Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in In European, American, postcolonial cultures in English, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Literary mindscapes is one of the characterising modules of the programme. It enables students to consolidate their competence in the field of Anglophone literatures; it also allows them to further enhance their theoretical and methodological skills in order to achieve a thoroughly independent critical assessment in the philological analysis of literary texts and/or phenomena, also with reference to the processes of transcultural translation.
At the end of the module students will be able to: apply their knowledge to the analysis of literary texts and/or phenomena; communicate at an advanced level the disciplinary content; analyse the processes of transcultural translation.
Requirements: Students must have already taken Literature and Forms.
1) consolidate and develop their competence in In European, American, postcolonial cultures in English, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Literary mindscapes is one of the characterising modules of the programme. It enables students to consolidate their competence in the field of Anglophone literatures; it also allows them to further enhance their theoretical and methodological skills in order to achieve a thoroughly independent critical assessment in the philological analysis of literary texts and/or phenomena, also with reference to the processes of transcultural translation.
At the end of the module students will be able to: apply their knowledge to the analysis of literary texts and/or phenomena; communicate at an advanced level the disciplinary content; analyse the processes of transcultural translation.
Requirements: Students must have already taken Literature and Forms.
Canali
teacher profile teaching materials
This course explores the legacy of Defoe's classic in 20th and 21st century culture in literature and film. Through the analysis of some literary and cinematic rewritings of ‘Robinson Crusoe’, from ‘Lord of the Flies’ to ‘Life of Pi’, we will investigate some salient themes of the myth that grew up around the novel: physical and moral endurance, loneliness, sociality, violence and the inclination to subjugate the other, the relationship with the divine world, with the natural-animal world and with other human beings, despair and spiritual rebirth, manual skill, and technological expertise.
William Golding, Lord of the Flies (1954)
Muriel Spark, Robinson (1958)
Derek Walcott, Pantomime (1978)
J.M. Coetzee, Foe (1986)
Marianne Wiggins, John Dollar (1999)
Yann Martel, Life of Pi (2001)
Programme
The Myth of Robinson Crusoe in Modern and Contemporary CultureThis course explores the legacy of Defoe's classic in 20th and 21st century culture in literature and film. Through the analysis of some literary and cinematic rewritings of ‘Robinson Crusoe’, from ‘Lord of the Flies’ to ‘Life of Pi’, we will investigate some salient themes of the myth that grew up around the novel: physical and moral endurance, loneliness, sociality, violence and the inclination to subjugate the other, the relationship with the divine world, with the natural-animal world and with other human beings, despair and spiritual rebirth, manual skill, and technological expertise.
Core Documentation
Daniel Defoe, Robinson Crusoe (1719)William Golding, Lord of the Flies (1954)
Muriel Spark, Robinson (1958)
Derek Walcott, Pantomime (1978)
J.M. Coetzee, Foe (1986)
Marianne Wiggins, John Dollar (1999)
Yann Martel, Life of Pi (2001)
Reference Bibliography
Secondary readings will be announced later. teacher profile teaching materials
In this course we will examine three colonial/postcolonial novels which deal with Southern African mind/land-scapes. We will discuss the relation between characters and places, the importance of geography in the shaping of identities and cultures, the semiotics of space in colonial and postcolonial environments, the role of land in the shaping of gender stereotypes and roles.
Doris Lessing, The Grass is Singing
J.M. Coetzee, Disgrace
[any unabridged edition in English]
Programme
SPACE, GENDER AND RACE IN THE (POST) COLONYIn this course we will examine three colonial/postcolonial novels which deal with Southern African mind/land-scapes. We will discuss the relation between characters and places, the importance of geography in the shaping of identities and cultures, the semiotics of space in colonial and postcolonial environments, the role of land in the shaping of gender stereotypes and roles.
Core Documentation
Olive Schreiner, The Story of an African FarmDoris Lessing, The Grass is Singing
J.M. Coetzee, Disgrace
[any unabridged edition in English]
Attendance
Although not compulsory, attendance is strongly recommended.Type of evaluation
Students will be assessed at the end of the course through an oral exam. Participation to class discussions, assignments handed in during the course (mid-course written tests, short dissertations, projects, etc.) also contribute to the final assessment.