Delivery Type | Delivery length / details |
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Seminars / Tutorials | 5 x 2 hour seminars |
Assessment Type | Assessment length / details | Proportion |
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Semester Assessment | 1 x 5000 word essay | 100% |
Supplementary Assessment | Resubmit the failed element. | 100% |
On successful completion of this module students should be able to:
demonstate a knowledge of the key debates that explore and surround the literature of imprisonment;;
review and summarize contemporary debates about philosophical and literary issues concerning aesthetic representations of atrocity;
formulate advanced responses to complex literary texts and well definned literary-philosophical 'problems' using appropriate literary and theoretical arguments
In response to a history of human rights abuses in recent centuries, writers from Frederick Douglass to Alexander Solzenhitsyn, Nelson Mandela to Viclav Havel, have spoken out against such acts, and served to draw the world's attention to the abuses of its peoples. This module will explore the role of the literatures of captivity in the struggle for human rights, focussing upon such areas of interest as the literature of slavery and abolition; representations of the Gulag; the Holocaust; Japanese American internment; memoirs of Communism; memoirs of northern Korean labour camps; and African national struggles for independence. The module will consider how imprisoned writers represent the tortured body, how many of these narratives turn to querying the construction of the past and the workings and function of memory in their representation of history, and how these narratives insistently return to themes that illustrate the aesthetic problem of reconciling normalilty with horror, the displacement of consciousness of life by the imminence and pervasiveness of death and torture, and the constant violation of the coherence of the self. Many of these writers raise issues to do with aesthetics: can torture be represented 'aesthetically'? How can physical traumas performed on the body be represented in writing? Can one speak about an 'aesthetics of incarceration'? How do literary aesthetics intersect with gross violations of human rights, and how can the power of the imagination conjure up images when a writer is confronted with the dilema of converting into literature a history too terrible to imagine?
Skills Type | Skills details |
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Communication | Students' writing in an academic context will be developed and assessed in the coursework. Oral skills will be developed in individual and group work in seminars, but not assessed. |
Improving own Learning and Performance | This will be developed and assessed in the preparation for seminars and in the assessment tasks |
Information Technology | Students will be strongly encoraged to present their work in word processed form (and will edit PC generated text); they will also be requried to make use of computerized library resources |
Personal Development and Career planning | This will be addressed in the module's emphasis on independent and group work, and its attempt to develop professional presentational skills |
Problem solving | This will be developed and assessed in the preparation for seminars and in the assessment tasks |
Research skills | This will be developed and assessed in the preparation for seminars and in the assessment tasks |
Subject Specific Skills | Advanced research skills in specific areas of sepcialist literary study |
Team work | This is built into the pedagogyof teh module - all students will work in pairs and/or groups to comment on issues in relation to texts, and make seminar presentations |
This module is at CQFW Level 7