The concept of home has often been recognized as a foundational concept in popular science-fiction (SF) as the point of departure or place of return in the space odyssey, timetravel mission, or heroic quest. Most SF narratives evidently centre on notions of homelessness, homecomings, threats to home or journeys from it. However, independent of the film’s narrative, home is also considered within SF as the place of the audience member, spatially and temporally, the distinction of which is critical for establishing the alien encounter with the putative future world. As a critical genre, SF continues to offer insights into the contemporary milieu that have significant implications for all areas of cultural research and, more specifically, architecture. While architectural literature and practice has confirmed a sustained interest in SF, representations of home are often overlooked in favour of the various innovations and special effects on-screen. It is the intention of the research to elevate the discussion of home in SF from its often abstract engagement by architectural texts, and more specifically question how notions of home are expressed in SF film through the various narratives and designed environments. Thus, the research posits the notion of home as providing the essential link between SF and architecture by establishing a theoretical framework and detailed analyses of four films adapted from the prolific American SF author, Philip K. Dick: Ridley Scott’s Blade Runner (1982), Paul Verhoeven’s Total Recall (1990), Stephen Spielberg’s Minority Report (2002), and Richard Linklater’s A Scanner Darkly (2006). The research examines science, method, and truth, in relation to the foundations of the SF genre and its various representations of home. Furthermore, by comparing and contrasting modern and postmodern approaches to design, similarities are drawn between the cultural mechanisms of SF imagery and architecture. The research draws from SF theorists such as Darko Suvin, Scott Bukatman, and Vivian Sobchack, as well as authors focussed on notions of home such as Witold Rybczynski, Mary Douglas, Juhanni Pallasmaa, and David Morley. Topics related to contemporary identity construction, gender roles, domestic environments, global mobility and connectivity, spectacle, surveillance, tourism, and technology, are scattered throughout the chapters offering a broad survey of the notion of home as represented in contemporary SF with the intent of generating further architectural discussion.

This thesis provides the first extensive queer reading of a 'Golden Age' British detective fiction writer. The aim of this thesis is to assess queer potential in texts published by Agatha Christie between 1920 and 1952. Human identity can be read as self-consciously constructed in Christie's novels, which were written in a context of two world wars, advances in technology and communication, and what Michel Foucault called the 'medicalization' of Western culture. The self-conscious stereotyping in Christie's prose undermines her texts' conservative appeal to the status quo. Chapter One justifies this project's critique of identity essentialism in the texts by considering the manufacturing of 'Agatha Christie' as a widely-read celebrity author. Reading Christie's authorial identity as something established and refined through a market-driven response to readers' expectations and a conscious engagement with earlier forms of detective fiction provides space for reading identity itself as a stylized, performative, and sometimes parodic theme within the texts. In subsequent chapters, employing theoretical insights from Eve Kosofsky Sedgwick, Judith Butler, and Lee Edelman, I explore Christie's participation in contemporary debates surrounding masculinity, femininity, and the importance of the family in shaping individual identity. Finally, I consider Christie's reputation in the twenty-first century by exploring nostalgic television adaptations of her work. Comparing the presentation of 'queer' characters in the literary texts to the adaptations' use of explicit homosexual themes and characters, I conclude that there is a stronger potential for 'queering' identity in the former. As the first full queer reading of a 'Golden Age' detective novelist, this thesis expands queer notions of archive and canonicity: few scholars to date have considered mainstream literary texts without overt LGBTQ+ themes or characters from a queer perspective. Given Christie's global reach and appeal, locating queerness in her texts means understanding queerness as fundamental to everyday culture. This means engaging with a subversive potential in twentieth century middlebrow conservatism.

Marquée par la longueur, le réalisme et la lisibilité, l’esthétique du roman-fleuve chez Romain Rolland, Martin du Gard, Jules Romains et Duhamel peut paraître anachronique dans le paysage littéraire de l’entre-deux-guerres. Le roman-fleuve maintient en effet l’ambition démiurgique dans un contexte historique qui semble l’interdire. Trace d’une volonté toujours vivace de créer un livre-monde alors même que les certitudes positivistes s’écroulent, la poétique du roman-fleuve est plus intempestive qu’anachronique : c’est son présent qui rend improbables ses choix esthétiques. Au-delà du traumatisme de la Première Guerre, le roman-fleuve tâche d’élaborer un livre-monde, fût-il précaire ; il travaille à se faire tombeau. Il rend compte des bouleversements de la perception du moi, du temps et de la collectivité – ces éléments qui rendent caduc le paradigme naturaliste, auquel la critique a jusqu’ici rattaché le roman-fleuve. La composition de ce reflet fantomatique de la Belle Époque oscille entre construction et fragmentation. Son dispositif pragmatique conduit à dépasser le postulat mimétique, pour révéler une conception très moderne des pouvoirs de la fiction. Contre le rêve d’un « roman objectif » [Martin du Gard], le roman-fleuve fait émerger un dialogue entre auteur et lecteur. Ce sous-genre se révèle en définitive comme le lieu d’une expérimentation politique, fictionnelle et générique. Invitant le lecteur à reconnaître les interactions multiples entre mondes fictifs et monde réel, il lui permet de distinguer les différentes logiques génériques qui entrent en tension dans le texte. Il appelle ainsi une lecture réflexive et orchestre un apprentissage littéraire. / There is something anachronistic about the aesthetic choices of Romain Rolland, Martin du Gard, Jules Romains and Duhamel in their romans-fleuves, as they still focus on length, realism and readability. The roman-fleuve undertakes the creation of a fictional world despite the demise of positivism and the emergence of an increasingly impenetrable world. Indeed, WW1 was a such a traumatic experience that an entire generation felt cut off from its past. Still, the roman-fleuve attempts to rebuild a fragile alternate world on the ruins of the Belle Epoque. But it isn’t simply a reenactment of the naturalist paradigm, in so far as it brings into the picture the metamorphoses of time, self and society that Bergson, Freud and Durkheim brought to the foreground. The very structure of the roman-fleuve is architectural and yet fragmented, reflecting an unstable world which is invaded by doubt. Finally, its rhetoric goes well beyond the realist perspective and shows a very modern conception of the powers of fiction. Although Martin du Gard professed that he wanted to write an « objective novel », the roman-fleuve initiates a dialogue between the author and his readers. It proves surprisingly experimental in the political, fictional and generic aspects of writing. By inviting the reader to recognize the multiple interactions between fiction and reality, it shows the different generic modes at work in the text. The roman-fleuve thus invites the reflexive reader to a literary initiation.

Dans « Crise de vers » (1897), Mallarmé déclare « la disparition élocutoire du poëte », formule qui inspire aux critiques littéraires du milieu du XXe siècle la revendication de « la mort de l’auteur ». Si le poète s’efforce de disparaître, comment peut-on considérer le je parlant et le centre de la subjectivité inscrite inévitablement dans le poème ? L’impersonnalité, perçue d’abord par Mallarmé au moment de sa crise spirituelle des années 1860, est-elle compatible avec ce je ineffaçable du poème ? À partir de ces questions, la présente thèse, composée de deux parties, se propose d’interroger sa poétique de l’impersonnalité. Le premier volet vise à tracer chronologiquement l’évolution de l’idée d’impersonnalité en s’appuyant sur le discours théorique du poète. Cette idée, qui se rattache au début à un état existentiel du sujet créateur, porte au fur et à mesure sur la technique artistique et l’effet produit de l’œuvre, au cours de ses critiques sur Manet (1874-1876), Wagner (1885) et le théâtre contemporain (1886-1887). En analysant les poèmes publiés entre 1876 et 1887, période marquée par ce développement, le second volet vise à éclairer le côté pratique de l’impersonnalité. Pour saisir le paradoxe apparent de l’exigence théorique et du je poétique, nous examinerons d’un point de vue énonciatif le poème qui se produit d’une énonciation du sujet parlant. Sur ce plan de l’acte de langage, la quête mallarméenne de l’impersonnalité, articulée à celle de la pureté de la poésie, parvient, malgré son discours à la première personne, à la construction dans et par le poème d’un espace-temps fictif et théâtral qui nous apparaît à chaque lecture. / In “Crise de vers” (1897), Mallarmé declared “la disparition élocutoire du poëte”, which inspired the concept of “the death of the author” among the literary critics in the middle of 20th century. If the poet attempts to disappear, how then do we think of the speaking I and the subjectivity that is inevitably built into the poem? Is the impersonality, which Mallarmé perceived first during his spiritual crisis in the 1860s, compatible with this indelible I ? Based on these questions, the present thesis, composed of two parts, aims to investigate Mallarmé’s poetic of impersonality. The first part aims to draw chronologically on the evolution of his idea of impersonality, relying on his theoretical discourse. Relating to the beginning of an existential state of the creator, this idea applies gradually to the artistic technic and to the effects produced by works of art, through Mallarmé’s criticisms of Manet (1874-1876), Wagner (1885), and the contemporary theatre (1886-1887). Analyzing the poems published between 1876 and 1887, the period characterized by the development of the idea, the second part aims to clarify the practical side of the impersonality. For understanding the apparent paradox of the theoretical claim of the impersonality with the poetic I, we examine the poem produced from the enunciation of the speaking subject from a viewpoint of enunciation. In these pragmatic terms, Mallarmé’s search associated with that for poetic purity, has taken, despite his poetic discourse in the first person, the form of a poem of a fictional and theatrical space-time that becomes apparent to us on every reading.

Recent empirical evidence supports the theoretical stance that fiction provides vicarious experiences of imagined spaces and situations that can help shape our perceptions of the real world, our social others, and the self. The implications for this are especially interesting for adolescents, as their brains undergo a restructuring during puberty, making them more responsive to change in executive function and social cognition. Few scholars have yet addressed how texts instruct young readers in how to use their developing cognition to assess characters' emotions and behavior, and how fiction can potentially affect these readers' cognitive and emotional development. This thesis analyzes the concept that potential adolescent readers can engage with a novel's characters' thoughts and behaviors by using their improving cognitive abilities to transmute what is on the page into real-life coping strategies. This phenomenon is especially compelling when considering the potential impact empowered female characters could have on adolescent girl readers, since their malleable brain around puberty makes them more receptive to accepting ideas - such as a person's gender not being a limitation. I examine what the primary texts themselves offer to potential readers, and analyze certain aspects of the texts that could be linked to potential readers' cognitive and affective engagement. The primary texts I have chosen are Tamora Pierce's two narrative quartets (The Song of the Lioness and Protector of the Small) that deal with characters from the fictional land of Tortall, as they focus closely on female characters in fantasy realms who are breaking gendered stereotypes by training to become knights. Pierce's books are representative of this adolescent feminist fantasy. I extrapolate that findings from this thesis will be applicable to other kinds of adolescent feminist fantasy texts; namely, that adolescent feminist fantasy fiction can beneficially change potential readers behavior and cognition.

Avec les neurones miroirs et les théories de la simulation, les découvertes récentes des neurosciences sur les relations intersubjectives offrent à la théorie littéraire de nouvelles données pour approcher le récit fictionnel. Elles permettent de réhabiliter le bovarysme littéraire dont la version cognitiviste, l’empathie fictionnelle, est l’objet de cette thèse. Il apparaît que dans le monde créé par la fiction, c’est l’empathie fictionnelle qu’il éprouve pour les personnages qui permet au lecteur de comprendre leurs états mentaux et d’anticiper leur comportement. Ainsi, les émotions fictionnelles, véritable catalyseur du processus de simulation qui permet au lecteur d’éprouver corporellement le point de vue du personnage, participent-elles pleinement au processus de compréhension et d’interprétation de l’histoire. L’objectif est donc de repenser l’activité du lecteur de fiction en axant la réflexion sur la manière dont le lecteur appréhende le monde fictionnel et s’y investit émotionnellement. L’aptitude à l’empathie fictionnelle devient alors une compétence de lecteur, indispensable pour qu’il puisse s’immerger dans l’univers fictionnel. Ce point de vue soulève une question concernant la didactique de la lecture littéraire. Lors de la lecture d’œuvres de fiction, en quoi et comment est-il souhaitable de solliciter l’empathie fictionnelle des élèves pour les personnages ? Cette thèse répondra à cette question en proposant un dispositif d’accompagnement de la lecture par l’écriture : le « journal de personnage ». L’expérimentation présentée, menée en classe de CM2 et de 6e, concerne le journal de Gilgamesh, héros mythologique dont le récit des aventures appartient à nos textes fondateurs. À travers l’observation de productions écrites d’élèves et l’analyse d’entretiens et de questionnaires individuels, il apparaîtra que les écritures fictionnelles en première personne demandées aux élèves sont un moyen d’exercer leur aptitude à l’empathie fictionnelle et par voie de conséquence de développer leurs compétences en matière de lecture littéraire. / With mirror neurons and simulation theories, recent findings in neuroscience on inter-subjective relations offer new data to literary theory about fictional narrative. They help restore literary bovarysm of which cognitive version, the fictional empathy, is the subject of this thesis. It appears that, in a world created by fiction, the fictional empathy that the reader feels for characters allows him to understand their mental states and anticipate their behavior. Thus, the fictional emotions, real catalyst of the simulation process that allows the reader to physically experience the perspective of the character, fully participate in the process of understanding and interpreting the story. The objective is therefore to rethink the mental activity of the reader of fiction, with a focus on how the reader grasps the fictional world and gets involved emotionally. The capacity for fictional empathy then becomes a reader’s skill, essential to immerse himself in the fictional universe. This approach raises a question about the teaching of literary reading. When reading fiction, in which way and how is it advisable to seek the students’ fictional empathy for the characters? To address this issue, this thesis proposes that a reading-cum-writing support mechanism be envisaged: the "character’s diary". The experiment conducted in CM2 and 6th grade classes, relates to the diary of Gilgamesh, mythological hero whose adventure stories belong to our founding texts. Through the observation of students' written along with the analysis of interviews and individual questionnaires, it would appear that fictional writing requested from students in the first person are a means to exercise their capacity for fictional empathy and as a corollary develop their skills in literary reading.