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Poverty and precarity are among the most pressing social issues of today and have become a significant thematic focus and analytical tool in the humanities in the last two decades. This volume brings together an international group of scholars who investigate conceptualisations of poverty and precarity from the perspective of literary and cultural studies as well as linguistics. Analysing literature, visual arts and news media from across the postcolonial world, they aim at exploring the frameworks of representation that impact affective and ethical responses to disenfranchised groups and precarious subjects. Case studies focus on intersections between precarity and race, class, and gender, institutional frameworks of publishing, environmental precarity, and the framing of refugees and migrants as precarious subjects. Contributors: Clelia Clini, Geoffrey V. Davis, Dorothee Klein, Sue Kossew, Maryam Mirza, Anna Lienen, Julia Hoydis, Susan Nalugwa Kiguli, Sule Emmanuel Egya, Malcolm Sen, Jan Rupp, J.U. Jacobs, Julian Wacker, Andreas Musolff, Janet M. Wilson.
Poverty in literature --- Human security in literature --- Minorities in literature
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Defends conventional and even problematic illness metaphors by emphasizing their varied usability.
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"Metaphor in Illness Writing argues that even when a metaphor appears problematic and limiting, it need not be dropped or dismissed. Metaphors are not inherently harmful or beneficial; instead, they can be used in unexpected and creative ways. This book analyses the illness writing of contemporary North American writers who reimagine and reappropriate the supposedly harmful metaphor 'illness is a fight' and shows how Susan Sontag, Audre Lorde, Anatole Broyard, David Foster Wallace and other writers turn the fight metaphor into a space of agency, resistance, self-knowledge and aesthetic pleasure. It joins a conversation in Medical Humanities about alternatives to the predominance of narrative and responds to the call for more metaphor literacy and metaphor competence"--
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Die Auseinandersetzung mit literarisch inszenierter Adoleszenz hat sich insbesondere seit der Jahrtausendwende zu einem produktiven Arbeitsfeld der Literaturwissenschaft entwickelt. Vor allem Kinder- und Jugendliteraturforschung sowie Literaturdidaktik haben davon profitiert. Doch wie hängen Adoleszenz und Alterität zusammen? Die Beiträger*innen erarbeiten anhand von exemplarischen literatur- und medienwissenschaftlichen Analysen Anknüpfungspunkte zwischen Adoleszenz und interkulturellen sowie postkolonialen Fragestellungen und greifen aktuelle Themen wie z.B. Flucht, Migration, Rassismus oder (post-)koloniale Erfahrungen auf. Dabei werden auch didaktische Überlegungen im Sinne eines rassismussensiblen, interkulturellen Unterrichts in den Fokus gerückt.
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This edited volume explores new engagements with the life sciences in contemporary fiction, poetry, comics and performance. The gathered case studies investigate how recent creative work reframes the human within microscopic or macroscopic scales, from cellular biology to systems ecology, and engages with the ethical, philosophical, and political issues raised by the twenty-first century's shifting views of life. The collection thus examines literature and performance as spaces that shape our contemporary biological imagination. Comprised of thirteen chapters by an international group of academics, Life, Re-Scaled: The Biological Imagination in Twenty-First-Century Literature and Performance engages with four main areas of biological study: 'Invisible scales: cells, microbes and mycelium', 'Neuro-medical imaging and diagnosis', 'Pandemic imaginaries', and 'Ecological scales'. The authors examine these concepts in emerging forms such as plant theatre, climate change art, ecofiction and pandemic fiction, including the work of Jeff Vandermeer, Jon McGregor, Jeff Lemire, and Extinction Rebellion's Red Rebel Brigade performances. This valuable resource moves beyond the biological paradigms that were central to the nineteenth and twentieth centuries, to outline the specificity of a contemporary imagination. Life, Re-Scaled is crucial reading for academics, scholars, and authors alike, as it proposes an unprecedented overview of the relationship between literature, performance and the life sciences in the twenty-first century.
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"Emmanuel Saboro's study on memories of the slave era in northern Ghana is a most welcome addition to a long and storied scholarly tradition examining song lyrics associated with the institution of slavery. As one might expect, the vast majority of such studies focus on the music traditions of the enslaved in North America. Collected between the mid-19th and early 20th century, historians, musicologist, and literary scholars have systematically analyzed these songs for what the lyrics can tell us about experiences during the era of slavery and the slave trade. Similar works that focus on West Africa, however, are rare indeed. Like his North American counterparts, Saboro examines the songs of northern Ghana as coded messages that express hope, comfort, resistance, rage and triumph over adversity. Having "no fixed meanings", Saboro describes them as both flexible and greatly useful for conveying a variety of meanings"--
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"Metaphor in Illness Writing argues that even when a metaphor appears problematic and limiting, it need not be dropped or dismissed. Metaphors are not inherently harmful or beneficial; instead, they can be used in unexpected and creative ways. This book analyses the illness writing of contemporary North American writers who reimagine and reappropriate the supposedly harmful metaphor 'illness is a fight' and shows how Susan Sontag, Audre Lorde, Anatole Broyard, David Foster Wallace and other writers turn the fight metaphor into a space of agency, resistance, self-knowledge and aesthetic pleasure. It joins a conversation in Medical Humanities about alternatives to the predominance of narrative and responds to the call for more metaphor literacy and metaphor competence"--
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Die Auseinandersetzung mit literarisch inszenierter Adoleszenz hat sich insbesondere seit der Jahrtausendwende zu einem produktiven Arbeitsfeld der Literaturwissenschaft entwickelt. Vor allem Kinder- und Jugendliteraturforschung sowie Literaturdidaktik haben davon profitiert. Doch wie hängen Adoleszenz und Alterität zusammen? Die Beiträger*innen erarbeiten anhand von exemplarischen literatur- und medienwissenschaftlichen Analysen Anknüpfungspunkte zwischen Adoleszenz und interkulturellen sowie postkolonialen Fragestellungen und greifen aktuelle Themen wie z.B. Flucht, Migration, Rassismus oder (post-)koloniale Erfahrungen auf. Dabei werden auch didaktische Überlegungen im Sinne eines rassismussensiblen, interkulturellen Unterrichts in den Fokus gerückt.
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"Metaphor in Illness Writing argues that even when a metaphor appears problematic and limiting, it need not be dropped or dismissed. Metaphors are not inherently harmful or beneficial; instead, they can be used in unexpected and creative ways. This book analyses the illness writing of contemporary North American writers who reimagine and reappropriate the supposedly harmful metaphor 'illness is a fight' and shows how Susan Sontag, Audre Lorde, Anatole Broyard, David Foster Wallace and other writers turn the fight metaphor into a space of agency, resistance, self-knowledge and aesthetic pleasure. It joins a conversation in Medical Humanities about alternatives to the predominance of narrative and responds to the call for more metaphor literacy and metaphor competence"--
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Die Auseinandersetzung mit literarisch inszenierter Adoleszenz hat sich insbesondere seit der Jahrtausendwende zu einem produktiven Arbeitsfeld der Literaturwissenschaft entwickelt. Vor allem Kinder- und Jugendliteraturforschung sowie Literaturdidaktik haben davon profitiert. Doch wie hängen Adoleszenz und Alterität zusammen? Die Beiträger*innen erarbeiten anhand von exemplarischen literatur- und medienwissenschaftlichen Analysen Anknüpfungspunkte zwischen Adoleszenz und interkulturellen sowie postkolonialen Fragestellungen und greifen aktuelle Themen wie z.B. Flucht, Migration, Rassismus oder (post-)koloniale Erfahrungen auf. Dabei werden auch didaktische Überlegungen im Sinne eines rassismussensiblen, interkulturellen Unterrichts in den Fokus gerückt.
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