This is the first major book in English on literary reading to be based on empirical methods. Moving the focus away from interpretation to the experience of literary texts, these studies demonstrate the role played by feeling in readers' responses, showing how feeling performs important functions during reading that cannot be accounted for by cognitive understanding. These studies not only reinvigorate the concept of literariness, they are also thoroughly interdisciplinary, offering a coherent approach to literary reading that draws on literary theory, psychology, neuropsychology, and evolutionary psychology. Several chapters help to introduce the empirical approach for students.
This book deals with the role of the category of "scripture" within adequate theories of textuality and culture. Wesley Kort is interested in the practice of reading a text as though it were scripture. Beginning with John Calvin's theory of reading, Kort shows that the theory and practice of reading as detailed by Calvin are applied to other texts that begin to be read as scripture and eventually, in the modern period, replace the reading of the Bible as scripture. These alternative texts are, beginning in the sixteenth century, nature, then, in the early eighteenth century, history, and, at the beginning of the nineteenth century, literature. Kort argues that what we take as modernity is based on a practice of reading, not in what it means to read, but in what texts are read as scripture. He argues that the postmodernist attempt not to read anything at all as scripture is an illusion that the theories of reading of Maurice Blanchot and Julia Kristeva expose. In conclusion, Kort raises the question of what it might mean today to again read the Bible as though it were scripture, that is, to read the Bible with practices indicated by Blanchot and Kristeva.
In Defamiliarizing the Aboriginal, Julia V. Emberley examines the historical production of aboriginality in colonial cultural practices and its impact on the everyday lives of indigenous women, youth, and children.
Since the structuralist debates of the 1970s the field of textual analysis has largely remained the preserve of literary theorists. Social scientists, while accepting that observation is theory laden have tended to take the meaning of texts as given and to explain differences of interpretation either in terms of ignorance or bias. In this important contribution to methodological debate, Peter Ekegren uses developments within literary criticism, philosophy and critical theory to reclaim this study for the social sciences and to illuminate the ways in which different readings of a single text are created and defended.
Over the course of a career of more than forty years, Jonathan Z. Smith was among the most important voices of critical reflection within the academic study of religion, distinguishing himself as perhaps the most influential theorist of religion of the last half century. Among his significant body of work are essays and lectures on teaching and the essential role of academic scholarship on religion in matters of education and public policy. The interviews and essay published here display something of the dynamic, thinking-on-his feet liveliness that Smith brought to questions about the study of religion, his theoretical preferences, and his methods of teaching. With refreshing candidness and clarity, Reading J.Z. Smith offers an often provocative introduction to discussions on issues that still dominate the complex and continually changing critical conversations in the academic study of religion.
Reading Television was the first book to push the boundaries of television studies beyond the insights offered by cultural studies and textual analysis, creating a vibrant new field of study. Using the tools and techniques in this book, it is possible for everyone with a television set to analyze both the programmes, and the culture which produces them. In this edition, Hartley reflects on recent developments in television studies, and includes suggestions for further reading. His new foreword underlines the continuing relevance of this foundational text in the study of contemporary culture.
These inter-disciplinary essays explore the foundational ambiguity of borders, their roles, functions and place in the Anglophone world, whether it be in history, politics, literature, art or music or, theoretically, in the critical relations between space, discourse and representation.
In the fourth and final volume of the Memory Ireland series, Frawley and O’Callaghan explore the manifestations and values of cultural memory in Joyce’s Ireland, both real and imagined. An exemplary author to consider in relation to questions of how history is remembered and recycled, Joyce creates characters who confront particularly the fraught relationship between the individual and the historical past; between the crisis of colonial history and the colonized state; and between the individual’s memory of his or her own past and the past of the broader culture. The collection includes leading Joyce scholars—Vincent Cheng, Anne Fogarty, Luke Gibbons, and Declan Kiberd—and considers such topics as Jewish memory in Ulysses, history and memory in Finnegans Wake, and Joyce and the Bible.
DIVJay Watson argues that southern literary studies has been overidealized and dominated by intellectual history for too long. In Reading for the Body, he calls for the field to be rematerialized and grounded in an awareness of the human body as the site where ideas, including ideas about the U.S. South itself, ultimately happen. Employing theoretical approaches to the body developed by thinkers such as Karl Marx, Colette Guillaumin, Elaine Scarry, and Friedrich Kittler, Watson also draws on histories of bodily representation to mine a century of southern fiction for its insights into problems that have preoccupied the region and nation alike: slavery, Jim Crow, and white supremacy; the marginalization of women; the impact of modernization; the issue of cultural authority and leadership; and the legacy of the Vietnam War. He focuses on the specific bodily attributes of hand, voice, and blood and the deeply embodied experiences of pain, illness, pregnancy, and war to offer new readings of a distinguished group of literary artists who turned their attention to the South: Mark Twain, Jean Toomer, Zora Neale Hurston, William Faulkner, Richard Wright, Katherine Anne Porter, Bobbie Ann Mason, and Walker Percy. In producing an intensely embodied U.S. literature these writers, Watson argues, were by turns extending and interrogating a centuries-old tradition in U.S. print culture, in which the recalcitrant materiality of the body serves as a trope for the regional alterity of the South. Reading for the Body makes a powerful case for the body as an important methodological resource for a new southern studies./div
This book collects studies with a ‘critical education policy orientation’, and presents itself as a handbook of matters of public concern. The term ‘critical’ does not refer to the adoption of a particular theoretical framework or methodology, but rather it refers to a very specific ethos or way of relating to the present and the belief that the future should not be the repetition of the past. This implies a concern about what is happening in our societies today and what could or should be happening in the future. As a consequence, the contributors to the book rely on a general notion of public policy that takes on board processes, practices, and discourses at a variety of levels, in diverse governmental and non-governmental contexts, and considers the relation of policy to power, to politics and to social regulation. Following the detailed introduction that aims at picturing the landscape of studies with a ‘critical education policy orientation’, the book presents re-readings of six policy challenges; globalization, knowledge society, lifelong learning, equality/democracy/social inclusion, accountability/control/efficiency and teacher professionalism. It seeks to contextualise these in relation to issues of current global concern at the start of the 21st century. Despite the diversity of approaches, this collection of critical education policy studies shares a concern with what could be called ‘the public, and its education,’ and represents a snapshot of education policy research at a particular time.
