Historical lies and fictional truth, the literary right fighting (for) the truth after WWII

War and Memory Research Seminar
QUB, Belfast, December 2009

Beowulf Hondbona: the Literary Context for Emending Line 1520b

In this article I consider the debate over whether line 1520b ought to be read as the emended “hond sweng” or the scribal “hord swenge.” It is a small point philologically but it raises interesting cultural and literary questions about the attitude of the Beowulf poet to arms and armour, to aggressive and defensive war gear, and to swords in particular. It has widely been assumed that swords are important in Beowulf and yet, the question of what their significance might be has received very little attention. Throughout the poem the hero is plagued by breaking, melting, and failing swords. He borrows, finds, and is given swords but unlike other English and Germanic heroes he is never identified with a single, great sword. I suggest that this is because, ultimately, Beowulf is conceived as a hondbana, a designation which has implications for what kind of a hero he proves to be.

Promoting science literacy via science journalism: Issues and challenges

Science journalism is the source of much of the science an individual will encounter beyond formal education. Science-based media reports, which might have been associated with informal education, are increasingly becoming incorporated into formal school contexts. Unlike science textbooks, the science reported in the news is often tentative and sometimes contested. It can involve difficult socio-scientific issues. Descriptors of ‘science literacy’ generally include reading and responding critically to media reports of science. The challenge of using science-based news effectively encourages teachers to reassess their knowledge and pedagogical practices.
In addition to creating interest in science and making links beyond the classroom, news media can be used to introduce pupils to elements of science enquiry and teachers can promote basic literacy and critical reading skills through systematic and imaginative use of media reports with a science component.
This chapter explores the knowledge, skills and attitudes that underpin the use of science journalism in the classroom. The unique characteristics and constraints of science journalism that influence the way science is presented and perceived are considered, and the importance of media awareness as a foundation for critical reading of science news is argued. Finally the characteristics of teaching programmes to support critical engagement with science-based media reports are outlined and the opportunities for cross-curricular initiatives highlighted.

Octave Uzanne’s L’Éventail: a literary mythology of the fan

In the last half of the nineteenth century, the folding fan was phenomenally popular in France. The accessory was a ubiquitous component of women’s dress, yet it also attracted the attention of some prominent collectors and Orientalists as well as acquiring an importance in the art and literature of the period. In many plastic works and literary texts devoted to it, the fan retains a link with femininity, and particularly with feminine sexuality, even as its identity as an art object is emphasized. Octave Uzanne’s L’Éventail (1882), a self-professed literary history of the fan, exemplifies this dualistic treatment as it presents the fan both as a titillating intimate companion of women and as a literary and (although to a lesser extent) art historical subject. This article focuses on Uzanne’s treatment of the fan’s early history in the Far and Middle East. By comparing his text with other contemporary histories of the fan, it demonstrates that the “history” of the accessory may be more accurately described as a mythology.

Palgrave Literary Dictionaries (co-edited with Brian G. Caraher)

Martin Garrett, The Palgrave Literary Dictionary of Shelley (Palgrave, 2013).

Palgrave Literary Dictionaries

Martin Garrett, The Palgrave Literary Dictionary of Byron (Palgrave, 2010)

The Victorian Press and the Fairy Tale (paperback)

Victorian writers often claimed that the press was killing the fairy tale. In fact, it ensured the genre's popularity, bringing literary tales and folklore to the first mass readerships. Exploring penny weeklies, adult and children's monthlies, little magazines and the labour press, this innovative study is the first to combine media and fairy tale history. Bringing reading communities back into focus, Sumpter explores ingenious political uses of the fairy tale: in debates over socialism, evolution and race, and in the context of women's rights, decadence and gay culture. The book offers new insights into the popularisation of folklore and comparative science, and also recovers neglected visual material. From the fantasies of Kingsley, MacDonald and J. H. Ewing to the writings of Keir Hardie, Laurence Housman and Yeats, Sumpter reveals that the fairy tale was intimately shaped by the press, and that both were at the heart of nineteenth-century culture.

The paperback edition includes a new Preface.

A definition of literary literacy: a content analysis of literature syllabuses and interviews with Portuguese lecturers of literature

The aim of this paper is to present a definition of literary literacy in the context of majors in languages, literatures and cultures, in Portugal. A definition of literary literacy was deduced from a content analysis of primary data sources and from the theoretical underpinnings of the transactional theory of reading. The primary data sources are fourteen Portuguese and English literature syllabuses from four Portuguese universities (Lisboa, Nova, Coimbra and Porto) and twelve interviews with Portuguese university lecturers of literature. Based on the findings of a content analysis of both syllabuses and interviews, from the lecturers‘ point of view, a literary literate student doing a major in languages, literatures and cultures must, above all, be able to contextualize literary texts and their authors both historically and culturally, must be able to present an interpretation as a coherent text, and must be able to do and organize bibliographical research.

Examining how post-secondary L2 readers make use of background knowledge when reading literary texts an exploratory study

Literary texts offer rich opportunities for language learning. However, can second language (L2) learners fully understand L2 literary texts? According to Bernhardt (2001):"the act of reading in a second language is extremely tricky -- is even trickier with literary texts that are inherently ambiguous, full of metaphor and intertextual relations to texts to which the readers have no access" (p.198). In other words, L2 readers are often poorly equipped grammatically, linguistically and culturally to cope with literary texts in which it might be difficult to recognize figurative language, to comprehend metaphors, to identify underlying cultural assumptions and above all to think critically while navigating those complexities. Therefore, during the reading process, L2 readers encounter gaps in the text which necessarily compel them to use whatever background knowledge they possess in order to create meaning. The purpose of this research is to see exactly how post-secondary L2 readers use their existing background knowledge to understand literary texts and what they do when confronted with text passages for which they lack such knowledge.