This qualitative study explored influences on three Canadian authors who present characters with disabilities in childrens fiction. Portraits of these authors are framed by a discussion of contemporary Canadian childrens novels, offering curriculum ideas within the framework of critical literacy. The research questions were: What patterns in the depictions of characters with disabilities appear in the context of Canadian novels, published since 1995, for children and young adults? What motivates and informs selected contemporary childrens authors construction of fictional characters with disabilities? Portraiture was used as a variation on case study research. Methods for data collection and analysis included semi-structured interviews, personal narratives, and content analysis regarding three author portraits, including a self-portrait; content analysis was also applied to fifty childrens novels. Bakhtins conceptualization of the literary chronotope was utilized as a lens to explore aspects of time and space internal and external to these texts, and further delineated by aspects of time, social context, and placethree categories borrowed from the field of narrative inquiry. Research on classic fiction illuminates particular patterns and trends regarding authors portrayals of characters with disabilities. This dissertation has identified and explored contemporary trends. While disability figured in all of the childrens novels in the study sample, ethnicity was strikingly absent, as were books for junior readers ages eight to eleven. The inquiry utilized Dresangs Radical Change theory to identify the landscape on which books about characters with disabilities reside, supporting the metaphorical conceptualization of the radical changes in childrens literature as a rhizome. The resonance of what has informed authors, in addition to the exploration of the childrens books in this study, offers perspectives that impact critical literacy classroom approaches delineated within Lewison, Flint, and Van Sluys four dimensions framework: disrupting the commonplace, interrogating multiple viewpoints, focusing on socio-political issues, and taking action and promoting social justice. The latter dimension, while not accomplished through reading the texts themselves, may be approached through attention to author influences. The implications of the study relate to curriculum development as well as promote further research in Education, English Literature, and Disability Studies. An annotated bibliography is included.

Transculturalism refers to how cultural barriers are transcended and how cultures meet. Because the transcultural perspective reflects hitherto unrepresented spaces, it revises and innovates literary canons. This study investigates aspects of transculturalism in texts dealing with travel by the Canadian writer Janice Kulyk Keefer. It also explores how these aspects might alter our view of Canadian literature. The transcultural perspectives between mainstream Canada and Ukraine, Europe and Acadie have been analysed through three tropes of travel: departure, passage and arrival. Keefer’s texts have been read in accordance with Mikhail Bakhtin's dialogic theories to chart transcultural encounters and clashes. This thesis argues that a historic consciousness of their ethnic group gives the young generation a transcultural position that enables them to profit from their dual cultural competence. Although Imagined Communities are affirmed as receptacles of the cultural heritage, the impending environmental catastrophe demands that the national interests that they represent be abandoned for international co-operation. In Keefer’s European texts the transcultural aspects reflect how travel becomes synonymous with quests and epiphanies. Travelling is described as a learning process in Rest Harrow where the protagonist’s increasing cultural competence changes her from a tourist to a real traveller. The transcultural aspects also unmask prejudices, collisions and failed transitions. In this context Imagined Communities are criticized as agents of the colonial discourse, chauvinism, and intolerance. The transcultural perspective also reveals that patriarchal paradigms and the silencing of persecutions victimize the young generation. Furthermore, their ignorance of the mother tongue works as a linguistic barrier shutting them out from their ethnic group. Keefer's Acadian texts support Bakhtin's contention that isolated groups become intolerant to strangers and deviants. While the transcultural perspective unmasks tourists' perception of other countries as idiosyncratic, also the travellers' own ironic postmodernist view of themselves as tourists and of the artificiality of tourism is featured. The cultural assumptions of literary discourse are challenged by border blurring phenomena such as story-telling, the camivalesque, intertextuality and historiographic metafiction. Thus the morality of Keefer's transcultural approach lies also in her literary technique. The alternative perspective inherent in transculturalism makes individuals break away from their given cultural context to embrace a new transcultural ethos. / <p>Diss. Umeå : Umeå universitet, 1996</p> / digitalisering@umu

The promising agenda of the EU-Russia strategic partnership has resulted in mutual frustration manifested in continuous crises between the partners. This study explores possibilities for political transformation in the EU-Russia relationship. In search of the key to understanding this complex relationship, I develop a three-fold argument. First, an ongoing crisis in EU-Russia cooperation cannot be understood without revealing the underlying problem of tension between the subjects’ autonomy and their ability to cooperate. Second, this problem produces a paradoxical form of “autonomous cooperation,” imposing limits on the prospects for political transformation in the EU-Russia relationship. Third, Bakhtin’s dialogism holds a significant potential to re-imagine the contradictions of autonomous cooperation in an alternative relational way. Despite the existence of a considerable body of literature on EU-Russia cooperation, little work has been done to investigate the connection between the intricacies of political discourse and problems in EU-Russia cooperation. By drawing on Bakhtin’s account of a “dialogic imagination,” I develop a model, which exposes the processes of mutual constitution of the Self and the Other. This dialogic model reveals that in their political statements, both the EU and Russia privilege the pattern of autonomy or cooperation. The partners produce prevalent discursive practices that reinforce these contradictory patterns of autonomy and cooperation, systematically inflicting crises in the EU-Russia relationship. By establishing dialogic connections between the chosen political statements, the model demonstrates that Russia and the EU co-create perceived differences between each other, isolate each other or try to form an autonomous, self-sufficient Self through imposition, self-exclusion, resistance or dominance. This model, I argue, permits an alternative vision of contemporary trends and possible futures for the EU-Russia relationship as an exemplar of an international relationship viewed through a dialogic lens. My study is also relevant under the conditions of ongoing conflicts in EU-Russia cooperation, which expose the inability of the partners to cooperate effectively. I conclude with practical implications for the partners to overcome the current stalemate. In Bakhtin’s words: “When dialogue ends, everything ends. Thus dialogue, by its very essence, cannot and must not come to an end.” / Graduate

No description available.

This study aims to determine the relationship between agency and freedom and it has developed a Tri-Modal Theory of Agency that explains an agent’s decisions with a focus on freedom. Here, based on Berlin’s (1958) ideas we have conceptualised positive and negative sides of freedom with a focus on agency. Meanwhile, agency is defined and measured in three following modes: (A) the conative mode is developed based on Sen’s (2007) capability approach, (B) the cognitive mode is conceptualised based on Weber’s (1993) rationality types and Bakhtin’s (1935) dialogism, and (C) the affective mode is developed based on Weiner’s (2010) attribution theory of emotion. A Tri-Modal Theory of Agency is tested and developed in five empirical studies that include 21 in-depth interviews, two surveys on career choice of 1063 employees and a university major selection of 4086 students in Iran, and finally the theory is applied to one case study that explains an entrepreneur’s agency-freedom relationship after a business failure. In summary, the Tri-Modal Theory of Agency establishes that freedom matters but having agency to give up freedom in pursuit of one’s values ought to be the primary aspiration. This study can be exploited in the field of social psychology, appraisal psychology and organisational behaviour to understand an agent’s decisions in a social context with a focus on her freedom.

A presente pesquisa tem como objetivo identificar, descrever e analisar a arquitetônica da divulgação científica materializada nos enunciados concretos das Conferências Populares da Glória, atividade representativa e de grande impacto da produção de divulgação da ciência do/no século XIX no Brasil. O pressuposto teórico que sustenta a investigação são as reflexões de Bakhtin e o Círculo, principalmente as elaborações sobre os conceitos de arquitetônica, esfera, gênero discursivo, entoação avaliativa, relações dialógicas, responsividade, ato ético, autoria, heterodiscurso, entre outros, com a finalidade de compreender como a arquitetônica dessa atividade é construída, a partir da articulação entre forma, material e conteúdo no confronto entre centros de valor na ordenação da unidade de sentido do seu discurso. Trata-se de um trabalho ancorado na Metalinguística bakhtiniana, o que nos fez levar em consideração a relação que os enunciados das conferências estabelecem com os horizontes ideológicos e sociais aos quais eles se inscrevem e com as condições concretas da existência e da vida dos discursos. Por meio dessa lupa teórico-metodológica, compreendemos a divulgação científica como resultado do diálogo entre diferentes esferas ideológicas, sobretudo as esferas científica e educacional. Assim, a partir de uma análise das singularidades da materialidade linguística semiotizada nos enunciados concretos dessas conferências, defendemos a tese de que sua arquitetônica é alicerçada sobre dois eixos nucleares: ciência e educação, os quais denominamos pilares arquitetônicos \'científico\' e \'educacional\'. Nesse caso, essas duas esferas e seus discursos são basilares para a \"arquitetura\" dessa arquitetônica, ao perseguirem o ideal de levar o país a um patamar de desenvolvimento, modernidade e civilização aos moldes dos países europeus e os Estados Unidos, por exemplo. A pesquisa resultou na presente tese assim estruturada: na primeira parte, há uma apresentação e discussão dos pressupostos teórico-metodológicos da pesquisa; na segunda parte, há uma contextualização sócio-histórica das atividades de divulgação científica no Brasil no século XIX, com destaque para as Conferências Populares da Glória (nosso corpus de pesquisa); finalizando, na terceira parte, com as análises das conferências sobre ciência e educação, que defendemos ser os pilares arquitetônicos sustentadores do projeto político-ideológico e discursivo das Conferências Populares da Glória. / The present research aims at identifying, describing and analyzing the architectonic of the scientific dissemination materialized in the concrete utterances of Glorias Popular Conferences, a representative and high-impact activity of the science dissemination production of and in the nineteenth century in Brazil. The theoretical assumption which supports the investigation is Bakhtins and his Circles reflections, mainly the elaborations on the concepts of architectonic, sphere, discourse genre, evaluative entonation, dialogic relations, responsivity, ethical action, authorship, heterodiscourse, among others, in order to understand how the architectonic of this activity has been built, from the joint of form, material and content in the confrontation between the value centers in the ordination of a sense unit of its discourse. It is about a work supported in the bakhtinian Metalinguistics, which makes us taking into consideration the relation that the conferences utterances established with the ideological and social horizons to which they belong to and with the concrete conditions of discourses existence and life. Throughout this theoretical-methodological lens, we understand the scientific dissemination as a result of dialogue among the ideological spheres, mostly the scientific and educational spheres. Thus, from an analysis of the singularities of the linguistic semiotized materiality, in these conferences concrete utterances, we defend the thesis that its architectonic is supported on two nuclear axes: science and education, which we call scientific and educational architectural pillars. In this case, these two spheres and their discourses are essential for the architecture of this architectonic, when they pursue the ideal of taking the country to a threshold of development, modernity and civilization in the form of the European countries and United States, for example. The research resulted in the present thesis structured this way: in the first part, there is a presentation and discussion on the theoretical-methodological assumptions of the research; in the second part, there is a socio-historical contextualization on the scientific dissemination activities in Brazil in the nineteenth century, more particularly Gloria\'s Popular Conferences (our research corpus); at last, in the third part, with the analysis of the conferences on science and education in which we defend as the architectural pillars supported by the political-ideological and discourse project of Glorias Popular Conferences.

A presente pesquisa tem como objetivo identificar, descrever e analisar a arquitetônica da divulgação científica materializada nos enunciados concretos das Conferências Populares da Glória, atividade representativa e de grande impacto da produção de divulgação da ciência do/no século XIX no Brasil. O pressuposto teórico que sustenta a investigação são as reflexões de Bakhtin e o Círculo, principalmente as elaborações sobre os conceitos de arquitetônica, esfera, gênero discursivo, entoação avaliativa, relações dialógicas, responsividade, ato ético, autoria, heterodiscurso, entre outros, com a finalidade de compreender como a arquitetônica dessa atividade é construída, a partir da articulação entre forma, material e conteúdo no confronto entre centros de valor na ordenação da unidade de sentido do seu discurso. Trata-se de um trabalho ancorado na Metalinguística bakhtiniana, o que nos fez levar em consideração a relação que os enunciados das conferências estabelecem com os horizontes ideológicos e sociais aos quais eles se inscrevem e com as condições concretas da existência e da vida dos discursos. Por meio dessa lupa teórico-metodológica, compreendemos a divulgação científica como resultado do diálogo entre diferentes esferas ideológicas, sobretudo as esferas científica e educacional. Assim, a partir de uma análise das singularidades da materialidade linguística semiotizada nos enunciados concretos dessas conferências, defendemos a tese de que sua arquitetônica é alicerçada sobre dois eixos nucleares: ciência e educação, os quais denominamos pilares arquitetônicos \'científico\' e \'educacional\'. Nesse caso, essas duas esferas e seus discursos são basilares para a \"arquitetura\" dessa arquitetônica, ao perseguirem o ideal de levar o país a um patamar de desenvolvimento, modernidade e civilização aos moldes dos países europeus e os Estados Unidos, por exemplo. A pesquisa resultou na presente tese assim estruturada: na primeira parte, há uma apresentação e discussão dos pressupostos teórico-metodológicos da pesquisa; na segunda parte, há uma contextualização sócio-histórica das atividades de divulgação científica no Brasil no século XIX, com destaque para as Conferências Populares da Glória (nosso corpus de pesquisa); finalizando, na terceira parte, com as análises das conferências sobre ciência e educação, que defendemos ser os pilares arquitetônicos sustentadores do projeto político-ideológico e discursivo das Conferências Populares da Glória. / The present research aims at identifying, describing and analyzing the architectonic of the scientific dissemination materialized in the concrete utterances of Glorias Popular Conferences, a representative and high-impact activity of the science dissemination production of and in the nineteenth century in Brazil. The theoretical assumption which supports the investigation is Bakhtins and his Circles reflections, mainly the elaborations on the concepts of architectonic, sphere, discourse genre, evaluative entonation, dialogic relations, responsivity, ethical action, authorship, heterodiscourse, among others, in order to understand how the architectonic of this activity has been built, from the joint of form, material and content in the confrontation between the value centers in the ordination of a sense unit of its discourse. It is about a work supported in the bakhtinian Metalinguistics, which makes us taking into consideration the relation that the conferences utterances established with the ideological and social horizons to which they belong to and with the concrete conditions of discourses existence and life. Throughout this theoretical-methodological lens, we understand the scientific dissemination as a result of dialogue among the ideological spheres, mostly the scientific and educational spheres. Thus, from an analysis of the singularities of the linguistic semiotized materiality, in these conferences concrete utterances, we defend the thesis that its architectonic is supported on two nuclear axes: science and education, which we call scientific and educational architectural pillars. In this case, these two spheres and their discourses are essential for the architecture of this architectonic, when they pursue the ideal of taking the country to a threshold of development, modernity and civilization in the form of the European countries and United States, for example. The research resulted in the present thesis structured this way: in the first part, there is a presentation and discussion on the theoretical-methodological assumptions of the research; in the second part, there is a socio-historical contextualization on the scientific dissemination activities in Brazil in the nineteenth century, more particularly Gloria\'s Popular Conferences (our research corpus); at last, in the third part, with the analysis of the conferences on science and education in which we defend as the architectural pillars supported by the political-ideological and discourse project of Glorias Popular Conferences.

Submitted by LIDIANE VIANA null (lidiane_viana@hotmail.com) on 2018-04-05T19:22:21Z No. of bitstreams: 1 dissertação definitiva lidiane.pdf: 10064862 bytes, checksum: 8a7aae85af3e562746d7883b4660f29a (MD5) / Approved for entry into archive by Maria Luiza Carpi Semeghini (luiza@assis.unesp.br) on 2018-04-06T00:28:30Z (GMT) No. of bitstreams: 1 viana_l_me_assis.pdf: 10064862 bytes, checksum: 8a7aae85af3e562746d7883b4660f29a (MD5) / Made available in DSpace on 2018-04-06T00:28:30Z (GMT). No. of bitstreams: 1 viana_l_me_assis.pdf: 10064862 bytes, checksum: 8a7aae85af3e562746d7883b4660f29a (MD5) Previous issue date: 2018-02-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação pensa a respeito do embate de vozes que existe no interior da escola, entre os discursos que representam a tradição escolar ou a força ideológica dominante e os discursos de resistência, entendidos como as vozes dos estudantes dentro deste processo dialético e dialógico, a partir do estudo de caso, em uma turma de 6º. ano, em uma escola estadual, da cidade de Tarumã/SP. Deste embate, o que se observa é um processo de apagamento da voz do aluno, um silenciamento gerado pela predominância da voz sistêmica e dominante, reproduzida pelo professor em sala de aula. Frente a este contexto, encontramos no poetry slam um espaço em que o aluno pode proferir os seus discursos, de acordo com suas idiossincrasias, reconhecendo que a escola também é o lugar da livre reflexão, da pluralidade de pensamento e da arte. Desse modo, neste trabalho buscamos (i) observar como se dá o embate de vozes dentro da escola e analisar como os jovens estudantes colocam-se frente a uma situação escolar em que são convidados a expressarem sua voz; (ii) estimular a escrita de enunciados autorais, de cunho poético-literário, reconhecendo o estudante também como sujeito autor; (iii) proporcionar ao aluno um contexto real de produção, circulação e apreciação estética de enunciados. A partir das atividades desenvolvidas por meio do poetry slam ou batalha de poesia, também analisamos de que maneira os discursos dos alunos foram arquitetados em suas poesias, com relação ao conteúdo temático, forma composicional e estilo. Fundamentamos nossa análise nos estudos do círculo de Bakhtin, sob a perspectiva dialético-dialógica de análise do discurso, portanto. Discutem-se as concepções de gêneros discursivos, voz social, ideologia, responsividade e estética, principalmente para pensar a respeito do ensino público de língua portuguesa e como este pode reforçar o silenciamento dos alunos ou, por outro lado, tornar-se um espaço de possibilidade discursiva. Reflete-se ainda sobre a concepção de poesia, sua função social, a sua presença no cotidiano escolar, bem como a sua relação com os cânones literários. Nossa metodologia, também calcada nos estudos bakhtinianos, contempla os conceitos de alteridade, silêncio e voz, cronotopo e exotopia. Os resultados obtidos mostram que, apesar da resistência oferecida pelo sistema de ensino, é possível construir espaços que privilegiam a voz dos estudantes no ambiente escolar / The concerning of this dissertation is think about the clash of voices that exists inside the school, between the discourses that represent the school tradition or within the dominant ideological strength. That voices can be seen as resistance discourses, understood as voice of students within this dialectical and dialogical process, from of a case study, in a class of 6° year, in a State School, at the city of Tarumã / SP. From this clash of voices, what is observed is a process of erasing the student's voice, a silencing generated by the predominance of the systemic and dominant voice, reproduced by the teacher in the classroom. Against this background, we find in poetry slam a space in which the student can utter his speeches, according to his idiosyncrasies, recognizing that the school is also the place of free reflection, plurality of thought and art. Thus, in this work we seek to (i) observe how the clash of voices within the school occurs and analyze how young students put themselves in front of a school situation in which they are invited to express their voice; (ii) stimulate the writing and production of authorial poetic-literary utterances, recognizing the student also as subject author; (iii) provide the student a real context of production, circulation and aesthetic appreciation of this kind of utterance. From the activities developed through the poetry slam or battle of poetry, we also analyze how the students' discourses were architected in their poetry, in relation to the thematic content, compositional form and style. We base our analysis on Bakhtin's circle studies, from the dialectical-dialogical perspective of discourse analysis. Conceptions of discursive genres, social voice, ideology, responsiveness and aesthetics are discussed, mainly to think about public Portuguese-language teaching and how this teaching can reinforce students' silencing or, on the other hand, become a space for discursive possibility. This work also discusses on the conception of poetry, its social function, its presence in the daily school life, as well as its relationship with the literary canons. Our methodology, also based on the Bakhtinian studies, include the concepts of alterity, silence and voice, chronotope and exotopia. The results obtained show that, despite the resistance offered by the education system, it is possible to construct spaces that favor the voice of students in the school environment / 5649480

Submitted by Igor Matos (igoryure.rm@gmail.com) on 2017-02-03T16:00:01Z No. of bitstreams: 1 DISS_2014_Diego Pinto de Sousa.pdf: 1398181 bytes, checksum: 28479138d2d6b1cba40e43d80ff4d994 (MD5) / Approved for entry into archive by Igor Matos (igoryure.rm@gmail.com) on 2017-02-06T10:35:07Z (GMT) No. of bitstreams: 1 DISS_2014_Diego Pinto de Sousa.pdf: 1398181 bytes, checksum: 28479138d2d6b1cba40e43d80ff4d994 (MD5) / Made available in DSpace on 2017-02-06T10:35:07Z (GMT). No. of bitstreams: 1 DISS_2014_Diego Pinto de Sousa.pdf: 1398181 bytes, checksum: 28479138d2d6b1cba40e43d80ff4d994 (MD5) Previous issue date: 2014-09-30 / CNPq / O fenômeno da linguagem verbal configura-se como uma das mais inquietantes estâncias do conhecimento. Percebe-se, nos estudos de linguagem, desde as primeiras produções, direta ou indiretamente, a pretensão de instaurar conceituações acerca de sua definição, natureza, unidade, bem como os seus processos de aquisição e desenvolvimento. Os últimos exercem papel de vanguarda nessa pesquisa que – sob o prisma ofertado pela filosofia bakhtiniana da linguagem – pretende promover uma justificativa dialógica sobre o processo de aquisição da linguagem verbal. A área de Aquisição de Linguagem está engendrada nas ciências da cognição (SCARPA, 2006) e, portanto, constrói sua autonomia em múltiplas relações com ciências que focam e compartilham semelhantes questões, como é o caso da neurolinguística, psicolinguística e biolinguística. De fato, Bakhtin e o Círculo não versam, abertamente, acerca do processo de aquisição da linguagem verbal. Suas reflexões sobre um fenômeno da linguagem sócio-historicamente constituído, inclusive em seu viés literário, permitem, no entanto, erigir a possibilidade de tangenciar sua palavra com outras palavras, palavras alheias, contrárias, camaradas. De sorte que são as brechas teóricas (como, por exemplo, a nosso ver, a identidade do semiótico e a discussão entre o inato e o adquirido) e possíveis parolas com algumas vertentes e pensadores como Chomsky – Skinner – Piaget – Vygotsky, os lugares de encontro que nós, em nosso processo reflexivo, encontramos entre o filósofo russo e a área de Aquisição de Linguagem. Inferimos que, para além de coadunar-se e/ou contrapor-se frente às bases epistemológicas da psicogênese (Empirismo – Racionalismo – Construtivismo – Interacionismo), a palavra bakhtiniana interventivamente adentra o Interacionismo, subvertendo-o com seus conceitos de dialogismo, enunciado-concreto, exotopia, ideologia. Da mesma maneira, consideramos após reflexão e análise, suas premissas acerca do sujeito, identidade linguagem e natureza do sentido, projetam a possibilidade de uma nova ótica sob o processo de aquisição: uma Aquisição dialógica da linguagem, sedimentada em uma base teórica específica, o Interacionismo dialógico / The phenomenon of verbal language takes shape as one of the most disturbing instances of knowledge. One could see, in language studies, from the earliest productions, directly or indirectly, the pretense of establishing conceptualizations about its definition, nature, unity, and its acquisition and development processes. The last ones exercise vanguard role in this research which - through the prism offered by Bakhtin's philosophy of language - aims to promote a dialogical justification for the process of acquisition of verbal language. The area of Language Acquisition is engendered in the sciences of cognition (SCARPA, 2006) and, therefore, builds its autonomy in multiple relations with sciences which share similar issues, such as Neurolinguistics, Psycholinguistics and Biolinguistics. In fact, Bakhtin and the Circle do not deal, openly, with the acquisition of verbal language.Their reflections on a phenomenon of the socio-historically constituted language, including their literary bias, allow, however, erecting the possibility of tangencing their word with other words, extraneous words, opposing words, fellow words. Lucky that the theoretical gaps (e.g., in our view, the identity of the semiotic and the discussion between the innate and acquired) and potential paroles with some strands and thinkers such as Chomsky - Skinner - Piaget - Vygotsky, are the mutual places which we, in our reflective process, find among the Russian philosopher and the area of Language Acquisition. We infer that, in addition to adjust itself to and/or counteract in the face of the epistemological foundations of psychogenesis (Empiricism - Rationalism - Constructivism - Interactionism), the bakhtinian word interventionally enters Interactionism, subverting it with its concepts of dialogism, concrete-enunciate, exotopy, ideology. Likewise, we consider that, after reflection and analysis, its assumptions about the subject, language identity and nature of meaning, project the possibility of a new light on the process of acquiring: a Dialogical language acquisition, established in a specific theoretical basis, Dialogic interactionism

A self-educated shepherd, Scottish writer James Hogg (1770-1835) spoke from a position outside the dominant discourse, depicting issues of his age related to gender, class, and ethnicity by giving voice to people from the margins and, thus (either consciously or unconsciously), revealing gender politics and Britain's imperial aims. Hogg’s contemporary critics received his work rather negatively, viewing his subjects such as prostitution, out-of-wedlock-pregnancy, infanticide, and the violence of war as violating the principles of literary politeness. Hogg’s obstinacy in addressing these issues, however, supports the thesis that his aim was far more significant than challenging the expectations of his contemporary readers. This project shows that pragmatics can be applied productively to literature because its eclecticism offers the possibility of developing a detailed discussion about three aspects of literary communication—the author, the reader and the text—without prioritising any of them. Literature is an instance of language in use (the field of pragmatics) where an author creates the texts and a reader recreates the author’s message through the text. Analysis of Hogg’s flouting of Grice’s maxims for communication strategies and of his defying the principles of politeness enables a theoretically supported discussion about Hogg’s possible intentions, as well as about how his intentions were perceived by the literary establishment of his time; while both relevance theory and Bakhtin’s socio-linguistics enriched by a historically contextualised politeness shed new light on the negative reception of Hogg’s texts.