Category Archives: ARTICLE

Illusions of textuality: The semiotics of literary memes in contemporary media

Posted on by

Abstract

This article seeks to account for the phenomenon where cultural productions are able to transcend different chronotopes and masquerade in myriad forms while sustaining an illusion of itself as a text. Using the Barthian distinction between work and Text as its framework, the article argues that multimodal semiotics offers a theoretically viable perspective on the global circulation of cultural artifacts by way of the concepts of memes, distribution, resemiotization, and assemblage. The central argument is this: what we call a text in common parlance is in fact a node within a networked assemblage of individually constituted works loosely connected through a substrate recognizability of memes. Operating at the level of this network is the Barthian Text that is always in-progress and can never really be completed. The article concludes by proposing that with the imminence of Web 5.0 and in light of the ever-pervasive influence of artificial intelligence in cultural production, it is imperative that we adopt nonlinear thinking to understand the shifting semioscapes in digital space and their impact on contemporary textuality.

Social network analysis, habitus and the field of literary activity

Posted on by

Abstract

Social network analysis that draws upon the correspondence of writers has the potential to indicate aspects of the writers' habitus, that is, the economic, social and cultural capital represented by the relations between authors, poets and dramatists, and their correspondents. Social network analysis can visualise and reveal otherwise covert aspects of the field of literary activity. In particular, it can show the flow of cultural, symbolic, social and economic capital through the literary ecosystem. The article presents an introduction to social network analysis, describes a modest case study, and identifies possible future research directions.

‘Delicate ironies quite imperceptible on its surface’: Henry S. Whitehead’s weird tales and American empire in the Caribbean

Posted on by

Abstract

This article mounts an initial exploratory engagement with the weird fiction of Henry S. Whitehead, framed by American imperial expansion into the Caribbean in the interwar years. It situates Whitehead and his work within the wider historical context and shows how Whitehead himself used and played with history as part of his fiction. The article considers the role of light in Whitehead's fiction and imperial projects, as well as the way that Whitehead's work, as horror fiction, both shapes and seeks to dispel notions of the Caribbean as a space of horror. As well as offering some initial conclusions, the article seeks to open further lines for future investigation.

The Africa paradox: Locating Africa in eighteenth‐century studies

Posted on by

Abstract

This article is about why Africa is overlooked in eighteenth-century literary studies. Africa’s neglect is not merely a problem of attention. Neither the parameters of the field nor the tools of the discipline appear particularly suited for engaging Africa as anything other than an invention of the European imagination. In what follows, I seek to bring more clarity to the origins of this paradox and to contextualize some of its governing assumptions not in order to solve it but to show that having already solved it can’t and doesn’t need to be a prerequisite for scholars of eighteenth-century literature to face it head-on. The first section offers a brief account of how this paradox arose from the political and intellectual matrix of the mid-twentieth century when African Studies was first institutionalized in the West. The subsequent sections highlight the way this history has shaped—both directly and indirectly—the way scholars and teachers of eighteenth-century literature have understood Africa and their obligations to it and suggests some ways we might begin to rethink Africa’s place in the field

Rainbow in Gethen: Queer utopia and community collectivism in Ursula K. Le Guin’s “Coming of Age in Karhide”

Posted on by

Abstract

This essay seeks to examine how Ursula K. Le Guin's science fiction short story “Coming of Age in Karhide” (1995) set in the planet of Gethen in the fictional Hainish universe envisions a political utopia of sequentially hermaphroditic humans to offer a succinct critique of traditional gender roles and conventional sexual customs while celebrating the potential of collective responsibility. While maintaining that the recent scholarship on queer utopias in SF has largely geared toward posthumanist articulations, the present essay argues that Ursula K. Le Guin who laid the genre conventions of queer utopic narratives unabashedly places her short story “Coming of Age in Karhide” within the ideals of humanism by upholding community as a unifying entity, at the same time carefully avoiding the pitfalls of anthropocentrism. Drawing from queer theorists and social scientists, this essay, while exemplifying the implications of a futuristic gender-neutral society, albeit partially, examines Le Guin's celebration of community collectivism in “Coming of Age in Karhide” to argue that the integration with the values and expectations of the larger community occasions individual growth and identity formation of the teenage protagonist and thereby, attests to the author's humanistic temperament.

Bequeathing “new sincerity” in the age of the homo digitalis: Confessionalism and authorial self‐consciousness in David Foster Wallace and Bo Burnham

Posted on by

Abstract

The notion of “New Sincerity” has become central to the study of David Foster Wallace's prose over the years. The present article explores how the tonal arrangement that characterises the movement has lived on to influence contemporary art, examining Bo Burnham's popular comedy musicals as a notable example of this influence. Wallace and Burnham's common stance concerning cultural reception is argued to be indissociable from their socio-cultural setting, with the two authors articulating parallel responses to an ongoing, multifaceted process of massification of public opinion, as well as to the consequences to cultural poiesis therein entailed.

Tracing social connections in the Victorian Jewish Writers Project

Posted on by

Abstract

In March 2022, we launched the Victorian Jewish Writers Project (VJWP), a digital collection of texts written by nineteenth-century British Jews accompanied by short articles on significant authors, places, and events of the Anglo-Jewish world. When we began building the collection in 2021, our conceptual framework was clear: Victorian Jewry is underrepresented both in Jewish Studies and Victorian Studies, so we would create a resource to supply primary texts and some analytical information to anyone interested. Despite our familiarity with archive theory, we considered our role in the project as little more than what Latour calls intermediaries, or “mere informants.” Yet, the process of digitizing and publicizing a canon, particularly a canon tied to a cultural heritage, is an inherently social act, and in this article we will explore the modes of social engagement inherent in creating and maintaining digital archives. In particular, we make use of Latour’s actor-network theory to understand the relationships forged by archives in digital spaces.

Importing Arcadia into 18th‐century Madras: Poetics of the contact zone and the politics of genre in Eyles Irwin’s Saint Thomas’s Mount

Posted on by

Abstract

Eyles Irwin (1751–1817), an East India Company official who spent much of his life in the British settlement of Fort St. George, Madras, was one of the earliest practitioners of anglophone belles lettres in the Indian subcontinent, and his writings predate the development of a robust culture of English-language literary composition in the colony by quite a few years. The scant scholarly attention he has received belies his importance as an anticipator of the momentous literary-historical processes that would transform India's public sphere in the 19th century. This essay offers a contextual reading of Saint Thomas's Mount (1774), his earliest extant poem, which is avowedly modelled on canonical English topographical poems like Alexander Pope's Windsor-Forest (1713) and makes use of a host of neoclassical conventions, but which also differs from them in terms of the kind of landscape that is represented (Irwin's is a tropical landscape, with abundant mangoes, palms, and Oriental fauna, unlike Pope's pleasant, idyllic British park). However, Irwin's target readership being chiefly metropolitan, he contends with the difficulty of highlighting India's irreducible foreignness while simultaneously trying to ensure that readers in London do not find the Oriental descriptions too alien, incredible, and unrelatable. The authorial strategies he adopts to navigate this difficulty constitute the focus of the first part of the essay. The second (and final) part seeks to shed light on his hybrid, hyphenated identity as an Indian-born Irish poet, and on his perception of himself as somehow fundamentally unlike those Britons who never ventured beyond the geographical confines of Europe, let alone setting down roots in places on the very fringes of the British empire. The affiliative bonds he forges with expatriate colonial officials living in and confronting the hardships of life in the monsoonal tropics mark him as a member of the steadily growing community of Anglo-Indians in the Indian subcontinent. While noting the shifting connotations of the term ‘Anglo-Indian’ in the 18th and 19th centuries, this essay will also examine the implications of identifying Irwin as a member of this initially amorphous but steadily growing community.

Multiply‐translated Chaucer in the Korean classroom

Posted on by

Abstract

This paper introduces a teaching experiment that uses a set of local translations of a European medieval text—in this case, Korean translations of Chaucer's Canterbury Tales—as teaching texts in the Korean classroom alongside the original work. Students compare a range of translations dating from all periods of the 20th century, including one from as early as 1915 and others from the 1960s, 1980s, and 2000s. Tracking the variety of translation methods and different linguistic and artistic choices employed by these multiple translations allows even students unfamiliar with Middle English to gain a better sense of the particulars of Chaucer's language and character-making. Treating translation itself as a creative mode, this paper argues that even bad translations and messy histories of linguistic interference can be put to productive pedagogical use. Recuperated local translation archives can be used in the teaching of Middle English literature by helping students understand Chaucer's own positionality as a translator and compiler. Such archives also contribute to the study of comparative literature more broadly as they present case studies of how ideas of world literature are formed over time and space, and encourage a critical engagement with the canon even as it is being taught.

Teaching Chaucer in Tunisia: An interdisciplinary approach

Posted on by

Abstract

Pedagogies of the premodern in anglophone contexts face many obstacles, like cultural differences, linguistic remoteness, and stereotypical representations. In EFL learning and teaching settings, student motivation, cultural adequation, and historical imagination are also needed. In Tunisia, this was further complicated after the Jasmine Revolution when newly radicalised students of English resented aspects of premodern literature which they considered inaccurate, uninteresting, or inappropriate. In this paper, the author presents a learning and teaching model developed to help post-revolutionary Tunisian learners with diverse backgrounds and orientations better understand and appreciate the works of Geoffrey Chaucer. Combining elements of cognitive studies, comparative literature, and digital codicology, this bricolage was used in graduate seminars at the University of Sousse to study digitised manuscripts and texts in Arabic, Latin, and (Middle) English. Informed by active pedagogy and enhanced by audio-visual aids, activities based on this model effectively addressed challenges, helped achieve learning outcomes, and made Tunisians more at home with Chaucer.