{"title":"Women in Cultural Insularity and Anxious Spaces in the Arab and Arab American Contexts in Laila Halaby’s West of the Jordan","authors":"Ishak Berrebbah","doi":"10.5334/as.58","DOIUrl":"https://doi.org/10.5334/as.58","url":null,"abstract":"","PeriodicalId":33655,"journal":{"name":"Anglo Saxonica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75189729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"John Stuart Mill on Education and Progress","authors":"E. Silva","doi":"10.5334/as.44","DOIUrl":"https://doi.org/10.5334/as.44","url":null,"abstract":"","PeriodicalId":33655,"journal":{"name":"Anglo Saxonica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89320435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"O Circuito da Cultura como um protocolo metodológico para análise cultural de manifestações de tendências: o estudo de caso da SpaceX","authors":"S. Cohen","doi":"10.5334/as.61","DOIUrl":"https://doi.org/10.5334/as.61","url":null,"abstract":"","PeriodicalId":33655,"journal":{"name":"Anglo Saxonica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74364916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this essay, I explore “peripheral pedagogics”– the wholly unforeseen ways of fantasizing others, and learning from them, when English situates young Indian readers of Nadine Gordimer’s 1989 story, “Once Upon a Time.” While students need little help in noticing the story’s realist portrayal of post-Apartheid South Africa, only detailed analysis of crucial passages enables them to appreciate her ironic treatment of folktale cliches and time-worn conventions of children’s stories. Reading Gordimer in a course called New Literatures in English, they see how colonial fantasy meets postcolonial forensics in such partnered narratives; how, further, the teller and her tale reflect mutually gothic fear and the monstrous, both indeed emanating from much the same consciousness. The interpretive light Gordimer casts on Homi Bhabha’s (1988) “Other Question” and the colonial strategies of othering he discusses in The Location of Culture add to their discovery that cliches are to fiction what stereotypes are to social studies. Rather than asking what stereotypes are, the class here begins to ask what stereotypes are for (and why they return to wake us from deep slumber). The actual circumstances of Gordimer’s story are inseparable from its telling. No learning is complete, however, unless the peripheral recognizes that the telling is the story— the one who tells and those to whom it is told share equal opportunity in this learning. Theoretical debates do not count for much if we do not believe that the values we teach are not always at odds with those inherent in such stories as Gordimer’s.
{"title":"Peripheral Pedagogics: Nadine Gordimer’s “Once Upon A Time”","authors":"K. Chandran","doi":"10.5334/as.13","DOIUrl":"https://doi.org/10.5334/as.13","url":null,"abstract":"In this essay, I explore “peripheral pedagogics”– the wholly unforeseen ways of fantasizing others, and learning from them, when English situates young Indian readers of Nadine Gordimer’s 1989 story, “Once Upon a Time.” While students need little help in noticing the story’s realist portrayal of post-Apartheid South Africa, only detailed analysis of crucial passages enables them to appreciate her ironic treatment of folktale cliches and time-worn conventions of children’s stories. Reading Gordimer in a course called New Literatures in English, they see how colonial fantasy meets postcolonial forensics in such partnered narratives; how, further, the teller and her tale reflect mutually gothic fear and the monstrous, both indeed emanating from much the same consciousness. The interpretive light Gordimer casts on Homi Bhabha’s (1988) “Other Question” and the colonial strategies of othering he discusses in The Location of Culture add to their discovery that cliches are to fiction what stereotypes are to social studies. Rather than asking what stereotypes are, the class here begins to ask what stereotypes are for (and why they return to wake us from deep slumber). The actual circumstances of Gordimer’s story are inseparable from its telling. No learning is complete, however, unless the peripheral recognizes that the telling is the story— the one who tells and those to whom it is told share equal opportunity in this learning. Theoretical debates do not count for much if we do not believe that the values we teach are not always at odds with those inherent in such stories as Gordimer’s.","PeriodicalId":33655,"journal":{"name":"Anglo Saxonica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82508598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Glorious Revolution of 1688 was an unprecedented event in the history of England which led to the dethronement of King James II and the coronation of a Dutch Protestant, William of Orange, and his wife Mary, James’s daughter, as new monarchs. Because the deposition of a Catholic King was conducted with general public consent, writers of that period did not consider the event worth commenting on, and hence there was a tangible air of silence and passivity around the Glorious Revolution. John Dryden, a convert Catholic, lost his title of Poet Laureate as a result of the revolution but did not entirely retire from writing. He turned to playwriting and translating Virgil, Juvenal and other classics, not only to make a living but also to be able to convey implicit messages to the new king and his reign. The aim of the present article is to analyse Dryden’s allusions towards the political circumstances of post-revolutionary England, hidden between the lines of his translations of Virgil, against the background of the literary passivity in that period as one of the reasons which made Dryden decide to make political comments in an implicit and disguised manner.
{"title":"A Stingless Bee: the Glorious Revolution in John Dryden’s Translations of Virgil","authors":"P. Kaptur","doi":"10.5334/as.109","DOIUrl":"https://doi.org/10.5334/as.109","url":null,"abstract":"The Glorious Revolution of 1688 was an unprecedented event in the history of England which led to the dethronement of King James II and the coronation of a Dutch Protestant, William of Orange, and his wife Mary, James’s daughter, as new monarchs. Because the deposition of a Catholic King was conducted with general public consent, writers of that period did not consider the event worth commenting on, and hence there was a tangible air of silence and passivity around the Glorious Revolution. John Dryden, a convert Catholic, lost his title of Poet Laureate as a result of the revolution but did not entirely retire from writing. He turned to playwriting and translating Virgil, Juvenal and other classics, not only to make a living but also to be able to convey implicit messages to the new king and his reign. The aim of the present article is to analyse Dryden’s allusions towards the political circumstances of post-revolutionary England, hidden between the lines of his translations of Virgil, against the background of the literary passivity in that period as one of the reasons which made Dryden decide to make political comments in an implicit and disguised manner.","PeriodicalId":33655,"journal":{"name":"Anglo Saxonica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85345413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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