circuitos
orais, este cancioneiro será estudado, procurando padrões de aproximação do cancioneiro
tradicional e analisando poeticamente algumas das suas produções mais relevantes; Vicente Rodrigues: Tradition in Progress
Abstract:
This study, called Vicente Rodrigues: Tradition in Progress, intends to study the
works by a popular author, Vicente Rodrigues, who wrote original theatre plays for almost
thirty years to be played in his hometown, Torrão. These texts show the relationship
between this author and his community, who tried to deliver it a political consciousness
and some knowledge about the Portuguese Literature. On the other hand, they used an
imaginary that may be related to the composition of capitals of rural workers. Therefore,
one of the purposes of this dissertation is to show the presence of those universes and the
way they are used.
In another view, these texts contain more than two hundred songs, some of which
are still being transmitted nowadays by the oral circuits. This set of songs will be studied,
looking for common traits between them and the traditional songs. The most relevant ones
will be poetically analyzed.
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French, Larry T. "POW/MIC: Prisoners of Words/Missing in Canon: Liberating the Neglected British War Poets of The Great War." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1857.
Full textAbstract:
Since the First World War ended in 1918 and anthologies began to emerge, limited attention has been paid to the poets of this era. While a few select male poets have achieved canonicity, women war poets of this era have fallen into enigmatic obscurity.
The intention of this paper is to expound, explicate, and expose the difficulties relating to gaining entry into the canon of English literature, especially where the poets of The Great War are concerned. This paper discusses the absence of the most profound and foreshadowing poems written during the war through research of scholarly journals and out-of-print poems. The paper also seeks to prove that the defenses offered up which exclude certain poems in the anthologies have had repercussions extending into the twenty-first century.
Beyond all human imagination, the excluded poetry of The Great War is languishing, wanting, and imploring for exploration and canonicity.
48
Workman, Simon. ""A Criminal Strain Ran In His Blood": Biomedical Science, Criminology, and Empire in the Sherlock Holmes Canon." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1505126689988603.
Full text
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Frisch, David M. "Proceduralizing Privilege: Designing Shakespeare in Virtual Reality and the Problem with the Canon." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2491.
Full textAbstract:
This thesis focuses on the development of the first project for FIU’s ICAVE, The Globe Experience, presented as part of the “First Folio! The Book That Gave Us Shakespeare” exhibit during February, 2016. The thesis is divided into two parts. The first part is the project itself: a virtual reality recreation of going to The Globe Theater to see a play by William Shakespeare. The second part examines the digital project and outlines how Walter Benjamin and postcolonial theorists influenced the design of The Globe Experience, resulting in, what I call, a “temporally and spatially disjointed London.” From this examination, the thesis goes on to question the role of canonical literature in the humanities. I go on to make the argument that the design decisions made in recreating The Globe reveals the ways in which canonical literature can reinforce and support hierarchical ideologies which can impede student learning.
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Latham, Jonathan Cyril. "Between freedom and givenness: (a study of the hermeneutical consequences of the concept of canon for the authority of scripture)." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001546.
Full textAbstract:
The aim of this thesis is to arrive at an understanding of the authority of scripture that is able to accommodate both a faith perspective and the fruits of the historical-critical approach to the New Testament. Put differently, the aim of this thesis is the pursuit of a specifically christian, faith-promoting, reading of the New Testament whilst still enjoying the benefit, in an as uncompromised a form as possible, of the historical- critical approach. In a sense it may be said that this task, given that the roots of both the historical-critical approach and modern Western culture are deeply imbedded in Rationalism, is equivalent to the basic hermeneutical question of whether it is possible to interpret scripture relevantly from within a cultural web of meaning that does not readily accommodate that embodied in the New Testament. In section one of this dissertation we present a characteristic depiction, based on the historical-critical theory of literature, of the authority of the New Testament. This is followed by a brief assessment that makes explicit why the historical- critical approach is not conducive to the adoption of a faith perspective on these writings. In section two, still and inevitably based on critical foundations, we adopt a perspective that is more sympathetic to faith and that seeks to discover in the concerns evidenced in the canonical process, when traditions about Jesus gradually took on more complex and stable forms, culminating in the canon of the New Testament, guidelines in helping us to deal with the problem with which this study is concerned . In the specific example of the rather ordinary concerns underlying the unusual history of the pericope de adultera (John 7:53-8:11), examined against the background of the interests underlying the canonical process, it becomes clear that christians from the very beginning faced a dilemma not unlike that with which the historical-critical approach confronts us. They had to interpret afresh, and faithfully, the traditions in order to meet the demands of situations that had never been foreseen by earlier tradents. In this respect, therefore, the history of the pericope de adultera presents us with an ongoing struggle to hold in tension the demands of new contexts with the imperative of strict continuity with Jesus. In section three, on the basis of the foundation of the authority of scripture in strict continuity with Jesus combined with the contextual reinterpretation of the tradition, the social sciences are employed. Using the social sciences, it is discovered that the two contradictory approaches that we wish to reconcile form part of two different models for interpreting reality. It is on this basis, and made possible by the common culture underlying these opposing models and by the common contact with an unspecified common core of concrete reality, that a solution is proposed in terms of a complex 'fusion of horizons', promoted by a 'precipitative environment'. In the conclusion our solution is decisively aligned with the concerns evidenced in the canonical process