LEADER 04070nam 22006252 450 001 9910452035703321 005 20210531145055.0 010 $a94-012-0263-X 010 $a1-4175-9118-8 024 7 $a10.1163/9789401202633 035 $a(CKB)1000000000454016 035 $a(EBL)556571 035 $a(OCoLC)60158876 035 $a(SSID)ssj0000261270 035 $a(PQKBManifestationID)11212432 035 $a(PQKBTitleCode)TC0000261270 035 $a(PQKBWorkID)10255486 035 $a(PQKB)10895379 035 $a(MiAaPQ)EBC556571 035 $a(Au-PeEL)EBL556571 035 $a(CaPaEBR)ebr10380339 035 $a(nllekb)BRILL9789401202633 035 $a(EXLCZ)991000000000454016 100 $a20200716d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTranscultural Graffiti $eDiasporic Writing and the Teaching of Literary Studies /$fRussell West-Pavlov 210 1$aLeiden; $aBoston :$cBRILL,$d2005. 215 $a1 online resource (244 p.) 225 1 $aInternationale Forschungen zur Allgemeinen und Vergleichenden Literaturwissenschaft ;$v87 300 $aDescription based upon print version of record. 311 $a90-420-1935-2 320 $aIncludes bibliographical references and index. 327 $aAcknowledgments -- Preface: Transcultural Graffiti -- Part One: Positions -- 1 Classrooms in transcultural texts - Transcultural texts in the classroom -- 2 Postcolonial 'bricolage' -- Part Two: Translation -- 3 Genetic Translation: Böll's translation of Patrick White -- 4 Césaire's Bard: From Shakespeare's Tempest to Césaire's Une Tempête -- 5 Teaching Nomadism: Inter/Cultural Studies in the Context of Translation Studies -- Part Three: Autobiography -- 6 Triangulating the Self: Turner Hospital, Hoffman and Sante -- 7 Bura -- Part Four: Indigenous Studies -- 8 Listening to Indigenous Voices: The Ethics of Reading in the Teaching of Australian Indigenous Oral Narrative -- Part Five: Teaching -- 9 '(Mis)Taking the Chair': The Text of Pedagogy and the Postcolonial Reader -- 10 Writing the Disaster: New York Poets on 9/11 -- Conclusion: What is your name? -- Bibliography. 330 $aTranscultural Graffiti reads a range of texts - prose, poetry, drama - in several European languages as exemplars of diasporic writing. The book scrutinizes contemporary transcultural literary creation for the manner in which it gives hints about the teaching of literary studies in our postcolonial, globalizing era. Transcultural Graffiti suggest that cultural work, in particular transcultural work, assembles and collates material from various cultures in their moment of meeting. The teaching of such cultural collage in the classroom should equip students with the means to reflect upon and engage in cultural 'bricolage' themselves in the present day. The texts read - from Césaire's adaptation of Shakespeare's Tempest , via the diaspora fictions of Marica Bodro?ic or David Dabydeen, to the post-9/11 poetry of New York poets - are understood as 'graffiti'-like inscriptions, the result of fleeting encounters in a swiftly changing public world. Such texts provide impulses for a performative 'risk' pedagogy capable of modelling the ways in which our constitutive individual and social narratives are constructed, deconstructed and reconstructed today. 410 0$aInternationale Forschungen zur Allgemeinen und Vergleichenden Literaturwissenschaft ;$v87. 517 3 $aDiasporic Writing and the Teaching of Literary Studies 606 $aDiaspora 606 $aLiterature$xStudy and teaching 606 $aTranslating and interpreting 608 $aElectronic books. 615 0$aDiaspora. 615 0$aLiterature$xStudy and teaching. 615 0$aTranslating and interpreting. 676 $a809 700 $aWest-Pavlov$b Russell$0606939 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910452035703321 996 $aTranscultural graffiti$92231683 997 $aUNINA