Relevant bibliographies by topics / Literary disruptions

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Literary disruptions'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Literary disruptions"

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Espelie, Erin. "IN-KIND DISRUPTIONS." Angelaki 25, no. 3 (May 3, 2020): 97–107. http://dx.doi.org/10.1080/0969725x.2020.1754028.

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Abel, Stefan. "‚Störende‘ und ‚gestörte‘ Tänze – Zyklizität und zentrierte Wahrnehmung als Bausteine einer impliziten Poetik des Tanzens in der deutschen Literatur des Mittelalters." Das Mittelalter 23, no. 2 (November 6, 2018): 308–30. http://dx.doi.org/10.1515/mial-2018-0017.

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AbstractA vernacular fifteenth-century sermon tells us, in order to warn of the threats to spiritual welfare posed by dance, that cyclic motion and centering of sensory impressions – amongst them intimate conversation – are essential elements of dance. When blending out the parenesis, implicit poetics of medieval dance can be distilled from that sermon. The way how these essential elements of dance are used for generating disruptions within literary plots will be demonstrated in three literary texts dating from the thirteenth to the fifteenth century: Disruptions in connection with dance occur when contrary concepts of motion clash with each other, for example the linearity of the chivalrous way through the Other World with the cyclicity of round dances (‚Prosa-Lancelot‘). ‚Der Württemberger‘, however, collides two contrary concepts of time which can be paraphrased as spatial metaphors, namely the linearity of earthly life which collides with the cyclicity of eternal damnation, a collision symbolized by the expulsion of life out of the dance of the death. Finally in ‚Ritter Sociabilis‘, dance generates a virtual space which subverts the courtly society. The protagonists of all these texts differently manage to resolve disruptions, namely by redemption, by repentance, or by continuing disruptions which they have caused themselves.
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Pyne, Jake. "Autistic Disruptions, Trans Temporalities." South Atlantic Quarterly 120, no. 2 (April 1, 2021): 343–61. http://dx.doi.org/10.1215/00382876-8916088.

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The desire for transgender futures has grown exponentially in recent years, but many of these futures are traps, concealing a demand to assume normative and neoliberal priorities in exchange for citizenship and belonging. This article argues that some of these traps might be undone through autistic disruption. Dwelling with the life writing and memoir of individuals both autistic and trans, it suggests that, by choice or by circumstance, autistic-trans narratives defy the chrononormative mandate of the able-minded future. By claiming autism and gender nonconformity as mutually inclusive, foregrounding alternative sensorealities, and interrupting the incitement to get better, this article argues that cripping trans time through autistic disruption offers what Gossett, Stanley, and Burton call a “trap door”: a route of escape from the normate trans future and a way for autistic life to insist on its own continuation and survivance.
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Pederson, Joshua R. "Disruptions of individual and cultural identities." Narrative Inquiry 23, no. 2 (December 31, 2013): 302–22. http://dx.doi.org/10.1075/ni.23.2.05ped.

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For many Americans work plays a prominent role in the construction of one’s identity. However, experiencing job loss or unemployment disrupts a normal progress to living a successful life as outlined by the master narrative of the American Dream. In the present study I explore disruptions to personal identities and cultural narratives by conducting a narrative thematic analysis of stories told by unemployed individuals in online settings. The findings reveal five prominent identities including: (a) victim, (b) redeemed, (c) hopeless, (d) bitter, and (e) entitled and dumbfounded. The individuals performed these identities through telling stories of their disruptions that worked to reflect, construct, disrupt, and counter the master narrative of the American Dream. In this analysis I discuss avenues for exploring how constructions of individual identities disrupt cultural narratives, and the resulting implications for narrative theory.
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Adejunmobi, Moradewun. "Disruptions of Orality in the Writings of Hampat� B�." Research in African Literatures 31, no. 3 (September 2000): 27–36. http://dx.doi.org/10.2979/ral.2000.31.3.27.

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Virga, Anita. "What Passes Through the Door: Nuovomondo and the Postcolonial Disruptions." English Studies in Africa 61, no. 1 (January 2, 2018): 55–59. http://dx.doi.org/10.1080/00138398.2018.1520453.

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Drakakis, John. "Shakespeare, Reciprocity and Exchange." Critical Survey 30, no. 3 (September 1, 2018): 1–19. http://dx.doi.org/10.3167/cs.2018.300302.

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In his book The Structure of World History (2014) Kojin Karatani has argued that too little attention has been paid in Marxist historiography to the issue of ‘exchange’. In a number of Shakespearean texts ‘exchange’ and ‘reciprocity’ are of vital importance in sustaining social cohesion; in Romeo and Juliet, for example, radical disruptions of patterns of reciprocity and exchange expose an ambivalence that, in certain critical circumstances, inheres in language itself. The disruption that results from the perversion of these values is felt at every level of the social order, but particularly in the sphere of the ‘economic’, where money and trade become metaphors for the disturbance of the relation between language and action, word and object. This disruption is represented as a product of ‘nature’ but it also becomes a feature of a historically over-determined human psychology, and leads to a critical examination of different forms of government and social organization.
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Davis, A. J. "Shatterings: Violent Disruptions of Homeplace in Jubilee and The Street." MELUS: Multi-Ethnic Literature of the United States 30, no. 4 (December 1, 2005): 25–51. http://dx.doi.org/10.1093/melus/30.4.25.

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Flexer, Michael J. "The ‘telegraphic schizophrenic manner’: Psychosis and a (non)sense of time." Time & Society 29, no. 2 (May 2020): 444–68. http://dx.doi.org/10.1177/0961463x20916109.

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This paper reads Vonnegut’s Slaughterhouse-Five and Piercy’s Woman on the Edge of Time as stories of deictic temporal crises. It critically examines the texts, exploring their representations of mental time travel (MTT), and places them into dialectic with health sciences research on autonoesis and episodic memory deficits in people with lived experience of mental health disorders, particularly psychosis or ‘schizophrenia’. The paper uses this dialectic to interrogate how atypical MTT is diagnostically and clinically rendered as pathological, and indicative of psychosis in particular. Similarly, it mines these fictional representations for the insights they might provide in attempting to understand the phenomenological reality of temporal disruptions for people with lived experience of psychosis. The paper moves on to incorporate first-person accounts from people with lived experience, and uses these to refine a Deleuzean static synthesis of time constructed around the traumatic Event and the Dedekind ‘cut’. The paper concludes with some suggestions as to how the literary texts offer possible insights into the experience of people living with ‘psychotic’ temporal disruptions, and in particular how to re-invest their deictic relations to establish functioning fixity and stability of the self in time.
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Mooney, Amanda, Chris Hickey, Debbie Ollis, and Lyn Harrison. "Howzat! Navigating Gender Disruptions in Australian Young Women’s Cricket." Journal of Australian Studies 43, no. 1 (January 2, 2019): 71–86. http://dx.doi.org/10.1080/14443058.2018.1545139.

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Dissertations / Theses on the topic "Literary disruptions"

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Coll, Allyson, and n/a. "This is not a thesis." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060629.110043.

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I should like to have completed this process by having this project bound so that it read from right to left instead of the traditional manner in which we have learnt and been taught to read. In partaking of such an activity, it would have been my purpose and intention to share with you my sense of physical discomfort that has situated itself beside me at various stages from the on-set of my research. Because I believe in this process, I have decided to follow a traditional approach, and as you can see it reads as it should from left to right. In the introductory phase of this study, I assert quite unequivocally that this is not a thesis. Instead I promote this as a prolegomena; an interlocutory prolusion. But don't be deceived! This is very much a thesis. It has been researched according to guidelines, formatted according to specifications and ethically undertaken. I want you to believe that it is a thesis. Partially because I have pursued this research in a very serious manner and also because no matter how much we try to avoid becoming enmeshed in a system, ultimately we find that we are. Three years ago I embarked on a quest. At this time, I proposed that I would undertake a study on the Historical Understandings of passion throughout the Western World. This idea came to a sudden and dramatic halt, through the encountering of what I should like to refer to as a series of problems. In order to do justice to my subject, I decided to write about these obstacles, a decision that I hoped would lead me back to my original statement of intent, following their reconciliation. It is Michel Foucault, that I credit with the title for this thesis. After reading his book entitled "This Is Not A Pipe" (1982) I felt a certain sense of inspiration and ethical obligation that I considered worth taking the risk for. Due to no longer writing a thesis on passion, I decided that this could not be called a thesis. It could only be an introduction to my thesis that would speak about why it had become impossible for me to pursue my thesis at this stage. The other reason that this carries the title of this is not a thesis, surrounds my favouring the post-modern over any other position that I have inquired about. This prolusion involves a discussion surrounding many of the problematics associated with my research processes. These include extensively looking at existing methodologies available when undertaking research today. Adjunct to the illumination of these problems, I look at literary disruptions; my penchant for knowledge and my naive aspirations which all contributed to thwarting my journey into completing an adequate study on passion. Included in this prolegomena, are two diagrammatic representations of passion. The first seeks to re-inscribe through re-presenting passion away from its traditional juxtaposition with love or sexual gratification. It re-presents passion as a polyvalent movement that is vastly more complicated than that to which we have come to believe in through out the centuries. Accompanying this depiction, are the traditional notions of passion. This is based on the works of authors such as Aquinas, Daly, Cicero and McLellan. In the conclusion of this prolusion, I suggest that there is a need to re-write a new methodology. One that transcends our current juncture that promotes stances belonging to foundationalism, anti-foundationalism and non-foundationalism. It is my ardent belief, that this is a necessary course of action and will enable the subject of passion to be spoken to as never before.
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Taranath, Anupama. "Disrupting colonial modernity : Indian courtesans and literary cultures, 1888-1912 /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9981961.

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Syme, Neil. "Uncanny modalities in post-1970s Scottish fiction : realism, disruption, tradition." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21768.

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This thesis addresses critical conceptions of Scottish literary development in the twentieth-century which inscribe realism as both the authenticating tradition and necessary telos of modern Scottish writing. To this end I identify and explore a Scottish ‘counter-tradition’ of modern uncanny fiction. Drawing critical attention to techniques of modal disruption in the works of a number of post-1970s Scottish writers gives cause to reconsider that realist teleology while positing a range of other continuities and tensions across modern Scottish literary history. The thesis initially defines the critical context for the project, considering how realism has come to be regarded as a medium of national literary representation. I go on to explore techniques of modal disruption and uncanny in texts by five Scottish writers, contesting ways in which habitual recourse to the realist tradition has obscured important aspects of their work. Chapter One investigates Ali Smith’s reimagining of ‘the uncanny guest’. While this trope has been employed by earlier Scottish writers, Smith redesigns it as part of a wider interrogation of the hyperreal twenty-first-century. Chapter Two considers two texts by James Robertson, each of which, I argue, invokes uncanny techniques familiar to readers of James Hogg and Robert Louis Stevenson in a way intended specifically to suggest concepts of national continuity and literary inheritance. Chapter Three argues that James Kelman’s political stance necessitates modal disruption as a means of relating intimate individual experience. Re-envisaging Kelman as a writer of the uncanny makes his central assimilation into the teleology of Scottish realism untenable, complicating the way his work has been positioned in the Scottish canon. Chapter Four analyses A.L. Kennedy’s So I Am Glad, delineating a similarity in the processes of repetition which result in both uncanny effects and the phenomenon of tradition, leading to Kennedy’s identification of an uncanny dimension in the concept of national tradition itself. Chapter Five considers the work of Alan Warner, in which the uncanny appears as an unsettling sense of significance embedded within the banal everyday, reflecting an existentialism which reaches beyond the national. In this way, I argue that habitual recourse to an inscribed realist tradition tends to obscure the range, complexity and instability of the realist techniques employed by the writers at issue, demonstrating how national continuities can be productively accommodated within wider, pluralistic analytical approaches.
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Watt, Diane P. "Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19973.

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Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.
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Botelho, Maria Jose. "Reading class: Disrupting power in children's literature." 2004. https://scholarworks.umass.edu/dissertations/AAI3136711.

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The representation of Mexican American migrant farmworkers in children's literature has increased over the past 15 years, making visible a group that previously was rendered invisible in the U.S. landscape. Classifying stories about migrant agricultural laborers under the literary category of multicultural children's literature further marginalizes this population by portraying their social circumstances as private, personal, and cultural. While these stories bring the reader up close to the poverty that families endure as migrant farmworkers, they leave the socioeconomic circumstances with the families, in many ways, unlinked to power relations. In this study, I theorize a critical multicultural analysis of children's literature, which creates a space for adult and young readers alike to rethink power (i.e., inserting class into the critical dialogue on race and gender) and recognize their own social construction. Reading class, race, and gender together in children's literature about migrant farmworkers leads to reading how power is exercised in U.S. society as well as how we are implicated in its circulation: It's a waking up from the American Dream. My text collection functions as evidence of U.S. power relations of class, race, and gender—children's literature as social transcripts because a large part of U.S. ethnography is in literature (Ortner, 1991). I read these books against the history and scholarship of multicultural children's literature and the historical and sociopolitical context of migrant work in the United States. I historicize these current representations of Mexican American migrant workers within the developments of the Mexican American experience as it is rendered in children's literature. Since many of these titles fall under the genres of nonfiction and realistic fiction, I consider how these genres textually reconstruct reality by examining the discursive construction of characters and the ideological implications of how the stories close. The theoretical constructs of discourse, ideology, subjectivity, and power function as analytical tools for examining how power is exercised among the characters to locate how class, race, and gender are enacted in text, while revealing how story characters dominate, collude, resist, and take action collectively. A critical multicultural analysis of children's literature about Mexican American migrant farmworkers is a microanalysis of U.S. power relations, an examination of how power is exercised, circulated, negotiated, and transformed.
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Hu, Yun-Wei, and 胡雲薇. "Continuities and Disruptions: A Study of Literati in North China between Tang and Song Dynasties." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/bcquzv.

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博士
國立臺灣大學
歷史學研究所
102
The period from the ninth century to the middle of the tenth century in Chinese history marked a critical period as China evolved from the medieval to the early modern age. Dramatic changes in ideology were observed in political, social, economic, and cultural environments. During the Tang-Song transition, economic and cultural centers continued to move to the South and the once dominant Northern scholar societies that originally made up the regional hubs gradually dwindled. Current studies of the Tang and Song Dynasties have generally placed greater importance on the Southern regions than the North regions. In addition, the connections between the late Tang and early Song Dynasties were more extensively studied than the Five Dynasties and the Song Dynasty. Moreover, images and information of the Northern Communities during the late Tang Dynasty and the Five Dynasties remain deficient. Therefore, the Northern scholars were carefully studied in this study. Their imperial examination participation, composition structure, and cultural expressions during the mid and late Tang Dynasty as well as the Five Dynasties were examined. The scholar communities remained the most influential and their reconstruction attempts during the changing process were investigated. Contrary to previous studies that primarily emphasized the changes from the Tang Dynasty to the Song Dynasty, this study attempted to bridge the current gap in history by focusing on the discussion of the traditional factors. The framework of this study comprised a topic discussion and a regional case study section. The topic discussion section consisted of three areas, which were the upsurge in imperial examination participation, changes in scholar structure, and cultural development movements. For the regional case study section, two diametrically opposite regions, namely the Hebei and the Hedong regions, were selected for us to gain a comprehensive, in-depth understanding of the Northern regional societies. The Northern China between Tang and Song Dynasties are an area characterized by scant related literature and lost information. In this study, related Northern scholar community activities were explored in our topic discussion and regional case study sections. The heterogeneous development context of the historical sites was clarified and the historical continuities or disruptions were also observed.
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De, Jager Elizabeth Jacoba. "Inclusion of environmental education in the teaching of the Biology curriculum for grades 10 to 12." Diss., 2003. http://hdl.handle.net/10500/998.

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The purpose of this study was to develop a Life Sciences programme, integrating Environmental Education, on environmental endocrine disruptors, for the Further Education and Training Phase of the Outcomes Based Educational System. This programme aims at giving learners the necessary knowledge and skills to limit their exposure to Endocrine Disrupting Chemicals (EDCs). The programme was evaluated by means of a quantitative study. Group-administered questionnaires were used to gather information before and after the programme had commenced. Lickert scales were used to establish the learners' knowledge, attitudes and values in connection with EDCs and the environment before and after the learners had followed the programme on EDCs. The results of the study indicated that the programme proved to be successful in increasing the knowledge of the target group in connection with EDCs. This study will contribute to the process of integrating Environmental Education in the Life Sciences curriculum.
Educational Studies
M.Ed.(Environmental Education)
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Books on the topic "Literary disruptions"

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Disruptions of Daily Life: Japanese Literary Modernism in the World. Cornell University Press, 2020.

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Literary Disruptions: The Making of a Post-Contemporary American Fiction. 2nd ed. University of Illinois Press, 1990.

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McCluskey, John. Richard Wright and the Season of Manifestoes. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037023.003.0006.

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This chapter studies the significance of the timing of Richard Wright's “Blueprint for Writing” and its applications to his nonfiction work, specifically his early journalism and work as a journal editor. The chapter places Wright's piece among the earliest in an international flurry of black diaspora manifestoes articulating generational and language disruptions. This is especially the case for Haitian and other francophone writers whom Wright would join in Paris by 1947. In their attempt to resist American oppression and French colonialism, nearly all called upon a return to embrace folklore, traditional expressive culture, and the complexity of their own history. Wright internationalizes the Chicago impulses coursing through the literary thought of his generation throughout the African diaspora.
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Harste, Jerome C., Mitzi Lewison, and Christine H. Leland. Teaching K-8 Reading: Disrupting 10 Literacy Myths. Taylor & Francis Group, 2020.

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Harste, Jerome C., Mitzi Lewison, and Christine H. Leland. Teaching K-8 Reading: Disrupting 10 Literacy Myths. Taylor & Francis Group, 2020.

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Harste, Jerome C., Mitzi Lewison, and Christine H. Leland. Teaching K-8 Reading: Disrupting 10 Literacy Myths. Taylor & Francis Group, 2020.

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Teaching K-8 Reading: Disrupting 10 Literacy Myths. Taylor & Francis Group, 2020.

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Harste, Jerome C., Mitzi Lewison, and Christine H. Leland. Teaching K-8 Reading: Disrupting 10 Literacy Myths. Taylor & Francis Group, 2020.

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Harste, Jerome C., Mitzi Lewison, and Christine H. Leland. Teaching K-8 Reading: Disrupting 10 Literacy Myths. Taylor & Francis Group, 2020.

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Cowa, William Ty. The Slave in the Swamp: Disrupting the Plantation Narrative (Literary Criticism and Cultural Theory). Routledge, 2004.

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Book chapters on the topic "Literary disruptions"

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Blue, Levon E., and Laura E. Pinto. "Disrupting the alibi." In Financialization, Financial Literacy, and Social Education, 5–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003020264-2.

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Zaidi, Rahat, and Suzanne S. Choo. "Disrupting Xenophobia Through Cosmopolitan Critical Literacy in Education." In The Handbook of Critical Literacies, 447–55. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023425-51.

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Kovach, Elizabeth. "Work and the Writing Life: Shifts in the Relationship Between ‘Work’ and ‘The Work’ in Twenty-First-Century Literary-Advice Memoirs." In New Directions in Book History, 345–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_15.

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AbstractThis article focuses on memoirs that grapple with how to resolve tensions between ‘work,’ labor performed for a wage or salary, and ‘the Work,’ a creative pursuit performed for reasons beyond material necessity. Dorothea Brande’s Becoming a Writer (1934) and Wake up and Live! (1936), like many self-help publications of their kind, position writing and other creative pursuits as acts of living that stand in opposition to the necessity of making a living. Recently, however, a number of publications on “the writing life” have begun to complicate this opposition. When considering works ranging from Annie Dillard’s 1989 The Writing Life to Deborah Levy’s Things I Don’t Want to Know (2013) and The Cost of Living (2018) and Alexander Chee’s How to Write and Autobiographical Novel (2018), it seems that the dichotomy of work vs. writing life is not simply undergoing demystification but also reconceptualization. These contemporary literary-advice memoirs thematize dissolutions between work, personal, and writing lives, thereby also disrupting generic patterns in issuing literary advice. They push the literary advice genre away from technicalities and visions of artistic autonomy and toward accounts of creative production that is subject to the demands placed on creative workers throughout the white-collar labor market of late capitalism.
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Lewis, Judy. "Musical Voices from an Urban Minority Classroom: Disrupting Notions of Musical Literacy Through Critical Popular Music Listening." In Narratives and Reflections in Music Education, 51–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28707-8_4.

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Mitchell, Arthur M. "Against the National Literary Narrative." In Disruptions of Daily Life, 238–48. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501752919.003.0006.

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This chapter explains how the modernist works treated in the previous chapters can be juxtaposed in their response to the formation of gender and narration in the modern novel. It demonstrates how modernist fiction can and should be extracted from the nationally inscribed literary histories, or in fact how the works themselves contain the seeds of these narratives' deconstruction. National literary histories exaggerate the power of the literary works while simultaneously circumscribing their literary value within the chronologies of history. At work in the elaboration of national literature is a forgetfulness of how and why modernist works were so perverse. Recovering the radically disruptive essence of modernist fiction by delineating its contortions of social ideology allows us to activate anew its critical capacity and bring it to bear upon our own daily lives.
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"Coda: Against the National Literary Narrative." In Disruptions of Daily Life, 238–48. Cornell University Press, 2020. http://dx.doi.org/10.1515/9781501752933-007.

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Mitchell, Arthur M. "Shattering the Status Quo: Reading Modernism in the Early Twentieth Century." In Disruptions of Daily Life, 1–52. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501752919.003.0001.

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This introductory chapter provides an overview of how literary modernism operated in Japan, looking at the works of Tanizaki Jun'ichirō, Yokomitsu Riichi, Kawabata Yasunari, and Hirabayashi Taiko. Contrary to prevalent conceptions of high modernism as art-objects sequestered from the utilitarian language of capitalist society, modernist literature was highly enmeshed in the language of the mass print media, one of the major sources of social ideology since the beginning of the twentieth century. The works of the four Japanese authors disrupt the ideologies that made daily living appear seamless and comfortable. They did so to expose the way such norms were bolstered by narrow, constrictive, and essentialist notions of gender, ethnicity, society, and nation; to reveal the way such norms were employed to discipline the minds and behaviors of Japanese citizens; and finally to provoke cognitive and sensational liberation from the supremacy of these norms. The chapter then considers the emergence and establishment of the I-novel genre in Japanese literary history, as well as the phenomenon of modanizumu.
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"Transcending Genre: Narrative Strategies for Creating Literary Crime Fiction as a Subset of Trauma Literature." In Topography of Trauma: Fissures, Disruptions and Transfigurations, 234–53. Brill | Rodopi, 2019. http://dx.doi.org/10.1163/9789004407947_014.

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Buck, Claire. "Encountering War, Encountering Others: Enid Bagnold and Mary Borden." In The First World War. British Academy, 2018. http://dx.doi.org/10.5871/bacad/9780197266267.003.0011.

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This essay examines the literary and cultural trope of the colonial encounter as it appears in the work of First World War women writers. It focuses on British modernist Enid Bagnold and American modernist Mary Borden, comparing their representation of women war workers’ encounters with soldiers and labourers from the colonial world. The essay argues that Bagnold’s memoir Diary Without Dates (1918) and her novel The Happy Foreigner (1920) with Borden’s poem ‘The Hill’ are quite unusual for the visibility they give such encounters. Rather than reveal moments of identification and empathy across marginalized categories of gendered and racial otherness, these encounters import strangeness, discomfort and alterity into the texts. The essay concludes that Bagnold and Borden put at the centre of the First World War literary canon the uneven experiences of modernity that characterized the war’s displacements and disruptions.
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Mitchell, Kaye. "‘The Dumb Cunt’s Tale’: Desire, Shame and Self-Narration in Contemporary Autofiction." In Writing Shame, 149–98. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474461849.003.0004.

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Chapter 3 develops arguments from earlier in Writing Shame around the inextricability of femininity and shame, the non-redemptive literary treatment of shame, the formal disruptions produced in the writing of shame, and the ways in which shame seeps into the contexts and processes of writing, reading and critical reception. It does this via readings of three contemporary, female-authored autofictions with a central focus on (female, heterosexual) desire and with a leaning towards literary experiment: Chris Kraus’s I Love Dick (1997), Marie Calloway’s what purpose did i serve in your life (2013) and Katherine Angel’s Unmastered (2012). All three texts are discussed as performing and reflecting on acts of self-exposure and states of vulnerability – while also, sometimes, turning that humiliation outwards. All three are read also as complicating the confessional mode via their generic mixing of fiction, memoir, essay and theory. More broadly, the chapter asks what the relationship might be between self-abasement and self-advertisement, and how these texts might work to reveal the structural – not merely personal – nature of shame, as far as women are concerned.
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Conference papers on the topic "Literary disruptions"

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Yuniawatika and Taufiq Kurniawan. "The Urgency of Digital Literacy for Students in Disruption Era." In Proceedings of the International Conference on Education and Technology (ICET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icet-18.2018.29.

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Sari, Dewi Ika, Triana Rejekiningsih, and Moh Muchtarom. "The Concept of Human Literacy as Civics Education Strategy to Reinforce Students’ Character in the Era of Disruption." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.140.

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Reports on the topic "Literary disruptions"

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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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