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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 2 of 2 (0.194 seconds)Spelling suggestions: "subject:"didatization"" "subject:"metafiction""
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L'esthétique didactique de Yasmina KhadraÅgerup, Karl January 2011 (has links)
Based on three novels by the contemporary Algerian novelist Yasmina Khadra, the study discusses didactic and aesthetic features of the literary text. While essentially set in the Arab world, Khadra’s fiction links to western encyclopaedia and journalistic discourse. In relating to this part of the reader’s experience, the novels produce an impression of proximity to the peripheral real, and a sense of responsibility. It is suggested that this interdiscursivity be viewed not as a deviation from literature but as inherent to literary discourse itself; the text comments and constitutes simultaneously. Emphasising the hybridity of literary means and didactical drive, the study proposes that Khadra’s work be labelled “didafiction”.
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Didafictions : Littérarité, didacticité et interdiscursivité dans douze romans de Robert Bober, Michel Houellebecq et Yasmina Khadra / Didafictions : Literarity, didacticity and interdiscursivity in twelve novels by Robert Bober, Michel Houellebecq and Yasmina KhadraÅgerup, Karl January 2013 (has links)
Using as example twelve novels by Robert Bober, Michel Houellebecq and Yasmina Khadra, the dissertation discusses the aesthetic and pragmatic implications of integrating didactically historical reference in fictional narrative and personal theme. Rather than reducing the works of Bober, Houellebecq and Khadra to tendency novels sculptured to pass on a predetermined message, the study discusses the aesthetic values created by didactical play. Not only does historical reference form the setting of the novels but the feelings and ideas expressed by the characters also point outwards, challenging journalistic discourse and historical fact. After underlining the obvious heritage from social realism, littérature engagée and Tendenzliteratur, the study points to the possibility of a reading mode that uncannily marries self forgetting imaginary and historical learning. Finding no comprehensive description within existing theories of genre, the thesis proposes the neologism “didafiction” for a subcategory to the novel that, by systematic interdiscursive play, call for engagement without subscribing to pre-existent doctrines. The lessons given by this literature, rather than operating through a traditionally pedagogic rhetoric, work through sophisticated artistic procedures that integrate encyclopaedia and ethics in a personal theme structure.
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