This thesis offers an analytical discussion of contemporary fictional and autobiographical narratives by migrants who write in a language other than their mother tongue and/or grew up in a bilingual environment. While not all literature by ethnic minority writers is necessarily concerned with the experience of growing up in or living between cultures, the present study deals with those writers whose texts self-reflexively and counter-discursively seek to define and express individual identity at the interface of two or more cultures. The writers discussed not only move spatially between places but also shift emotionally and intellectually between different languages and cultures as well as literary texts from these cultures. The focus is on language and the literary text itself as it becomes the site for an interaction of cultural codes. The methodology adopted draws eclectically on theories which explore the space between" from anthropological, linguistic, post-colonial and feminist perspectives. The thesis examines different textual paradigms of countering dominant discourses as found in ten representative texts from Australia, Canada, Germany and the United States which have been chosen to cover a range of cultural experience. The texts discussed are: Angelika Fremd's Heartland and Josef Vondra's Paul Zwillinq; Caterina Edwards' The Lion's Mouth, Henry Kreisel's The Betrayal and Rachna Mara's Of Customs and Excise; Franco Biondi's Abschied der zerschellten Jahre: Novelle and Akif Pirincci's Tranen sind immer das Ende: Roman; Sandra Cisneros' The House on Mango Street, Eva Hoffman's Lost in Translation: A Life in a New Language and Richard Rodriguez' Hunger of Memory: The Education of Richard Rodriguez. It is shown that self-reflexive negotiation of Self and Other in the text takes different forms depending on the writer's ethnic and racial background, his/her gender and the adopted country's social and political attitudes toward the newcomer. Re-writing, however, which is understood as an intentional, political dialogue with specific texts, is a recurrent counter-discursive strategy in the texts discussed. Finally, the thesis argues that the re-writing of traditional literary genres, such as Novelle, short story cycle, autobiography, Bildungs roman and quest novel, rather than of a particular text, as in other post-colonial contexts, is the most prevalent form of "writing back" in migrant literature. Texts written by migrants not only creatively revise literary conventions, challenge the concept of “national literature" and undermine canonically established categories, but also defeat attempts to approach a text with a single "appropriate" theory to reveal the strategies and the effects of cultural hybridity.

Thesis (B.A. (Hons.))--University of Adelaide, Dept. of English, 1994? / Includes bibliographical references (leaves [1-5]).

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This thesis offers an analytical discussion of contemporary fictional and autobiographical narratives by migrants who write in a language other than their mother tongue and/or grew up in a bilingual environment. While not all literature by ethnic minority writers is necessarily concerned with the experience of growing up in or living between cultures, the present study deals with those writers whose texts self-reflexively and counter-discursively seek to define and express individual identity at the interface of two or more cultures. The writers discussed not only move spatially between places but also shift emotionally and intellectually between different languages and cultures as well as literary texts from these cultures. The focus is on language and the literary text itself as it becomes the site for an interaction of cultural codes. The methodology adopted draws eclectically on theories which explore the space between" from anthropological, linguistic, post-colonial and feminist perspectives. The thesis examines different textual paradigms of countering dominant discourses as found in ten representative texts from Australia, Canada, Germany and the United States which have been chosen to cover a range of cultural experience. The texts discussed are: Angelika Fremd's Heartland and Josef Vondra's Paul Zwillinq; Caterina Edwards' The Lion's Mouth, Henry Kreisel's The Betrayal and Rachna Mara's Of Customs and Excise; Franco Biondi's Abschied der zerschellten Jahre: Novelle and Akif Pirincci's Tranen sind immer das Ende: Roman; Sandra Cisneros' The House on Mango Street, Eva Hoffman's Lost in Translation: A Life in a New Language and Richard Rodriguez' Hunger of Memory: The Education of Richard Rodriguez. It is shown that self-reflexive negotiation of Self and Other in the text takes different forms depending on the writer's ethnic and racial background, his/her gender and the adopted country's social and political attitudes toward the newcomer. Re-writing, however, which is understood as an intentional, political dialogue with specific texts, is a recurrent counter-discursive strategy in the texts discussed. Finally, the thesis argues that the re-writing of traditional literary genres, such as Novelle, short story cycle, autobiography, Bildungs roman and quest novel, rather than of a particular text, as in other post-colonial contexts, is the most prevalent form of "writing back" in migrant literature. Texts written by migrants not only creatively revise literary conventions, challenge the concept of “national literature" and undermine canonically established categories, but also defeat attempts to approach a text with a single "appropriate" theory to reveal the strategies and the effects of cultural hybridity. / Arts, Faculty of / English, Department of / Graduate

Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [130]-147).

This dissertation rethinks the category of queer desire in early modern drama and early colonial travel narratives. Moving beyond previous scholarship which has conceived of early modern sexuality chiefly in terms of same-sex erotic acts, proto-homosexual identities, or homosocial relations, this dissertation describes new forms of heightened erotic feeling which are qualitatively queer in how they depart from conventional or expected trajectories, and not because of the genders of lover and love object. Each chapter considers an iconic scene in early modern literature, and draws out a specific, recurring affective mode - paranoid suspicion, willing instrumentality, inexhaustible fancy, and colonial melancholia -- which I argue constitutes a queer form of desiring. Chapter 1 argues that both a witch trial pamphlet, Newes from Scotland (1591), and a witch trial play, The Witch of Edmonton (1621) exemplify the violent, projective cycle of paranoid suspicion by which the witch trial defines a witch according to his or her secret, deviant desires. Chapter 2 focuses on cross-dressed figures who are willingly instrumentalized as erotic facilitators in two comedies, Francis Beaumont and John Fletcher's Philaster (1609) and Thomas Middleton and Thomas Dekker's The Roaring Girl (1611), arguing that "being used" makes the go-between an integral part of an ostensibly heterosexual relationship, transforming it into a queer triad. Chapter 3 takes up the promiscuous desire for too many objects in William Shakespeare's Twelfth Night (1602) and Ben Jonson's Bartholomew Fair (1614). I read these very different comedies as both propelled by impossible-to-satisfy hunger, and trace the etymology of the concept of "fancy" to show how desire for pleasurable and beautiful things became characterized as a queer desire for improper and unproductive commodities. Chapter 4 moves into the New World, analyzing two accounts of failed colonialism: Thomas Harriot and John White's reports from the English expeditions on Roanoke Island (1590); and Jean de Léry’s memoir of the short-lived French colony in Brazil (1578). In these texts I uncover a distinctly melancholic and queer mode of colonial desire: one predicated on impossible longing, renunciation, and haunting, thwarted identification with lost native American "others."

Thesis (M.A.)--University of Northern Colorado, 2003. / Includes bibliographical references (p. 139-149). Also available on the Internet.

Thesis (M.A.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Feb. 20, 2007). "Specialization: Communication and Writing"--T.p. Includes bibliographical references.

This dissertation examines the literary and activist histories of lesbian and queer communities in France from 1968 to the present, retracing the changing relationship between national and sexual identities. It contributes in several ways to debates about ‘homonormativity’ and ‘sexual democracy’ that have unfolded in France since the beginning of the twenty-first century, notably by bringing recent historical and sociological scholarship on the racialization of gender and sexuality into dialogue with literary studies. Sex, Race and the Epistemology of Desire puts well-established literary authors (such as Monique Wittig, Mireille Best, and Nina Bouraoui) in conversation with little-known queer writers and activists of color (such as the Groupe du 6 novembre and the Lesbiennes of color), studying processes of subject formation through which individuals come to understand their desires in relation to family structures and community belonging. Through historically and politically contextualized readings, it reflects on the fact that desire has often come to be understood through the lens of sexual identity, arguing that assumptions about the importance of visibility and “coming out” have tended to marginalize poor and racialized groups. Deconstructing the common opposition between “identitarian” and “non-identitarian” literature, it argues for a richer and more epistemologically-attentive approach to sexual and gender politics. It shows that this epistemological reframing is necessary to counteract mainstream media’s often reductive accounts of minority sexualities, particularly with respect to Islamic, Middle Eastern, or North African cultures.

This critical explanatory mixed methods study examined elementary teachers’ perceptions regarding the inclusion of LGBTQ-themed literature in the curriculum. An electronic survey questionnaire and focus group sessions were used to collect both quantitative and qualitative data that described the perceived benefits and barriers of LGBTQ-themed literature and teachers’ level of interest in attending professional developing on this topic. The sample population for this study consisted of 100 participants. All 100 participants completed the electronic survey questionnaire, and a subset of 10 of the survey respondents participated in focus groups to explore further the perceived benefits and barriers relating to the inclusion of LGBTQ-themed literature. There were five key findings that emerged in relation to the research questions for this survey: (1) although teachers perceive parental backlash and insufficient training as the two most significant barriers preventing them from including LGBTQ-themed literature in their classroom, their beliefs and comfort levels surrounding LGBTQ individuals and topics are significant barriers as well; (2) participants felt there were many significant benefits that might result from the inclusion of LGBTQ-themed literature, including building an increased awareness of diversity among students and less bullying in regards to sexual orientation/gender expression; (3) participants felt that parents and administration have significant control over what teachers can teach in their classrooms, and that their autonomy and choice was straightjacketed by the demands of the parents and administrators; (4) participants were interested in attending professional development training focusing on the inclusion of LGBTQ-themed literature; and (5) Black respondents expressed more hesitation towards the inclusion of LGBTQ-themed literature as well as towards attending LGBTQ-themed professional development than other demographic subgroups. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection