“Literature” in the classic sense claimed the power to teach and to please; at the same time, it recurrently needed to defend itself against charges (as in the many “Defenses of Literature”) that it misled readers, or reproduced unequal social relations, or was elitist and cut off from social relevance. Today “literary” forms and functions are being transformed by alternative modes of expression (sonic, visual, mixed/trans/social/multi-medial) and expanded conceptions of genre and value. In the context of ecological crisis as something that might “change everything,” institutional restructuring, and the call to outreach and activism, questions about the value, power, “singularity,” and politics of literature take urgently new forms. In asking how literary theories and methods remain relevant, we will survey keywords and concepts for literary study (aesthetics, ideology, recognition); consider examples of how these have been engaged within literary theories (formalist, psychoanalytic, historicist/materialist, culturalist); reflect on how these terms and schools provide or cost traction in contemporary movements (critical race, alter-globalizing, indigenous); and consider the critical functions that “location” plays in literary studies, particularly in colonial contexts, including settler colonialism in Hawai‘i. Theoretical and personal essays will be discussed alongside (and/or applied to) creative texts. All along we will be concerned with how critical approaches help to light up aspects of texts, potentially enriching our arts/acts of reading and sharpening our senses of the stakes and consequences of interpretations. The course aims to help students to situate their work within literary studies, and to reflect on how “literary studies” relates to the broader field called “English Studies,” and affiliated disciplines. We will be concerned as well with how one does advanced research, and presents one’s findings.
REQUIRED PRIMARY TEXTS (books are subject to change): Sia Figiel, Where ‘We’ Once Belonged or Freelove William Kennedy, Ironweed; Toni Morrison, The Bluest Eye (at Revolution Books).
The majority of the assigned reading, along with some recommended/optional reading will be available as PDF’s on Laulima. Course announcements, copies of handouts, paper assignments, weekly reading questions, etc. will be posted on the course site.
Assignments/Grading:
–. Leading the discussion of an essay or two: this will involve “breaking down” the argument of an essay, starting the discussion, or introducing a concept.
–. Two shorts essays (four pages); the first will apply theory and close reading to a literary text; the second will provide the basis for a short (3 minute, time strictly enforced) presentation given at the annual 625 conference, in which students from all 625 sections present on a common theme (that we will keep in view as we read this year’s theme, “Pedagogy,” as it relates to literary studies).
–. Periodic online postings and participation on the class list.
–. An abstract for a fifteen minute conference paper to be presented to the class, and then turned in (submitted) as a semester paper (eight pages).
Grading: Short Essay #1 (15%); Short Essay #2 (15%); Class Participation (attendance, participation, postings)(25%); Short Report(s) and 625s Conference Presentations (10%); Final Essay and Course Presentation (35%).
Student Learning Outcomes:
–. General knowledge of main currents within literary studies
–. Ability to position arguments and approaches within critical traditions
–. Preparation to engage in advanced research
–. Preparation for presenting work (oral and written)
–. Sense of the importance of “location” to literary study