Over the past two decades the contribution of postmigrant literature to Germany's literary landscape has attracted significant scholarly interest. This study investigates selected prose of Turkish-German authors. Six primary texts are reconceived as "transgressive" as they intervene in contemporary spatial, especially urban and global discourses. They employ diverse "spatial tactics" by citing conventional dichotomies (local-global, West-East) in order to abandon and replace them subsequently with dynamic views on space and time. This thesis proposes a new theoretical model of literary analyses in order to grasp the multidimensional aspects of space. Thereby, Lotman's cultural semiotics is used as springboard to expand the model throughout the readings of the texts. By including additional theories on space from disciplines such as gender studies (Gleber; Weigel), urban geography(Lynch; Downs/Stea), cultural-historical psychology (Nora; Assmann) and postcolonial criticism (Said), this analysis focuses on narrative strategies that challenge physical and conceptual concepts of boundaries. The originality of this approach lies in a perceptive, thorough reading of textual productions of space that refrains from pinpointing the texts as homogenous minority literature. The theoretical model examines spatial motifs and themes inherent in the primary texts while disregarding the alleged "foreignness" of the authors. Each of the main chapters discusses two works focusing on the dimensions gender-space, memory-space and geography-space: Emine S. Ozdamar's Die Brikke vom Goldenen Horn and Aysel Ozakin's Die Blaue Maske are analyzed as novels transgressing gender-coded urban spaces. The Berlin settings in Aras Oren's Berlin Savignyplatz and Zafer Senocak's Gefahrliche Verwandtschaft are conceived as multi-discursive fragments shedding new light on German "realms of memory". Yade Kara's Selam Berlin and Feridun Zaimoglu's Zwolf Gramm Gluck are investigated in relation to "glocal" dislocations and Oriental imaginations. This dissertation makes two key contributions to German literary studies: First, it proposes an alternative reading to the common practice of categorizing postmigrant literature by cultural heritage and generation by putting forward the idea that writers adopt manifold perspectives on spatial configurations. Second, by reading literary spaces through an alternate disciplinary lens, this dissertation reads the texts as multilayered complexities of spatial presentations and advocates a comparative, text-centered method of literary analysis. / Arts, Faculty of / Central Eastern Northern European Studies, Department of / Graduate

This dissertation presents a case study of analytical writing and identity development among diverse, ninth grade adolescents enrolled in an alternative high school preparatory academy. Within the larger school context, the study examines the case of the writing classroom—specifically, the four-month literary analysis unit—and the students’ writing development therein. First, I analyze the discourse of the writing classroom on developing interpretative statements about literature. Analysis shows that the teacher highlighted three aspects of literary reasoning to support five specific expectations for writing a literary interpretation. In particular, the teacher emphasized that students deepen their interpretative statements by analyzing literary techniques and themes. Second, I examine analytical essays to identify trends in student writing development over time. I show that students had to adopt a particular stance toward literary analysis in order to meet the teacher’s increasing calls to make deeper interpretative statements —a stance that posed tensions for some students. Third, I analyze the data of eight focal students to explore those tensions. I show that students adopted one of three stances toward the discourse and use three focal students to describe those stances. Abraham ventriloquated through the discourse (i.e., he appropriated heuristics without full control over them) while Katarina passed on the discourse (i.e., she upheld personal observations of characters as points of connection to literary analysis), and Kianna made the discourse internally persuasive (i.e., she actively merged the discourse goals with her communicative goals). This dissertation further explores the cultural, historical, and social factors informing the students’ stances and reveals how the internalization of a new discourse is highly variable and deeply personal. These findings complicate contemporary understandings of writing development as either the refinement of cognitive processes or the layered interactions of writer, culture and context. It also demonstrates the utility of using both sociocognitive and identity lenses to study the ways diverse adolescents take up dominant discourses within particular classroom contexts. Finally, the study raises questions about what it means when teachers ask students to adapt to dominant discourses without also providing them the space to adapt the discourse to meet their communicative needs.

Orientadora: Giovanna Longo / Banca: Marcos Lúcio de Sousa Góis / Banca: Luciane de Paula / Resumo: O presente trabalho apresenta uma reflexão crítica do panorama discursivo das práticas enunciativas em ambiente escolar envolvendo os agentes interlocutores desta esfera. A pesquisa se desenvolveu por meio de análise bibliográfica e observações em escolas públicas de ensino fundamental I (1° ao 5° ano) na região do grande ABC/SP. Assumindo uma perspectiva dialógica de linguagem e uma abordagem dos gêneros discursivos visto em Bakhtin, a hipótese consistia em defender que as práticas enunciativas neste ambiente obedecem uma ordem contrária ao processo intrínseco da linguagem: o dialogismo. Deste modo verificamos na literatura e nas observações em escolas públicas uma prática educativa em que o discurso do opressor se sobrepunha a voz do oprimido, calando-o e moldando-o de acordo com a visão de mundo da classe dominante. Esta hipótese foi confirmada em diferentes práticas enunciativas, trazendo para o campo da reflexão crítica, situações que percorrem a simples produção textual realizada pelo aluno, suas interações com professores e as práticas textuais realizadas pelos próprios professores tanto na modalidade oral quanto na escrita. Verificamos que o ensino de Língua Portuguesa ainda é pautado pela prática mecanicista de ensino de gramática e que a visão e experiência de mundo trazido pelas crianças de regiões periféricas são barrados do lado de fora dos muros das escolas. Além disso, a própria prática pedagógica do professor é corrompida e moldada por um discurso pedagógico... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work presents a critical reflection of the discursive panorama of the enunciative practices in school environment involving the interlocutors of this sphere. The research was developed through bibliographic analysis and observations in public elementary schools I (1st to 5th year) in the region of the great ABC / SP. Assuming a dialogical perspective of language and an approach of the discursive genres seen in Bakhtin, the hypothesis was to defend that the enunciative practices in this environment obey an order contrary to the intrinsic process of the language: the dialogism. In this way we find in literature a practice in which the discourse of the oppressor overlapped the voice of the oppressed, silencing it and molding it according to the world view of the ruling class. This hypothesis was confirmed in different enunciative practices, bringing to the field of critical reflection situations that cover the simple textual production carried out by the student, his interactions with teachers and the textual practices carried out by the teachers themselves in both oral and written modalities. We verified that Portuguese language teaching is still guided by the mechanistic practice of grammar teaching and that the world view and experience brought by children from peripheral regions are barred outside the walls of schools. Moreover, the teacher's own pedagogical practice is corrupted and shaped by a liberal pedagogical discourse and by bureaucratic processes contrary to progressive and emancipatory practices.Finally, the paper proposes an approach of Portuguese language teaching under a dialogical bias, presenting concepts that can contribute to the formation of a critical and reflexive subject.In this way, we align the dialogic base of language with the pedagogy of multiletramentos... (Complete abstract click electronic access below) / Mestre

Bibliotherapy—the process of utilizing literature for its therapeutic properties—has been around for centuries; however, it wasn’t until a surge of research in the 1920s that the process became recognized as an adequate method of therapy. With the rising mental health crisis looming over the United States, the time to develop, establish, and advocate for a bibliotherapeutic curriculum in K-12 public education is now. Using literary works such as Gary Paulsen’s Hatchet, Helena Fox’s How it Feels to Float, and Laurie Halse Anderson’s Speak, this thesis establishes the literary, therapeutic, and pedagogical reasoning for the implementation of such a curriculum. Using this thesis, further research could be conducted to strengthen the argument herein. Research confirms that increased levels of reading leads to an increased level of empathy. Not only could a bibliotherapeutic curriculum produce a more empathetic society, but it could support the mental health of the nation’s children, adolescents, and young adults.

Taking up Henry Giroux’s call for an “enobling [sic], imaginative vision” and a “language of possibility” with which to generate hope and a plan for improving education in North America, this thesis presents Lev Grossman’s fantasy series – the Magicians trilogy, consisting of The Magicians (2009), The Magician King (2011), and The Magician’s Land (2014) – as providing this ‘vision’ and ‘language’ through its representations of education. Using a close reading practice alongside the method of thematic criticism outlined by Farah Mendlesohn, key passages in the series are analysed to explicate an “imaginative vision” of an ideal, alternative education and present this vision – alongside a plan for achieving it – to educators. I argue that the series can be a pedagogical tool to serve educators in recognising the issues inherent in the current North American education system and the need for reform, in facilitating and motivating the implementation of an ideal alternative in their classrooms – an autonomous education practice based on the theories of Paulo Freire and John Holt – and in aiding with explicit instruction on the concept of agency to foster student success within the new classroom practice. Through a process of literary analysis, the Magicians series is presented to educators to help them understand and implement theories such as liberating and dominating praxis, banking education, and autonomous education. Rather than waiting for institutional-level or school-level reforms, this thesis helps educators reform their classrooms immediately, improving education outcomes for students and demonstrating the possibilities and benefits of adopting an autonomous education practice. In addition to presenting the Magicians series as a pedagogical tool to address the issues in education, this thesis also posits fantasy fiction as a valuable body of literature for seeking solutions to real world problems by demonstrating the applicability of fantastic representations of education to solving real world issues. / Thesis / Master of Arts (MA) / This thesis presents Lev Grossman’s Magicians trilogy as a tool for teachers, scholars, and students to use in addressing the problems in education in North America today. Starting with Henry Giroux’s research and writings on the problems with North American education, the Magicians is presented as the “imaginative vision” Giroux says must be located in order to inspire hope and present a plan for addressing these issues and modifying education to improve the outcomes for every student. Combining the theories of educators Paulo Freire and John Holt with the practice of literary analysis, this thesis examines the Magicians and argues that a critical reading of this fantasy series can serve educators by identifying the current problems and the need for reform, by introducing a new autonomous education practice that can be used in individual classrooms, and by supporting students in this new system through teaching the concept of agency directly.

This M.A. thesis focuses on the problematic relationship between Henry James and Aestheticism and Decadence on the example of his two masterpieces-The Portrait of a Lady () and The Golden Bowl (). The main task is to document the evolution of this relationship and to point out that despite his lifelong preoccupation with these two artistic movements in his literary works, James refuses to assume a concrete stance toward them. Before the literary analysis of the two abovementioned novels, the author devotes the first chapter to a brief historical survey as to the nature and purpose of the work of art, to the development Aestheticism and Decadence in Europe and Britain, and to James's relationship with some of the proponents of British Aestheticism. The rest of the thesis is devoted to the literary analysis of the two novels through the optics of Aestheticism and Decadence. Keywords: James, Henry; Aestheticism; Decadence; literary analysis; transatlantic studies

The purpose of this essay is to study and compare how male and female are portrayed in four picture books from the 2010s and 1970s, with a focus on the parents. And see what weight the images have to create gender norms in the books. Research has shown that children are affected by the books' gender representation, which makes it interesting to look at whether gender norms are visible in today's picture books (the 2010 century) and how it looked just after focus had been put on gender representation in picture books (1970s). In addition, I believe that the parents are interesting characters to study because there have not been so many analysis regarding parents' gender representation.   By the method of literary analysis, based on Nikolajevas Bilderbokens pusselbitar certain conclusions could be drawn. Among other things, in the case of the four analyzed picture books, it was difficult to find equality in the relationship between the parents. In addition, at least one parent in each picture book tended to become stereotyped because that parent was more in the background than the other. / Syftet med denna uppsats är att undersöka och jämföra hur manligt och kvinnligt porträtteras i två bilderböcker från 2010-talet respektive två bilderböcker 1970-talet med fokus på föräldrarna. Dessutom är syftet också att se vilken vikt bilderna har för att skapa genusnormer i böckerna. Forskning har visat att barn blir påverkade av bilderböckernas genusframställning vilket gör det intressant att titta på om genusnormer är synliga i dagens bilderböcker (2010-talet) samt hur det såg ut precis efter att ljuset hade hamnat på bilderböckernas genusframställning (1970-talet). Dessutom anser jag att föräldrarna är intressanta karaktärer att titta på eftersom det inte har utförts särskilt många undersökningar gällande föräldrars genusframställning. Genom metoden litterär analys med utgångspunkt i Nikolajevas Bilderbokens pusselbitar kunde vissa slutsatser dras. Bland annat att i de fyra analyserade bilderböckerna var det svårt finna jämställdhet i förhållandet mellan föräldrarna. Dessutom tenderade åtminstone en förälder i varje bilderbok att bli stereotyp eftersom den föräldern var mer i bakgrunden än den andra.

Em termos gerais, este trabalho consiste em uma análise do livro de poesia Broquéis. Percorrendo linhas de força da trajetória intelectual do poeta João da Cruz e Sousa (1861- 1898) e abordando aspectos de sua fortuna crítica, o estudo pretende ressaltar, entre outros aspectos, as qualidades desse livro. Ainda, apoiando-se em estudos já realizados acerca da literatura do poeta simbolista, a dissertação reforça uma leitura analítica de três poemas em particular. Trata-se dos poemas Antífona, Acrobata da Dor e Rebelado, a partir dos quais destaco traços da poética do livro. Das hipóteses interpretativas, uma delas é que não existe um estilo de poesia pura, e que traços gerais do que se convencionou chamar de parnasianismo e decadentismo, sobretudo, mesclam-se ao simbolismo então nascente no Brasil. Do mesmo modo, verifica-se a partir das análises a impossibilidade de descrever estados de espíritos precisos do eu lírico, o que configura uma situação de ambiguidade recorrente nos poemas. Mescla e ambiguidade podem ser entendidas assim tanto por serem respostas concretas de um poeta em uma fase de incertezas culturais e estéticas quanto por serem o resultado objetivo dos processos sociais da arte de final de século, no Brasil. Por fim, o estudo termina destacando que as faltas e as impossibilidades que marcam a poética de Broquéis podem ser tomadas idealmente em termos positivos como expressão de um discurso moderno em torno da crise da poesia, aliando assim a poética de Cruz e Sousa à modernidade. / In general terms, this work is an analysis of the book of poetry Broquéis. Traversing through lines of the intellectual trajectory of the poet João da Cruz e Sousa (1861-1898) and addressing aspects of his critical fortune, the study aims to highlight the qualities of this book. Leaning on previous studies about the literature of symbolist poet, the dissertation reinforces analytical reading three poems in particular. These are the poems Antífona, Acrobata da Dor and Rebelado, from which highlight traits poetic from book. Of the interpretative hypotheses, one is that there isn\'t a style of \"pure\" poetry, and general features than was conventionally called parnassianism and decadentism above all mingle symbolism nascent in Brazil. Similarly, it appears from the analysis of the impossibility of describing precise states of spirit the lyrical, which configures a recurring ambiguity in the poems. Merges and ambiguity can be understood so much for being a poet of concrete answers in a period of uncertainty as cultural and aesthetic objective for being the result of social processes of late twentieth century art in Brazil. Finally, the study ends by pointing out that the \"faults\" and the \"impossibilities\" that mark the poetic Broquéis can ideally be taken in positive terms as an expression of a modern discourse around the crisis of poetry, thus combining the poetics of Cruz e Sousa to modernity.

Orientador: Marianna Francisca Martins Monteiro / Banca: Maria Antonieta Martines Antonacci / Banca: José Batista Dal Farra Martins / Resumo: Este estudo parte da experiência de ver e ouvir as narrações de Sebastião Clarindo Biano e Marilene Machado Paschoal. Tomando como referência a concepção de narrador para Walter Benjamin em seus escritos da década de 1930, ambos são tidos como narradores orais natos. A transmissão da experiência e a relação dialógica com os interlocutores são as principais características de suas performances. Relacionando questões filosóficas com a práxis dos narradores, chegamos a questões também pertinentes ao teatro, como: a palavra como subsídio da ação; o compartilhamento de experiências como ponto de partida para a criação cênica; coletividade e pertencimento como campo gerador de experiência e, por conseguinte, de performances narrativas e outras formas de realização estética. Apontando para uma conclusão e partindo dos principais elementos mapeados na contextualização das performances, propomos, ao final, o conceito de atitude narrativa / Résumé: Cette étude est née à partir de l'expérience vécue lorsque l'on voit et écoute les narrations de Sebastião Clarindo Biano et Marilene Machado Paschoal qui sont, d'après la conception de narrateur établie par Walter Benjamin dans ses écrits des années 1930, des narrateurs oraux innés. La transmission d'expériences et la relation dialogique avec les interlocuteurs sont les caractéristiques principales de leurs performances. Lorsque l'on fait le lien entre les questions philosophiques et la praxis des narrateurs, on arrive à un certain nombre des questions relevant aussi du théâtre: le mot en tant que substance de l'action; le partage d'expériences en tant que point de départ pour la création scénique; la collectivité et le sentiment d'appartenance en tant qu'espace générateur d'expérience et par conséquent, lieu de performances narratives et d'autres formes de réalisation esthétique. Tout en indiquant une conclusion et ceci à partir des principaux éléments repérés et analysés dans la contextualisation de leurs performances, nous proposerons, finalement, le concept d'attitude narrative / Mestre

Made available in DSpace on 2017-03-14T14:10:08Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-06-26. Added 1 bitstream(s) on 2017-03-14T14:42:43Z : No. of bitstreams: 1 000853781_video.mov: 2840955 bytes, checksum: 03b69c97fcd54ee2e9078e927cc4f5db (MD5). Added 1 bitstream(s) on 2017-06-01T12:14:27Z : No. of bitstreams: 4 000853781.pdf.jpg: 7082 bytes, checksum: bb70ad8e83d06b47be658e3692d830de (MD5) 000853781.pdf.txt: 389415 bytes, checksum: 7f661f1302902a84ed70aa40d3f03304 (MD5) 000853781.pdf: 2840955 bytes, checksum: 03b69c97fcd54ee2e9078e927cc4f5db (MD5) 000853781_video.mov: 2318760385 bytes, checksum: 29933706e8754ab4a672337be68a1ae5 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Résumé: Cette étude est née à partir de l'expérience vécue lorsque l'on voit et écoute les narrations de Sebastião Clarindo Biano et Marilene Machado Paschoal qui sont, d'après la conception de narrateur établie par Walter Benjamin dans ses écrits des années 1930, des narrateurs oraux innés. La transmission d'expériences et la relation dialogique avec les interlocuteurs sont les caractéristiques principales de leurs performances. Lorsque l'on fait le lien entre les questions philosophiques et la praxis des narrateurs, on arrive à un certain nombre des questions relevant aussi du théâtre: le mot en tant que substance de l'action; le partage d'expériences en tant que point de départ pour la création scénique; la collectivité et le sentiment d'appartenance en tant qu'espace générateur d'expérience et par conséquent, lieu de performances narratives et d'autres formes de réalisation esthétique. Tout en indiquant une conclusion et ceci à partir des principaux éléments repérés et analysés dans la contextualisation de leurs performances, nous proposerons, finalement, le concept d'attitude narrative / Este estudo parte da experiência de ver e ouvir as narrações de Sebastião Clarindo Biano e Marilene Machado Paschoal. Tomando como referência a concepção de narrador para Walter Benjamin em seus escritos da década de 1930, ambos são tidos como narradores orais natos. A transmissão da experiência e a relação dialógica com os interlocutores são as principais características de suas performances. Relacionando questões filosóficas com a práxis dos narradores, chegamos a questões também pertinentes ao teatro, como: a palavra como subsídio da ação; o compartilhamento de experiências como ponto de partida para a criação cênica; coletividade e pertencimento como campo gerador de experiência e, por conseguinte, de performances narrativas e outras formas de realização estética. Apontando para uma conclusão e partindo dos principais elementos mapeados na contextualização das performances, propomos, ao final, o conceito de atitude narrativa