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Američki Bildungsroman 19. i 20. stoljeća
Naziv kolegija: Američki Bildungsroman 19. i 20. stoljeća (A, 19. i 20. st.)
Ljetni semestar 2012/13., 2018/19.
Nastavnica: Dr. sc. Jelena Šesnić, izv. prof.
ECTS-bodovi: 6
Jezik: Engleski
Trajanje: 4. ili 6. semestar; ljetni
Status: Izborni
Oblik nastave: 1 sat predavanja + 2 sata seminara
Uvjeti za upis kolegija: Upisan 4. ili 6. semestar studija.
Cilj i sadržaj kolegija: Bildungsroman kao žanr problematizira proces stjecanja društvenog i kulturnog identiteta te dramatizira nastanak tipičnog građanskog subjekta. U smislu konstituiranja rodnih identiteta, kolegij će nastojati ponuditi nacrt modela razvoja za ženske i muške protagoniste (s karakterističnim razlikama), zastupljene u izabranim tekstovima, dok će u kontinuitetu pratiti razvoj žanra unutar nacionalne književne tradicije. U kontekstu «iznalaženja djetinjstva» (Philippe Ariès) i psihoanalitičkog modela nastanka subjekta, čitanja će se usredotočiti na žanrovske, psihološke i kulturne modele koji u ovim romanima podupiru trajno fascinantne priče o odrastanju.
Primarni tekstovi:
- Horatio Alger: Ragged Dick (1868)
- Louisa May Alcott: Little Women (1868, 1869)
- Harper Lee: To Kill a Mockingbird (1960)
- Paule Marshall: Brown Girl, Brownstones (1959)
- Bobbie Ann Mason: In Country (1985)
- Colson Whithead: Sag Harbour (2009)
Literatura (u pripremi):
A Obvezatna
– Ariès, Philippe. Centuries of Childhood. New York: Vintage, 1962. (izbor)
– Bakhtin, Mikhail. Speech Genres and Other Late Essays. Austin: U of Texas P, 1986. (izbor)
– Moretti, Franco. The Way of the World: The Bildungsroman in European Culture. 1987. New ed. London: Verso, 2000. (izbor)
– Čitanka s dodatnom sekundarnom literaturom.
Način polaganja ispita: Kontinuirana evaluacija (kolokviji: mid-term + final; 40% ocjene); seminarski rad (6-7 kartica teksta; 30 % ocjene); pohađanje i sudjelovanje (10%); dodatne aktivnosti (20%).
Američka književnost i kultura 2: American Non-Fiction Writing, 1580-1880
Naziv kolegija: Američka književnost i kultura 2: American Non-Fiction Writing, 1580-1880
Nastavnik: dr. sc. Douglas Ambrose, red. prof.
ECTS-bodovi: 6
Jezik: engleski
Trajanje: 4. ili 6. semestar
Status: izborni kolegij
Uvjeti za upis kolegija: položen Uvod u studij engleske književnosti; upisan 4. ili 6. semestar
COURSE PURPOSE: This course provides an introduction to American history through various forms of non-fiction writing. Beginning with sixteenth-century English accounts of the New World, we will explore the development of certain themes and genres that came to characterize American non-fiction, including the jeremiad, the captivity narrative, social and physical mobility, “manifest destiny” and providentialism, the slave narrative, nature writing, and the promise of “the west.” We will follow a chronological narrative through American history, recognizing throughout the political and social contexts of the texts while paying close attention to the internal development of the genres to which they belong.
COURSE STRUCTURE: Students must complete the readings for the week prior to our Monday meetings. Each Monday meeting will begin with a brief quiz on that week’s materials. Each student must bring the week’s readings to class each week. Although I will occasionally lecture in order to situate the texts, class discussion of the readings will constitute the bulk of our meetings. A successful class requires the participation of all students.
COURSE REQUIREMENTS: In addition to regular attendance, preparation, and participation, students will write three short papers (500-750 words each) and take a midterm and final exam. Beginning with Week 2 and continuing for every subsequent week through week 15, I will provide a question at the conclusion of Tuesday’s meeting. Students will pick three of these questions to write on. Papers are always due the following Monday. I will not accept any late papers, so choose wisely. The midterm exam will take place on either 15 or 16 April. The final exam will take place on either 10 or 11 June.
COURSE SCHEDULE
Week 1: Envisioning America. Read Thomas Harriot, A Brief and True Report of the New Found Land of Virginia (1588/1590).
Week 2: Planting a “New England.” Read John Cotton, “God’s Promise to His Plantation” (1630); John Winthrop, “Model of Christian Charity” (1630).
Week 3: Exhorting America: The Jeremiad and its Meanings. Read Samuel Danforth, New England’s Errand into the Wilderness (1670); Increase Mather, An Exhortation To the Inhabitants of New England (1676).
Week 4: Captivity, Identity, and Redemption. Rowlandson, The Sovereignty and Goodness of God (1682).
Week 5: Becoming American. Read Benjamin Franklin, Autobiography (1791).
Week 6: The Transformation of Political Discourse. Read Thomas Paine, Common Sense (1776); Samuel Sherwood, “The Church’s Flight into the Wilderness” (1776).
Week 7: Midterm exam.
Week 8: Explaining America. Read Hector St. John de Crevecour, Letters From an American Farmer (1782) Read “Advertisement and Dedication,” Letter I, Letter III, and Letter IX; Thomas Jefferson, Notes on the State of Virginia (1787). Read “Front Matter,” Query 8, Query 11, Query 14, and Query 17.
Week 9: Exploring America. William Bartram, Travels (1791). Read Part IV, Chapters I-VI; Lewis and Clark, Journals (1814). Read July 30, 1804; August 25, 1804; September 24 & 25, 1804; October 8, 9, 10, 11, & 12, 1804; October 27, 1804; October 29, 1804; October 31, 1804; November 4, 1804.
Week 10: American Destiny. Read Lyman Beecher, A Plea for the West (1832); and John L. O’Sullivan, “The Great Nation of Futurity” (1839).
Week 11: The Beginnings of African American Political Writing. Read David Walker, Appeal to the Coloured Citizens of the World (1829).
Week 12: Narrating American Slavery and American Freedom. Read William Wells Brown, Narrative of William Wells Brown, A Fugitive Slave (1847); Josiah Henson, The Life of Josiah Henson . . . (1849).
Week 13: The “Other America”: The South. Read James Henley Thornwell, “The Christian Doctrine of Slavery” (1850); Louisa McCord, “Woman and Her Needs” (1852); George Fitzhugh, “Southern Thought” (1857), on Omega.
Week 14: A New Birth: Postbellum America. Read Lincoln, “Second Inaugural Address” (1865); Horace Bushnell, “Our Obligations to the Dead” (1865) on Omega; Frederick Douglass, “What the Black Man Wants” (1865); and “Oration in Memory of Abraham Lincoln” (1876).
Week 15: Final Exam.
Amerikanističke teme 2: American Non-Fiction Writing, 1580-1880
Naziv kolegija: Amerikanističke teme 2: American Non-Fiction Writing, 1580-1880
Nastavnik: dr. sc. Douglas Ambrose, red. prof. (Fulbright gost profesor)
ECTS-bodovi: 6
Jezik: engleski
Strajanje: jedan semestar, 8. semestar
Status: izborni
Uvjet za upis kolegija: upisan 8. semestar
COURSE PURPOSE: This course provides an introduction to American history through various forms of non-fiction writing. Beginning with sixteenth-century English accounts of the New World, we will explore the development of certain themes and genres that came to characterize American non-fiction, including the jeremiad, the captivity narrative, social and physical mobility, “manifest destiny” and providentialism, the slave narrative, nature writing, and the promise of “the west.” We will follow a chronological narrative through American history, recognizing throughout the political and social contexts of the texts while paying close attention to the internal development of the genres to which they belong.
COURSE STRUCTURE: Students must complete the readings for the week prior to our Monday meetings. Each Monday meeting will begin with a brief quiz on that week’s materials. Each student must bring the week’s readings to class each week. Although I will occasionally lecture in order to situate the texts, class discussion of the readings will constitute the bulk of our meetings. A successful class requires the participation of all students. Attendance, therefore, counts. Students may miss two classes without penalty.
COURSE REQUIREMENTS: In addition to regular attendance, preparation, and participation, students will write four short papers (500-750 words each) and one longer paper (2500 words). Beginning with Week 2 and continuing for every subsequent week through week 14, I will provide a question at the conclusion of Tuesday’s meeting. Students will pick four of these questions to write on. Papers are always due the following Monday. I will not accept any late papers, so choose wisely. For the final paper, the student will choose one of the genres we will focus on, read at least two secondary sources on and two additional primary sources from that genre, and write a paper that examines the historical and literary meanings of those texts. Final papers are due not later than 16:00 on 14 June.
Course schedule:
Week 1: Envisioning America. Read Thomas Harriot, A Brief and True Report of the New Found Land of Virginia (1588/1590).
Week 2: Planting a “New England.” John Cotton, “God’s Promise to His Plantation” (1630); John Winthrop, “Model of Christian Charity” (1630).
Week 3: Exhorting America: The Jeremiad and its Meanings. Read Samuel Danforth, New England’s Errand into the Wilderness (1670); Increase Mather, An Exhortation To the Inhabitants of New England (1676).
Week 4: Captivity, Identity, and Redemption. Read Mary Rowlandson, The Sovereignty and Goodness of God (1682).
Week 5: The Beginnings of “American” History. Read Cotton Mather, Magnalia Christi Americana (1702); Robert Beverly, The History and Present State of Virginia (1705).
Week 6: Becoming American. Read Benjamin Franklin, Autobiography (1791).
Week 7: The Transformation of Political Discourse. Read Thomas Paine, Common Sense (1776); Samuel Sherwood, “The Church’s Flight into the Wilderness” (1776).
Week 8: Explaining America. Hector St. John de Crevecour, Letters From an American Farmer (1782): Read “Advertisement and Dedication,” Letter I, Letter III, and Letter IX; Thomas Jefferson, Notes on the State of Virginia (1787): Read “Front Matter,” Query 8, Query 11, Query 14, and Query 17.
Week 9: Exploring America. For William Bartram, Travels (1791), read Part IV, Chapters I-VI; For Lewis and Clark, Journals (1814), read July 30, 1804; August 25, 1804; September 24 & 25, 1804; October 8, 9, 10, 11, & 12, 1804; October 27, 1804; October 29, 1804; October 31, 1804; November 4, 1804.
Week 10: Creating an American Identity. Read Noah Webster, “On the Education of Youth in America” (1788); Fisher Ames, “American Literature” (1803), on Omega.
Week 11: American Destiny. Read Lyman Beecher, A Plea for the West (1832); John L. O’Sullivan, “The Great Nation of Futurity” (1839).
Week 12: The Beginnings of African American Political Writing. Read David Walker, Appeal to the Coloured Citizens of the World.
Week 13: Narrating American Slavery and American Freedom. Read William Wells Brown, Narrative of William Wells Brown, A Fugitive Slave (1847); Josiah Henson, The Life of Josiah Henson . . . (1849).
Week 14: The “Other America”: The South. Read James Henley Thornwell, “The Christian Doctrine of Slavery” (1850); Louisa McCord, “Woman and Her Needs” (1852); George Fitzhugh, “Southern Thought” (1857), on Omega.
Week 15: A New Birth: Postbellum America. Read Lincoln, “Second Inaugural Address” (1865); Horace Bushnell, “Our Obligations to the Dead” (1865) on Omega; Frederick Douglass, “What the Black Man Wants” (1865); and “Oration in Memory of Abraham Lincoln” (1876)
Amerikanističke teme 1: Crkva i država u američkoj povijesti
Naziv kolegija: Amerikanističke teme 1: Crkva i država u američkoj povijesti
Nastavnik: dr. sc. Douglas Ambrose, red. prof. (Fulbright gostujući profesor)
ECTS-bodovi: 6
Jezik: engleski
Strajanje: jedan semestar, 7. ili 9.
Status: izborni
Uvjet za upis kolegija: upisan 7. ili 9. semestar
Course Purpose:
This seminar examines the fascinating relations between religion and politics in colonial British North America and the United States from the colonial era through the nineteenth century. Beginning with the biblical, ancient, and medieval contexts of church/state relations, we will devote the bulk of our time to an examination of the working out of those relations in the colonial, early national, and antebellum eras. We will then briefly consider some postbellum developments. Throughout the course, we will focus on the ways in which American church/state relations demonstrated both continuity with the larger Western history of such relations and a distinct “American” situation and response.
Format:
We will conduct the class primarily as a seminar. On Wednesdays, I will present a lecture that will provide the context for our Friday seminar discussions. The Wednesday lectures are not to be monologues; I encourage questions and discussion throughout my lecture. Seminar meetings depend on the active, informed, and collegial participation of the seminarians—the students.
Showing up does not constitute participation; you must thoughtfully join the conversation.
Course Readings:
We will read a variety of primary and secondary materials. The required readings will be available either on Omega or online.
Course Requirements:
I expect students to attend all class meetings, complete the required readings before our Wednesday meetings, and participate in discussions. All students will complete a 12 to 15-page paper, based on primary sources, on a topic related to church/state relations in pre-twentieth-century American history. Each student will determine his or her paper topic in consultation with me. There will also be a final examination.
Evaluation:
I will evaluate your performance based on attendance, class participation, the research paper, and the final examination.
Suvremena američka etnička književnost (2012/13)
Naziv kolegija: Suvremena američka etnička književnost (A, 20. st.)
Nastavnica: Dr. sc. Jelena Šesnić, izv. prof.
ECTS-bodovi: 6
Jezik: Engleski
Trajanje: zimski semestar (7. ili 9.)
Status: Izborni
Oblik nastave: 1 sat predavanja + 2 sata seminara
Uvjeti za upis kolegija: Upisan 7. ili 9. semestar studija
Cilj i sadržaj kolegija: Književnosti tzv. etničkih skupina u SAD-u zadnjih se desetljeća prepoznaju kao jedan od najkreativnijih segmenata nacionalne književnosti. U kolegiju će se razmatrati noviji odsječak te bogate produkcije, uz vizualne i književne primjere koji predstavljaju najvažnije manjinske skupine (obzirom na autore i tematiku djela), odnosno tzv. «rasne formacije» i «nove etnicitete», navlastito od kraja Vijetnamskoga rata. U odnosu na već etabilirane etničke skupine (Afro-Amerikanci, Amerindijanci), naglasak će biti na promjenama u (samo)predstavljanju, a komparativnom će se metodom razmatrati i modeli karakteristični za suvremeno sve hibridnije američkog društvo, u kojem se etnički identiteti dodjeljuju ili biraju simbolički, ali i izvode u specifičnim društvenim i povijesnim uvjetima (posebice među Amerikancima azijskoga podrijetla, arapskim Amerikancima i Latino/ Chicano Amerikancima) .
Tekstovi:
Romani/ memoari:
– Barack Obama: Dreams from My Father: A Story of Race and Inheritance (1995)
– Chang-rae Lee: Native Speaker (1995)
– Dao Strom, Grass Roof, Tin Roof (2003)
Novele:
– Bharati Muhkerjee: The Middleman and Other Stories (1988; izabrane novele);
– Jhumpa Lahiri, Interpreter of Maladies (1999; izabrane novele);
– Sandra Cisneros, “Woman Hollering Creek” (1991)
– Tahira Naqvi, “Thank God for the Jews” (iz: W. Brown and A. Ling, eds. Imagining America: Stories from the Promised Land (2002)
Poezija:
– Mohja Kahf, E-mails from Scheherazad (2003; izbor); D.H. Melhem; Pauline Kaldas
Filmovi:
The Searchers (John Ford, 1956); Smoke Signals (Chris Eyre, 1998); Lone Star (John Sayles, 1996)
Literatura:
Uvod:
– Burgett, Bruce, and Glenn Hendler, eds. Keywords for American Cultural Studies. New York and London: NYUP, 2007. (Entries: “Border”, “Citizenship”, “Diaspora”, “Ethnicity”, “Immigration”, “Mestizo”, “Nation”, “Naturalization”, “Race”)
– Omi, Michael, and Howard Winant. Racial Formations in the United States: From the 1960s to the 1990s. 2nd ed. London and New York: Routledge, 1994. 53-76.
– Sollors, Werner. Beyond Ethnicity: Consent and Descent in American Culture. New York and Oxford: Oxford UP, 1986. 20-39.
Za pojedinačna djela:
– Gilroy, Paul. “The Black Atlantic as a Counterculture of Modernity.” The Black Atlantic: Modernity and Double Consciousness. Cambridge: Harvard UP, 1993. 1-19.
– Bronfen, Elisabeth. Home in Hollywood: The Imaginary Geography of Cinema. New York: Columbia UP, 2004. 95-125.
– Fraser, Joelle, Sherman Alexie. “An Interview with Sherman Alexie.” The Iowa Review 30.3 (Winter 2000/2001): 59-70.
– An Interview with B. Mukherjee, dostupno na Jouvert. A Journal of Postcolonial Studies
– Behdad, Ali. “Critical Historicism.” American Literary History 20.1-2 (Spring-Summer 2008): 286-99.
– Koshy, Susan. “Postcolonial Studies after 9/11: A Response to Ali Behdad.” American Literary History 20.1-2 (Spring-Summer 2008): 300-303.
– Anon.,”El Plan Espiritual de Aztlán.” 1969, dostupno na Aztlan Historical Documents
– Anzaldúa, Gloria. “The New Mestiza. Towards a New Consciousness.” Borderlands/La Frontera. San Francisco: Aunt Lute Books, 1987. 99-113.
– Grewal, Inderpal. “Introduction: Neoliberal Citizenship: The Governmentality of Rights and Consumer Culture.” Transnational America: Feminisms, Diasporas, Neoliberalisms. Durham and London: Duke UP, 2005. 1-34.
– Jun, Helen Heran. Race for Citizenship: Black Orientalism and Asian Uplift from Pre-Emancipation to Neoliberal America, New York: NYU P, 2011. 123-48.
– Bhabha, Homi. “DissemiNation. Time, narrative and the margins of the modern nation.” The Location of Culture. 1994. New York and London: Routledge Classics, 2004. 199-226.
Način polaganja ispita: Kontinuirana evaluacija (redovito pohađanje i priprema za kolegij: 10% ocjene; usmeno izlaganje: 10%; pismene zadaće: 10%; kolokviji: mid-term + final; 40% ocjene); seminarski rad (10-15 kartica teksta; 30 % ocjene). Svi elemeni kontinuirane provjere znanja moraju biti zadovoljeni za prolaznu ocjenu.
Ispit iz Američkog društva u rujnu
Ispit iz američkog društva u rujnu održat će se u srijedu, 26.9., u 14h u A-216.
Završni ispit iz američke književnosti u rujnu
U rujnu će se završni ispit iz Američke književnosti (za studente staroga sustava) održati u petak, 14.9., u 16h.
Američka književnost i kultura 1: Američki Jug
Naziv kolegija: Američka književnost i kultura 1: Američki Jug
Nastavnik: dr. sc. Douglas Ambrose, red. prof. (Fulbright gostujući profesor)
ECTS-bodovi: 6
Jezik: engleski
Status: izborni kolegij
Trajanje: 3. ili 5. semestar
Uvjet za upis kolegija: položen Uvod u studij engleske književnosti
_________________________________________________________________________________________
COURSE GOALS:
Tell about the South. What’s it like there. What do they do there. Why do they live there. Why do they live at all.
William Faulkner, Absalom, Absalom!
COURSE DISCRIPTION:
In this course we will “tell about the South.” We will focus on the development and consolidation of the slave society and culture of the Old South and its relation to northern society and culture. Through selected readings, lectures, and discussions, we will explore how the South developed a distinctive social order that found itself by the 1850s locked in a life and death struggle with the North. What were the historical origins of this powerful, complex, and changing regional society? What role did slavery play in southern social, cultural, economic, and political life? How did a society of different and often antagonistic races and classes maintain stability and order down to the War for Southern Independence? How did Africans and African Americans accommodate to and resist their enslavement? How did white and black southerners perceive and relate to each other? What characterized elite and non-elite white culture? How did southern literary expression—novels, poetry, scholarship, religious literature—both participate in a broad “American” culture and reflect a distinct “Southern” cultural movement? By addressing these questions, and others, we will gain a better understanding of how this region and its people affected the course of American history and culture.
FORMAT:
Although primarily a lecture course, I encourage questions and comments at all times. On certain occasions, we will conduct class entirely as a discussion-based seminar. Students should always complete all readings for the week before the Wednesday meeting so that they can offer informed and thoughtful contributions to class discussions.
ASSIGNMENTS:
You will have two written assignments, each of approximately 1000-1250 words. There will also be a final examination.
EVALUATION:
I will evaluate your performance based on your attendance, participation, and performance on the papers and the exam.
REQUIRED READINGS:
Nearly all of the materials for the course will be either on the class’s Omega site or available online. Students should obtain a hard copy of Harriet Beecher Stowe’s Uncle Tom’s Cabin.