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Ces dernières années, le débat autour de l'écriture à la première personne et le statut du « moi » n’a cessé d’alimenter la critique. Les analyses présentées ici – portant sur Érasme, Rabelais, Montaigne et plusieurs poètes du XVIe siècle – abordent deux notions étroitement liées, celle de «première personne» et celle d'«intentionnalité». James Hegelson ne reprend pas les nombreuses études concernant l’évolution du« moi » unifié, conscient de lui-même, mais s’intéresse plutôt à l’hypocrisie de ce « je » et aux voies détournées qu’emprunte l’auteur. Cette approche permet ainsi d’appréhender autrement la mise en texte de la première personne et la position éthique qu'elle occupe.
Comparative literature --- Fiction --- Thematology --- anno 1500-1599 --- First person narrative --- European literature --- Self in literature --- Truthfulness and falsehood in literature --- First person narrative. --- Self in literature. --- Truthfulness and falsehood in literature. --- European literature - 16th century
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This study brings into focus the issue of reproduction and transformation of cultural authority in the so-called post-Soviet context. Being anchored to sociological theories on intellectual autonomy and empowerment through narrativization, it approaches daily practices, situations and popular narratives which bring insight into everyday concerns and motivations of the educated Western Ukrainians.
First person narrative --- Group identity --- Intellectuals --- National characteristics, Ukrainian. --- Post-communism --- Power (Social sciences) --- Social aspects --- Social conditions. --- Lʹviv (Ukraine) --- Historiography. --- Intellectual life --- Lviv (Ukraine)
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This text is an examination of Cuban diasporic novels since 1980, critically examining the autobiographical elements of the novels and the authors who wrote them. It contributes to studying the particularities of Cuban literature produced by Cuban writers published beyond the nation's boundaries. From the beginning the author defines the difference between diaspora and exile. The text then studies Cuban writers outside of the nation taking into consideration the variations which occur in their life experiences. While studying the authors in three different periodic phases, the author discovers
Cuban fiction -- 20th century -- History and criticism. --- Cuban fiction -- 21st century -- History and criticism. --- First person narrative -- History and criticism. --- Cuban fiction --- First person narrative --- Romance Literatures --- Languages & Literatures --- Spanish Literature --- Narrative, First person --- Fiction --- Literature --- Narration (Rhetoric) --- Cuban literature --- History and criticism --- Technique
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In the history of psychology, ?rst-person methods, such as introspection, have come into disrepute in favor of the experimental approach. Yet the results of ?rst-person research – such as the famous studies provided by Maurice Merleau-Ponty in his Phenomenology of Perception – have indeed produced knowledge subsequently ascertained by neuroscienti?c research. The purpose of this book is to assist readers in developing ?rst-person methods as a rigorous approach. It is designed to assist researchers in the ?eld of education to develop their competencies in the ?rst-person approach. Concrete examples, descriptions, precepts, and possible ?ndings are provided to guide readers in their inquiries. Surrounding the inquiries, re?ective commentaries assist readers to become re?exively aware of what they are doing and thereby come to bring into discourse the methods they have used. That is, readers are assisted in developing research praxis by experiencing ?rst-person methods ?rst hand and then to become re?exively aware of the method as method.
Experience -- Psychological aspects. --- First person narrative -- Research. --- Narration (Rhetoric) -- Psychological aspects. --- Phenomenology -- Research. --- Education --- Social Sciences --- Psychology --- Education - General --- Experience --- Phenomenology --- Narration (Rhetoric) --- First person narrative --- Psychological aspects. --- Research. --- Narrative, First person --- Narrative (Rhetoric) --- Narrative writing --- Education. --- Education, general. --- Fiction --- Literature --- Point of view (Literature) --- Persona (Literature) --- Rhetoric --- Discourse analysis, Narrative --- Narratees (Rhetoric) --- Philosophy, Modern --- Knowledge, Theory of --- Philosophy --- Reality --- Pragmatism --- Technique --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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The emergence of vernacular allegories in the middle ages, recounted by a first-person narrator-protagonist, invites both abstract and specific interpretations of the author's role, since the protagonist who claims to compose the narrative also directs the reader to interpret such claims. Moreover, the specific attributes of the narrator-protagonist bring greater attention to individual identity. But as the actual authors of the allegories also adapted elements found in each other's works, their shared literary tradition unites differing perspectives: the most celebrated French first-person allegory, the erotic Roman de la Rose, quickly inspired an allegorical trilogy of spiritual pilgrimage narratives by Guillaume de Deguileville. English authors sought recognition for their own literary activity through adaptation and translation from a tradition inspired by both allegories. This account examines Deguileville's underexplored allegory before tracing the tradition's importance to the English authors Geoffrey Chaucer, Thomas Hoccleve, and John Lydgate, with particular attention to the mediating influence of French authors, including Christine de Pizan and Laurent de Premierfait. Through comparative analysis of the late medieval authors who shaped French and English literary canons, it reveals the seminal, communal model of vernacular authorship established by the tradition of first-person allegory. Stephanie A. Viereck Gibbs Kamath is Assistant Professor at the University of Massachusetts, Boston.
Literature, Medieval --- Authorship --- Allegory --- History and criticism --- History --- Literature, Medieval - History and criticism --- Authorship - History - To 1500 --- English literature --- French literature --- First person narrative --- Allegory. --- History and criticism. --- Personification in literature --- Symbolism in literature --- Authoring (Authorship) --- Writing (Authorship) --- Literature --- Narrative, First person --- Fiction --- Narration (Rhetoric) --- Technique --- Authorship.
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Non-fiction --- Old English literature --- Autobiography in literature --- English literature --- First person narrative --- 091 "04/14" --- 091.5 --- Narrative, First person --- Fiction --- Literature --- Narration (Rhetoric) --- 091.5 Autografen --- Autografen --- 091 "04/14" Handschriftenkunde. Handschriftencatalogi--Middeleeuwen --- Handschriftenkunde. Handschriftencatalogi--Middeleeuwen --- History and criticism --- Technique
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