CMLT

This course on Shakespeare's English history plays will adopt an unusual stratagem of reading the plays in order of the historical events they depict: that is, starting with King John, who ruled England from 1199 until his death in 1216, then (after a sizable interval of time devoted to the reigns of Henry III, 1216-1272, Edward I, 1272-1307, Edward II, 1307-1327, and Edward III, 1327-1377, not dramatized by Shakespeare), Richard II (reigned 1377-1390), Henry IV Parts I and II (1399-1413), Henry V (1413-1422), Henry VI Parts I-III (1422-1461 and 1470-1471, alternating with Edward IV, 1461-1470, 1471-1483), Richard III (1483-1485), and finally Henry VIII (1509-1547, having succeeded his father, Henry VII, who reigned from 1485-1509 and whose reign is not celebrated by a Shakespeare play). The emphasis will be on the great plays, Richard II, Henry IV Parts 1 and II, Henry V, and Richard III. My hope is that this approach will enable us to explore Shakespeare's concept of English history over a large sweep of time, leading up to the Tudor dynasty that began with Henry VII's victory over Richard III in 1485 and concluded with the long and successful reign of Elizabeth I, Henry VIII's daughter, whose rule ended with her death in 1603, soon after Shakespeare had completed his writing of all these plays except Henry VIII. We will be reading the plays in the order in which they were printed in the first complete edition of Shakespeare works in the 1623 First Folio. Undergraduate:(D, E) Graduate:(Med/Ren)

This course will focus on fictional texts that readers have misrecognized as factual accounts, as well as the less frequent case of factual texts misidentified as fictional. Students will study the rhetorical strategies or historical and cultural circumstances responsible for these “errors of pragmatic framing” (O. Caïra) by investigating the contexts governing the production or reception of works such as Apuleius’ The Golden Ass, Les Lettres d’une religieuse portugaise, Denis Diderot’s La Religieuse, Wolfgang Hildesheimer’s Marbot: A Biography, and Orson Welles’ adaptation of The War of the Worlds, among others.

Ambiguous and elusive by definition, the autobiographical genre has attracted generations of critics determined to identify its specificity and define its boundaries. Throughout the course we will examine the main theories relevant to the study of autobiography, reflecting at the same time on various problematic aspects of the genre that literary theorists have long discussed: the pitfalls of personal identity, the presumption of pronouncing one’s final words when one’s life is not yet over, the untruthful mediation of writing, and the paradoxes of memory. We will focus our inquiries to the English, French and Italian contexts, analyzing in particular the theories developed by Gusdorf, Starobinski, Lejeune, Ricœur, De Man, Olney, Battistini, D’Intino. Part of our task will be to test these approaches against narratives produced in different historical periods.

We usually think of the translator as a mediator, the figure who allows authors and texts to speak to audiences beyond their original language. Consequently, the questions we tend to ask about translation revolve around the central issue of fidelity. Is the translation adequate to the original? Has it remained faithful? In this model, the origin and the target are both assumed to be monolingual and the translator is the bilingual go-between. But there are very few, if any, truly monolingual cultures, and translations usually circulate in a far more complex manner. In this seminar, we will turn to the self-translator as a figure who challenges conventional models of translation and cross-cultural circulation. Can the author betray herself in the act of translation? To approach this issue, we will read classical texts in translation theory as well as more recent work that thematizes self translation, and we will look at literary texts written by bilingual authors and constituted by self-translation.

This course examines gender, race, and dis/ability in texts drawn from across the breadth of Yiddish literature. Using critical theory as a lens into the world of Yiddish writing, we will encounter medieval troubadours and healers, spirit possession, feminist performance art, and more. With an emphasis on poetry, the syllabus begins with some of the earliest known Yiddish verse (c. 1382) and concludes with the 20th century avant-garde. Literary authors include Peretz Markish, Meyshe Kulbak, and Dvoyre Fogel. Theoretical and historical studies include the work of Eve Sedgwick, Mel Chen, and Alexis Pauline Gumbs.No prior knowledge of Yiddish is required for enrollment. All course literature for the seminar will be available in English translation. An additional weekly session will meet to read Yiddish texts in the original.

 The relationship between fashion and modernity has always been taken for granted. Indeed, it is guaranteed in the very etymology of the French and German words “mode” and “modernité”. Yet, on closer inspection, there is a blind spot in this relation in that fashion seems rather to be the Other of modernity than modernity itself, an Oriental colony in the heart of the West.The modern discourse of fashion testifies to the ambivalences and paradoxes in this relationship. From the beginning of the modern world until now, it is strangely split: there is fashion and fashion. Properly speaking, men’s fashion is not really fashionable. The perfectly functional suit without superfluous adornment is, in its world-wide constancy through the centuries, almost invariably classical. Its staggering universal success is due to the fact that it is the ideal modern dress: beautiful, because functional. Women’s fashion, on the contrary, is a remnant of the old, effeminate aristocracy – a frivolous frill, an all-in-all dysfunctional ornament, badly in need of thorough modernization. The „new woman“ is born in agonizing pain and perpetual fallbacks: while Chanel almost lead us toward a functional feminine form, Dior’s new look was, from this perspective, a setback: it brought back the unhealthy, restrictive corset and offered a slap in the face to the modern aesthetic dogma of „form follows function“. Fashion therefore seems to be the locus of a strange intimation of the political set against the common politics of modernity.By reading texts form Friedrich Nietzsche to Adolf Loos and Thorstein Veblen, Rousseau to Baudelaire, from Gautier, Zola and Apollinaire to Simone de Beauvoir and Pierre Bourdieu,  the course will center around this blind spot between fashion and modernity and the new gendering of fashion in the bourgeois, post-feudal era.

The topic of Civil war has massivly resurfaced in literature after the Second World War. Interestingly, it comes back in the Roman disguise that had dominated already the 19th, and a fortiori the 20th and 21th centuries. How  can one narrate the total dis-integration of society that is civil war? We will look at Claude Simon’s novel Georgiques and Michel Houellebecq’s novel Soumission. But we will also go back ad fontes with Vergil’s poem Georgiques and the last book of the Aeneid. To understand the principle of this translatio Romae, we will take a look into Karl Marx’s The 18th Brumaire of Napoléon Bonaparte.

This course is an introduction to psychoanalytic theory, from the works of the two most influential figures in the field. We’ll read seminal texts by both Freud and Lacan, and look as well at how those works have influenced the Humanities and philosophy— specifically, we’ll consider brief passages by  Derrida, Kristeva, Kofman and Zizek.  Starting with Freud, the idea is to make students feel “at home” in the fascinating world of psychoanalysis and its assumptions. Major texts by Freud will include “Beyond the Pleasure Principle,” “Note on a Mystic Writing Pad,” “The Uncanny,” “Jensen’s Gradiva,” the Dora case, and a selection of texts from other works. Lacan readings: “Seminar on the Purloined Letter,” Poe’s “The Purloined Letter,” “God and the Jouissance of the Woman: A love letter,” and parts of the Ecrits. We will also read excerpts from a variety of texts that use the writings of Freud and Lacan for theoretical purposes: Derrida, Sarah Kristeva, Irigaray, Zizek, and others.

This course will examine some of the salient texts of postmodernism. Part of the question of the course will be the status and meaning of “post”-modern, post-structuralist. The course requires active and informed participation.

Readings in theories of literature and related arts from cultures other than those of the post-1900 industrialized regions. What motivated reflection on verbal art in Greece, Rome, early China, early South Asia, and elsewhere? Rhetoric, hermeneutics, commentary, allegory, and other modes of textual analysis will be approached through source texts, using both originals and translations. Authors to be considered include Confucius, Plato, Aristotle, Zhuangzi, Sima Qian, Augustine, Liu Xie, Abhinavagupta, Dante, Li Zhi, Rousseau, Lessing, Schlegel, and Saussure. This course fulfulls the Autumn core requirement for first-year Ph.D. students in Comparative Literature.