大学院
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最終更新日：2025年10月17日
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最終更新日：2025年10月17日
授業計画や教室は変更となる可能性があるため、必ずUTASで最新の情報を確認して下さい。
UTASにアクセスできない方は、担当教員または部局教務へお問い合わせ下さい。
Comparative Studies of Social and Cultural Diversity III
Literary Minds and Cognitive Difference in 1920s U.S. Literature
Focusing on American modernist literature, this course examines narratives of mental difference and disability. Students will consider how mental difference presented authors opportunities to pursue a wide variety of formal innovations related to point of view, narrative vision, narrative time and other storytelling elements. The course will also introduce students to specific historical occasions that informed literary representations of mental difference: the American eugenics movement, the early twentieth-century immigration boom, and the rise of modern psychology. Students will engage a range of critical approaches to literature, including narratology, disability studies, and new historicism among others. Over the course of the term, students will complete two close reading essays, a group project on literary and cultural intersections between Japan and the United States, and a final research essay.
Learning Objectives
Upon completion of the course, students will be able to do the following:
•Discuss the relationship between disability, difference, narrative structure, and aesthetics.
•Explain how literary and artistic texts respond to and are informed by specific cultural moments.
•Apply close reading skills to advance original arguments about literary and cultural texts.
•Engage relevant theoretical and critical approaches when analyzing literary works.
•Discuss the artistic and social history of American modernism.
Learning Objectives
Upon completion of the course, students will be able to do the following:
•Discuss the relationship between disability, difference, narrative structure, and aesthetics.
•Explain how literary and artistic texts respond to and are informed by specific cultural moments.
•Apply close reading skills to advance original arguments about literary and cultural texts.
•Engage relevant theoretical and critical approaches when analyzing literary works.
•Discuss the artistic and social history of American modernism.
時間割／共通科目コード
コース名
教員
学期
時限
31D350-0225A
Comparative Studies of Social and Cultural Diversity III
チャループカ エヴァン
木曜4限
マイリストに追加
マイリストから削除
講義使用言語
英語
単位
2
実務経験のある教員による授業科目
NO
他学部履修
可
開講所属
総合文化研究科
授業計画
Week One: The Story of American Feeblemindedness – Sherwood Anderson, “‘Queer’,” 1919; Djuna Barnes, “A Night Among the Horses,” 1923; selections from Narrative Prosthesis, David T. Mitchell and Sharon L. Snyder
Week Two: Nature, Nurture, and Narrators – Jean Toomer, “Kabnis,” 1923; selections from Vitality Politics, Stephen Knadler
Week Three: Black Madness – Jean Toomer, “Kabnis,” 1923
Week Four: Morality, Cognition, and the American City – Theodore Dreiser, selections from An American Tragedy, 1925; selections from Transparent Minds, Dorrit Cohn
Week Five: Representing Nervous Disorder -- Theodore Dreiser, selections from An American Tragedy, 1925
Week Six: Cognitive Health and the American Expat Experience – Nella Larsen, Quicksand, 1928; selections from Bodyminds Reimagined, Sami Schalk
Week Seven: Difference, Closure, and Narrative Order – Nella Larsen, Quicksand, 1928
Week Eight: Perception and the Disabled Literary Consciousness I – William Faulker, The Sound and the Fury, Benjy’s section, 1929; selections from Inventing Benjy, Frederique Spill
Week Nine: Perception and the Disabled Literary Consciousness II -- William Faulker, The Sound and the Fury, Benjy’s section, 1929
Week Ten: Disability and Dialogic Storytelling -- William Faulker, The Sound and the Fury, Quentin’s section, 1929; selections from Aesthetic Nervousness, Ato Quayson
Week Eleven: Disabled Interiority and Narrative Ethics I -- William Faulker, The Sound and the Fury, Quentin’s section, 1929
Week Twelve: Disabled Interiority and Narrative Ethics II -- William Faulker, The Sound and the Fury, Quentin’s section, 1929
Week Thirteen: Mental Difference and Modernist Cinema – Kenneth Macpherson, Borderline, 1930; H.D., “The Walls do Not Fall”; “Compulsory Able-bodiedness and Queer/Disabled Existence,” Robert McRuer
授業の方法
Lectures, Discussions, In-Class Activities, Group Work
成績評価方法
Attendance and Participation: 30%; Close Reading Essays: 20%; Group Project: 20%; Final Essay: 30%
教科書
William Faulkner, The Sound and the Fury, Norton, Third Edition (ISBN: 978-0-393-91269-2)
Nella Larsen, Quicksand, Norton (ISBN: 978-0-393-93242-3)
Instructor will supply other texts
参考書
No reference materials required
履修上の注意
Students will be expected to prepare notes and/or discussion questions prior to the start of each class session in addition to reading the course texts. Some course readings will be provided via the LMS. Students will be expected to do group work both inside and outside of class. Short critical or historical readings may be assigned in addition to the listed primary course texts.
