Univ., Diss. u.d.T.: Marks, Raymond: Scipio Africanus in the Punica of Silius Italicus--Teilw. zugl.: Providence, 1999.

Thesis (doctorat d'Etat)--Université de Bourgogne (Dijon), 1987. / "Avec la collaboration du GRECO 130-030 C.N.R.S."--Cover. Includes bibliographical references (p. [557]-571) and index.

Thesis (doctorat d'Etat)--Université de Bourgogne (Dijon), 1987. / "Avec la collaboration du GRECO 130-030 C.N.R.S."--Cover. Includes bibliographical references (p. [557]-571) and index.

Thesis (Ph. D.)--University of Maryland, College Park, 2001. / Basado en su tesis doctoral. Incluye referencias bibliográficas (p. 345-367) e índice.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Title from PDF t.p. (viewed May 3, 2010). Directed by Christian Moraru; submitted to the Dept. of English. Includes bibliographical references (p. 326-373).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. John Fenstermaker, Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed Sept. 21, 2005). Document formatted into pages; contains iv, 150 pages. Includes bibliographical references.

The author's Habilitationsschrift--Mainz, 1978. / Includes index. Bibliography: p. 359-384.

This dissertation re-examines an era in the production and reception of English language poetry in South Africa by black writers. Intellectually the 1970's was the Black Consciousness phase of South African history and very few aspects of life in the country were untouched by the intellectual movement led by Steve Biko and other young black student leaders. The aesthetic and literary output of the time, like all other facets of South African life, exhibited the influence and pressures brought to bear by Black Consciousness. Moreover, the Black Consciousness poets introduced the most vibrant and innovative phase for English language poetry produced in South Africa. It is my contention, however, that such vibrancy and innovation has consistently been compromised by unsympathetic, often hostile, and almost-always ill-informed criticism. The dissertation offers a critique of the academic and journalistic practice of criticism in South Africa. I argue that critical practice in South Africa has been engaged throughout the twentieth century in the discursive enforcement of ‘discipline’. In his Discipline and Punish (1977) the French post-structuralist philosopher Michel Foucault demonstrated how power is wielded against oppressed/suppressed groups through self regulated proscriptions, and argued that power is a discursive rather than a corporeal phenomenon. My dissertation follows Foucault in reading the critical reception of Black Consciousness poetry as the practice of disciplinary power. The dissertation also engages critically with the poetry of Oswald Mtshali, Mongane Serote and Sipho Sepamla, and argues that their work is the inscription of black subjectivity into the literary and cultural mainstream. It situates their work within wider 6 societal debates and definitions of ‘blackness’. In this regard use is made again of Michel Foucault’s insights and methodology of discourse analysis as shown in The Archaeology of Knowledge (1972). I argue that Oswald Mtshali’s work is a failed attempt at a dissection of apartheid and colonialism from a broadly Christian and humanist perspective. In my reading of Mongane Serote I explore the relationship between women’s bodies and the practice of representation. It is my contention that Serote is most concerned with claims of belonging, and this is shown through his extensive use of the trope of ‘Mother’. My discussion of the poetry of Sipho Sepamla focuses on language and (self- )representation, particularly the use of practices of naming in constructing subjectivity. My contention is that Sepamla ultimately abandons attempts at representation in favour of oppositional self-construction in language. In the concluding chapter I defend the thesis that the politics of discipline have prevented the broad critical establishment from gaining access to these discursive constructions of blackness in the committed poetry of South Africa.

This study addresses the ideological properties of the two main modal strains in fictional representation of romance and realism in order to provide an antidote to the currently extremely negative view of the representational function of fiction. In the course of the discussion, three received positions in traditional literary criticism are challenged. Firstly, the view of literary form as ideology-free is undermined by demonstrating the ideological properties of the two modes. Secondly, the realism/romance binary opposition regarding the mode of fictional representation is critiqued by both uncovering the misconception of the former's competence for transparent representation and evincing the two modes' ideologically interactive relation. Lastly, the categorization of Henry James as an aesthete is problematized by historicizing and socializing his three texts.

The purpose of this thesis is to explore how politic in the field of children´s and young people´s reading has been formulated and motivated during different periods. The analysis comprises political discussions from three periods: the 1910s discussion about how to promote good and inexpensive reading for pleasure, the 1950s political debate about light entertaining literature and comic books, and the political discussion about decreasing reading ability and reading promotion that followed the impaired Swedish results from PISA 2012. The overall issue for the thesis is how the view of children’s reading and children as readers that is expressed in the political discussions differs from each other, as well as how those differences could be explained in relation to the social and cultural policy context. The method is comparative history analysis. The resource material consists of documents from the Swedish Parliament and government official reports. A theoretical point of departure is the childhood studies research and the concept of children as beings or becomings. The analysis also uses theories about literary value and ideas about the function of reading. One of the findings is that children’s reading during all three periods is of great importance, for the children themselves as well as for the future of society. There are also differences. Over time, the discussion has moved from the question of a material lack of good books to a worry about inability and lack of interest in reading. While the 1910s and the 1950s discussions are about “good” and “bad” or “harmful” literature, the 2010s discussion pay more attention to reading as an activity and view reading in all its aspects as truly positive. It is also possible to see a shift in the debate from a collectivistic focus on public education and the citizen’s cultural progress, to a more individualistic approach that emphasizes participation and different ways to acquire literature. This is a two years master’s thesis in Library and Information Science.