Epiphanien unter eiskaltem Himmel. Zum Prosawerk von Klaus Böldl:for prose work of Klaus Böldl

This essay undertakes the first critical assessment of Klaus Böldl's prose works and discusses the position his three published books hold within the context of contemporary German literature. After an introductory examination of Böldl's contribution to the literary portrayal of the peripheral, in this instance the North European/Scandinavian hemisphere, a contrastive analysis of the plots identifies recurring patterns and motifs. In the main part of the essay, the two focal characteristics of Böldl's writings are explored in depth: the narrative destruction of the threshold between natural history and civilisation, as well as the function of transcendental experiences reminiscent of epiphanies. With reference to theoretical writings by Walter Benjamin and George Steiner these literary epiphanies are interpreted as moments of transcendancy's 'profane presence'. © Springer 2005.

Elements of vivid colloquial speech in V. Shukshin's prose

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Arbeit an der Differenz. Zum Eigensinn von Heiner Müllers Prosa:on the obstinacy of Heiner Müller's prose

Die Studie unternimmt die erste umfassende Untersuchung der Prosa von Heiner Müller, die in einer Vielzahl von wechselnden Kontexten und Funktionen eine Brücke bildet zwischen den lyrischen und dramatischen Texten des Autors. Ihre besondere Form besteht dabei in der Verweigerung traditioneller Gattungsnormen aufgrund ihres offenen, prozessualen Charakters. Daher wird der wildwüchsige Bestand an Prosatexten in thematischen Werkgruppen kategorisiert, einer literaturhistorischen Ortsbestimmung unterzogen und systematisierend im Feld der ›Kurzen Formen‹ eingeordnet. Diese Präzisierung des Eigensinns Müller’scher Prosa unternimmt dabei nicht nur einen auch unpublizierte Nachlasstexte umfassenden Werkdurchgang, sondern leistet zudem einen wichtigen Beitrag zur Klärung des höchst komplexen Textbegriffes bei Müller.

Dialogic education:reflections from an accounting course

Our paper aims to contribute to the growing body of literature that has suggested that tertiary accounting education should not simply transfer technical/functional/vocational accounting knowledge. This literature suggests that a more critical accounting educational content complemented by a more dialogical teaching approach is more appropriate. Our paper provides further reflections on just such a course and the challenges that this raises. Specifically, it comments on learner resistance and engagement, syllabus design, delivery and assessment methods. In addition, this paper introduces the role that theory, secondary research and debates have played in this course. The value of this type of course, in terms of developing and transforming the learners is discussed.