Remembrance Day Salon

‘The thought of you facing their trauma first-hand is just too much to comprehend. Have you saved lives? Or is it always that little bit too late? Does the smell of blood ever stop making your stomach turn? It must all still chill you to the bone. I hope you can still feel something when you come home to me’ – Emily Duke, ‘Letter to an Unknown Soldier’.

 

A few weeks ago, on November the 11th, the Literature Department held a salon with writers in residence Vanessa Gebbie, Clare Best, and Neil Bartlett, who’s brainchild, the ‘Letter to an Unknown Soldier’ project, he had brought to fruition to mark the centenary anniversary of WWI.

 

The talk started with an introduction by Clare Best, before Neil Bartlett described how he came up with the idea for ‘Letter to an Unknown Soldier’. Bartlett was frank and illuminating in his relation of how the project got started, and demystified how the whole funding process works for this type of project; ‘Funding first, ideas come after’. The idea came to Bartlett as he arrived in London for a meeting to discuss his ideas (of which he had none by this point), and on departing the train at Paddington station, saw the ‘Letter to an unknown soldier’ statue, and the project was born then and there. Vanessa Gebbie then read some of her poems that focused on her favourite war memorials across the UK.

 

One of our third year students, Emily Duke, also read out her poem ‘Letter to an Unknown Soldier’, which was published alongside a selection of other entries in the new book, which you can read here on the blog.

 

Perhaps surprisingly for someone so involved in the remembrance goings-on, Bartlett raised a few problems he has with the way remembrance is practiced generally in this country. The BBC’s coverage was largely held to account, in its veneration of pomp and ceremony, and its deliberately emotive tactics that seemed to cheapen the whole proceedings, although in my opinion, the BBC’s coverage is more of a symptom than the cause of an increasing glorification of war in general. Somewhere along the line, the panel and the audience seemed to agree, the ‘true’ meaning of remembrance has been lost.

 

For instance, as Bartlett mentioned, having a 13-year-old boy place the first wreath on the cenotaph – intended no doubt as a tear-jerker – sent out mixed messages about child-warfare, and the close-up of David Cameron shedding a respectful tear seemed staged, and in bad taste.

 

The disagreements seemed to come when it was asked ‘what should Remembrance Day be about?’ Some seemed to advocate a return to a more traditional, somber, and serious appreciation of those heroic men who ‘died for us’, while others – the large majority it seemed to me – were slightly troubled by this.

 

Those of the first camp thought that more should be done to honour soldiers from the far-flung reaches of the old Empire who, apparently, threw themselves willingly onto the sacrificial pyre of war so that in the future, women could vote, and we could live in a democratic capitalist society speaking English instead of German (do these things really warrant death on such a scale?). Rather bizarrely to me, this made remembrance day sound like a celebration of modern-day multiculturalism, suggesting that because people from many faiths and cultures all died for this ‘common cause’ (Britain?), that it should be seen as a way of bringing the nation together. A positive spin emphasizing camaraderie and togetherness, perhaps, but one that sounds suspiciously like a return to old Imperialist values to me.

 

Others questioned the patriotic overtones that remembrance day seems to carry with it, mentioning the Quaker study, which worked out that, had the display at the tower of London included casualties from both ‘sides’, it would cover a much larger area of London. It was also suggested that the remembrance of pacifism and conscientious objectors should take more prominence, and that more effort should be taken to remember our country’s less than humane treatment of those who disagreed with the war, as did this article in the independent.

 

The talk was lively and thought provoking, and made pertinent just how important Remembrance Day is to British culture and our sense of national identity, but also how divisive and sensitive an issue it can be. In my opinion, to say that the millions who died in the First World War sacrificed themselves in order that we could live as we do today, suggests that sacrifice, and war, are necessary for progress. When I was at school, we were always told that we remember ‘so that it may never happen again’, a phrase which has conveniently fallen away in recent years, no doubt due in part to Britain’s re-boot of Imperialism in the middle-east.

Jack Thurland, Third Year Literature Student.

 

Doctoral Funding Opportunities in Literature

 
There are currently funding opportunities for students wishing to pursue PhD studies. These are the Doctoral Training Partnership studentships (TECHNE), which require students to work with partner organisations during the writing of their thesis, and the University of Brighton studentships, which focus students on the thesis alone. Both schemes offer fully-funded doctoral studies (stipend and fee waiver). The deadline for applications to the TECHNE scheme is 23 January 2015 and successful applicants will commence study in October 2015.
 
For further information on the schemes and details about how to apply see:
 
 
The Literature team welcomes applications on a wide range of subjects from the Early Modern period to Twenty-First Century literature. For an outline of the team’s interests, see:
 
 
We advise applicants to contact potential supervisors to gain advice on developing the proposal before submission. For a detailed list of staff and areas of expertise, either go to http://arts.brighton.ac.uk/faculty-of-arts-brighton/staff-finder?id=21521&tag=21521:54 or contact Dr Andrew Hammond at A.N.Hammond@brighton.ac.uk.

Applying for Doctoral Study: PhDs and Studentship Opportunities

 
Thursday 6th November 
11:45-12:45, M2 Grand Parade   
This session is aimed at current MA students, and others, interested to learn more about doctoral study and the opportunities to apply for funded studentships. It will provide a brief introduction to PhDs in the arts and humanities, followed by an outline of current funded opportunities through our Doctoral Training Partnership (TECHNE), The Centre for Doctoral Training in Design (Design Star) and University of Brighton studentships. There will be time for discussion and questions. Led by Prof. Darren Newbury, Director of Postgraduate Studies and Prof. Alan Tomlinson, Head of Doctoral Training.
To find out more about Studying a Doctorate in Literature, see: http://arts.brighton.ac.uk/study/english-literature-studies-brighton/phd-literature-brighton

Slavoj Zizek’s ‘The Myth of Western Liberty’ at the Southbank Centre

One of the benefits of living and studying in Brighton is that London is only a short train journey away, and so it is easy to take advantage of all the museums, galleries, and events which the city has to offer, without having to put up with actually living there. The Southbank Centre is currently hosting a Literature festival, concentrating on ‘the themes of freedom, justice and democracy’, and aims to be a celebration of ‘the optimism of the human spirit and the ability of the arts to celebrate and transform lives.’ Last week I went along to Slavoj Zizek’s talk, entitled ‘The Myth of Western Liberty’.

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The talk began with a short lecture, which was followed up with a Q&A with Paul Mason, and then a few more questions from the audience. Zizek was as entertaining as ever, with the talk flitting from popular culture and current events, to Hegel’s dialectics and the ‘Frankfurt school’ (there was very little Lacan mentioned, to my dismay), and with a generous peppering of his usual jokes.

This was all hurtled through at a heady pace, which for me was at times pretty hard to follow. His Slovenian accent, constant nose-rubbing, shirt pulling, and gesticulating, were all further obstacles to a clear understanding of what was being said, and although the entire talk was being subtitled and shown on a large screen above, this was done with some delay, (and with some hilarious errors – Obama was translated as Owe Balm Ma, etc.). This meant that some of the subtleties of his argument, along with what was as far as I could discern as being (for me at least, having only read a few of his books) new material, was missed.

 The opening lecture was predominantly covering old ground, with a brief reassertion of his philosophical position – presumably intended for those unfamiliar with his work – and steered clear of the nitty-gritty complexities of his books.

Some of the more memorable things discussed were some worrying developments made by scientists in the USA, who have fitted microchips inside the brains of mice which allow their movements to be controlled remotely. According to Zizek, who has spoken with the scientists involved in the research, these experiments have already progressed on to humans. Perhaps even more worrying, is that the control goes completely unnoticed by the test subject. Whilst the chip is active the scientists can control the movements of the subject – make them turn left or right – but when asked afterwards if they felt like they were being controlled in any way, the test subjects responded that it felt like they were making their own decisions. They felt as if they wanted to turn left or right, when really it was the will of the scientist in the room adjacent. Zizek of course then made parallels with the current system of democratic capitalism dominant in the west, in which the big decisions that govern our lives are already made for us in secret, whilst we potter around thinking we are free. 

This is not a particularly new or shocking argument – one is reminded of Barry Schwartz’s The Paradox of Choice (2004), for example – but interestingly, Zizek goes further. Zizek would rather have less, not more, choice, which is one of his gripes with the current liberal attitude that is constantly complaining about capitalism infringing upon their freedoms. According to Zizek, some decisions should be made for us. We shouldn’t have to be burdened with choosing the best schools for our children, what healthcare insurance to have, and so on, these should be decided already.

Here’s where Zizek goes a little, in his own words, ‘Stalinist’. In fact, he excuses his Stalinist leanings quite frequently throughout the talk. Zizek’s alternative model involves the emergence of a benevolent ‘master’ figure, a person who becomes a figurehead for the mobilization of individuals to form a proper community, and is more of a facilitator, than a traditional leader. Someone who inspires rather than decides on the behalf of the public – and this is where I start to lose sight of what he is talking about. The trouble is, we have to just sit tight and wait for one of these ‘masters’ to emerge…

Zizek becomes quite vague when prompted further by a member of the audience to extrapolate on what should, or can be done, to change the current system. ‘We’re running out of time’, he says, with global warming, the current economic crisis. The time for ‘action’ is surely upon us, isn’t it?

Zizek’s answer is ‘no’. The action of the twentieth century which sought to instate an alternative; communism, uprisings, socialism, all essentially failed to alleviate the onset of late capitalism, and were perhaps the very catalyst for the next, more advanced phase of capitalism to emerge. According to Zizek, now is the time for re-thinking. To imagine, rather than re-act, to start Demanding the Impossible. Action now would more than likely be in the same vein as those twentieth century attempts at reformation, and would inevitably produce the same results. Zizek reworks the old Marxist thesis that ‘”philosophers have only interpreted the world; the time is to change it”’, instead, ‘we should say, “In the twentieth century, we maybe tried to change the world too quickly. The time is to interpret it again, to start thinking.”’[1] A sentiment that was no doubt comforting to the audience, who had spent their evening sat in the Southbank Centre doing just that.

Jack Thurland, 3rd Year Literature Student.


[1]  Zizek can be seen discussing this idea previously, too: http://youtu.be/IgR6uaVqWsQ

Story Water

Anna Cole was a Visiting Lecturer with the Literature Team at Brighton University, 2012-2014.  She taught Postcolonial Literature, Travel Writing, and New English Writings and Voices.  The following is an account of her recent trip to Paris as part of her ongoing research.

At the end of the teaching term, Summer 2014 I was lucky enough to spend a fortnight in Paris on the first half of a Research Fellowship at the Centre de Recherches Interculturelles sur les Domains Anglophones et Francophones at Paris University, 13.  I was invited by the Centre to their inter-disciplinary research ‘lab’ – a lab in the French tradition – combining innovative teaching practice in the humanities and social sciences, with researchers from a variety of disciplinary backgrounds including literature, history, sociology, and English and Australian studies. Before heading to Paris for the Fellowship I’d recently collaborated with Vanessa Castejon, an Associate Professor in the lab, and with Oliver Haag from the Austrian Centre for Transcultural Studies on a book called Ngapartji Ngapartji.  Ego-histoire and Indigenous Australia (Australian National University Press, forthcoming, November, 2014).  Ngapartji is a book of life-writing by leading and emerging Indigenous and non-Indigenous scholars reflecting on the relationship as Pierre Nora (Foucault’s publisher and renowned French historian) wrote: ‘between the history that you made and the history that made you.’  Building on this collaboration my recent time in Paris forms part of the development phase for a potential collaborative bid for an EU grant, potentially part of ‘Horizon 2020’.

Each of the three principle researchers for this project, Vanessa, Oliver and myself, work in former colonial world powers that now hold often dispersed but rich ethnographic collections of material culture from Britain, France and Germany.  Objects with ritual, religious, social and cultural significance for communities from once colonised countries, including Australia, Africa and the Pacific found their way en masse to European centres during and after the high period of colonialism.  Our large grant proposal seeks to bring together a team that includes academic researchers from comparative literature, historical anthropology and political science with writers, artists and practitioners active in creative cultural heritage such as Shazea Quraishi, Alinah Azedah and Rosanna Raymond.  In essence the project intends to reconnect the makers, the takers, the traders and the holders of the ethnographic objects from around the world to the stories that bring them alive today.

At the heart of the project is story: ‘A story is like water/that you heat for your bath/it takes messages between the fire and your skin.  It lets them meet/and it cleans you!/very few can sit down/in the middle of the fire itself/like a salamander or Abraham/we need intermediaries’(Jalal ad-Din Muhammad Rumi, c .1270). Sayantani DasGupta who teaches on the Masters programme in Narrative Medicine at Colombia University says she often reminds students that stories were the first medicine.  Storytelling is the way our families and communities weave threads of interconnection, the way societies and cultures ask the big questions and begin to make meaning from life’s mysteries including death, suffering, illness, birth and historical legacies. The baths that holds the water for our project are the ethnographic museum holdings of the former colonial empires of Britain, France and Germany.

During my trip to Paris I visited the relatively new Cite Nationale de l’Histoire de l’Immigration (National Museum of the History of Immigration) in the Palais de la Porte Doree, formerly the home of the Musee National des Arts d’Afrique et d’Oceanie and built initially for the first International Colonial Exposition of 1931. A building thus redolent with colonial and ‘post-colonial’ history. Mr Sarkozy, then President, guaranteed the new Immigration museum would make headlines when he conspicuously didn’t show up for its inauguration. The museum has something of ‘the slightly ramshackle, melancholy air of a temporary installation’ as Michael Kimmelman who reviewed the new museum for the New York Times when it first opened put it: ‘it shares an old building with an aquarium that occupies the basement.  Most visitors, when I looked, headed down’ (New York Times, Oct. 17, 2004).

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‘Road to Exile, 2008.  Barthelemy Toguo

Entrance to the Cite National de l’Histoire de l’Immigration

I wanted to explore the newest exhibition at the Museum, the ‘Gallery of Gifts’, a new and growing collection of objects and photographs, many passed down from generation to generation, given to the gallery as donations.  Members of the French public are invited to give the museum an object with an accompanying narrative that represents something of their personal history of immigration. ‘Objects that were the keeper only of family memories, or personal identity, such as identity papers, an employment contract expired, swell the ranks of object ‘witnesses’ to immigration history’ (http://www.histoire-immigration.fr/musee/la-galerie-des-dons, 17/6/14).  While the permanent exhibition ‘Landmarks’ presents a national or collective history of immigration, the ‘Gallery of Gifts’, foregrounds the personal in the creation of national stories.

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Iranian silk scarf, donation, ‘Gallery of Gifts’,Cite National de l’Histoire de l’Immigration

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Path to the entrance of Musee du quai Branly

The slightly ramshackle, empty feeling of this museum couldn’t differ more from the second site of my research trip:  The Musee du quai Branly, which opened in 2006.  Built in a state of the art, architecturally innovative building on some of the most expensive real-estate in Paris a block away from the base of the Eiffel Tower, the Musee was the love child of former President Jacques Chirac and art collector Jacques Kerchache.  This museum is a seriously impressive piece of state expenditure, with a lavish gift shop, a roof top restaurant and café with panoramic views up to the Eiffel Tower.  It is a huge site, designed, as the visitor brochure describes it, ‘as a vast territory for visitors to discover’. Chirac and Kerchache envisioned the museum on the quai Branly as the culmination of their long-term dream to attribute non-western cultures their ‘due place’ as the brochure explains, within the National Museum structure in France.  Visiting the museum it seems this ‘due place’ is to be looked down upon by the throngs of tourists who climb the Eiffel Tower and gaze down at the pointillism painted on the roof of the museum by Indigenous Australian artist Lena Nyadbi.  The almost overwhelming collection of ethnographic objects in the Quai Branly is shrouded in high-end art gallery style behind slabs of thick silent glass.  These objects were ‘collected’ in large part from the now Museum for Immigration’s former incarnation – the Museum for African and Oceanic arts.  Divorced from their context and stories, ritual and cultural objects take on an exotic, distancing aura of ‘the other’ and the museum seems to reinforce a disorienting sense of the intransigence of cultural difference of former colonised communities.

My short initial research trip, juxstaposing both museums, points at an intriguing set of directions and questions to be explored as our work progresses.  I’m going to conclude these reflections here with one of those serendipitous research moments from my time in Paris that often uncannily enrich our work.  Tired from hours walking the shrouded circular paths of the Musee du quai Branly I searched for the ‘Kerchache reading room’, a research resource attached to the museum.  As I walked into its hushed interior, a book caught my eye from across the room: Lanterns on the Prairies. The Blackfeet Photographs of Walter McClintock (Western Legacies series, published in co-operatoin with the National Cowboy and Western Heritage Museum, 2009).  Darrel Robes Kipp a descendant of the Blackfeet tribe had written an introductory essay ‘Completing the Circle’ and it discussed some of the exploitations involved in the collection of photographs but also the significant reciprocal exchange in this historical collection.  He wrote ‘it is my hope that museums and archive curators will seriously consider disseminating to tribal communities information on collections that originated with those communities…today with a resurgence among tribal members of tribal knowledge, descendants of the original subjects are a ready audience for much of the chroniclers work…McClintock’s study, once it makes the full circle back to the Blackfeet tribe, may in fact serve its greatest purpose (p.100).  Making this kind of full circle, restoring and listening to the stories of these objects and returning them in creative and contemporary ways to the communities in which they originated seems a vital role for research today:

‘water, stories, the body/all the things we do, are mediums/that hide and show what’s hidden/study them/and enjoy this being washed/with a secret we sometimes know/and then not’ (Storywater, Rumi)

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Standing in Charles Sandison’s river of words, Musee du quai Branly

 

Terry Gilliam’s ‘Brazil’

Learning about theoretical discourse has been a large part of my education at the University of Brighton, sadly a path not widely shared by my peers. Often, I am asked, quite bluntly, what is the point of literary theory. And up until now, the chagrin of not being able to give a fully coherent answer has left me appearing to reinforce the ‘plaisir’ of textual consumption; as opposed to advocating ‘active reading’ and the resulting ‘jouissance’, of which theoretical study is integral.[1]

 

But, now I have my most coherent answer yet, a finite way of explaining the primacy of ‘theory’ in the study of any given text. I introduce to you Terry Gilliam’s cult masterpiece Brazil (1985), a raw and hilarious satirical ‘text’ depicting a dystopian future Britain constrained by a hegemony centred around bureaucratic ‘red tape’ gone awry. For those of you unfamiliar with the piece, the film follows the ineffectual Sam Lowry (Jonathon Pryce) and his ludicrous quest to find the girl of his dreams (very literally), whilst attempting to evade the increasing threat of a broken air-conditioning unit that resides in his flat.

 

On the surface the film and its message seem very straightforward; an open attack on a totalitarian modern age, mixed with swipes at bourgeoisie ideologies, all placed under the umbrella of absurd hyper-bureaucratic nonsense. However, there are aspects of the film that are enigmatic and ambiguous at first glance, the cultural signification of Michael Palin’s ‘Torture Mask’ exemplifies such a discrepancy in meaning, and still alludes me to this day.

 

Yet all hope is not lost. It is with the application of theoretical discourse that one can begin to ‘unpack’ the deeper meanings within the architecture of Gilliam’s film, giving meaning and purpose to the more illusive undercurrents of the text. Most importantly, before this essay begins, I am not arguing that everything in Gilliam’s Brazil is to be placed under the microscope; I personally believe that Palin’s ‘Torture Mask’ (ironically) is most effective as a talismanic symbol of Brechtian alienation, one of which begs the engagement of the audience’s critical faculties because of its uncanny presence. However, many of the films more poignant swipes at modern culture can be unlocked through the careful application of literary, philosophical and cultural theory.

 

To begin, let’s take protagonist Sam Lowry’s reluctant dinner with his pseudo-debutante mother, Mrs Ida Lowry (played by Katherine Helmond). The most striking joke in this whole scene is the food that each of the members of the table order. When it arrives, their ‘orders’ are nothing more than amorphous coloured lumps accompanied by an exquisite picture of the ‘real’ food each person ordered from the menu. As it stands this is a simple joke of misdirection; they have ordered food; they have not received what they thought they would receive; it’s so funny how weird the future is…

 

Now, when considering Jean Baudrillard’s theory of ‘hyperreality’, in his work The Vital Illusion and The Illusion Of The End the innocuous food blobs take on a much more sinister and satirical meaning.[2] In Brazil’s future dystopian society, the bourgeoisie culture ‘no longer [has] any critical or speculative distance between the real and the rational’, their food is an example of a hyperreality. The blobs ‘abolish the real’ food that has been ordered, ‘not by violent distinction’ but by ‘the strength of the model’ i.e. the picture, the perfect example, of which, can be imbued with the recipient’s emotional resonance. This image or ‘referent’ has penetrated the reality of the culture, becoming an adequate substitute for food and thus we are left with a meal, stripped of its impetus, being and reality.[3] This analysis provides a much darker and more biting satirical commentary (much more in keeping with the tone of the film). Through such an analysis, we are no longer bamboozled by the manifestation of a very queer futuristic looking meal, instead we are enlightened to a much more subtle derisive swipe at bourgeoisie cultural values and its practices.

 

Next, an analysis of the heroic and hilarious Archibald Tuttle (played by Robert De Niro), a rogue plumber hell-bent on making the world a saner place in the face of Central Services, because, after all, ‘We’re all in this together’. Tuttle’s minor role in the film serves, at first, to reflect how mad a dystopian capitalist Britain has become. The extreme lengths that Tuttle must go to, zip lining around high-rise industrial housing blocks for fear of death, for being an independent plumber convey the capricious behaviours of this fictitious Britain’s institutional state apparatus.

 

However, the madness of this fictional Britain’s authoritarian ideology runs much deeper than merely Tuttle’s escapades. By drawing on the influential critic Raymond Williams, in his work, Base and Superstructure in Marxist Cultural Theory, we can see how the character of Tuttle is symptomatic of a proposed future capitalist society that has lost any ability to distinguish between ‘oppositional’ and ‘alternative’ sub-cultures. As a result, the ‘dominant mode’ of the British state is to extirpate all forms of emergent and residual cultures, be they opposing or not.[4] Moreover, this notion presents the argument that capitalism is unstable and detrimental to humanity’s freedom.

 

Let’s consider the hyper-capitalist Britain that is the background to Brazil to be the ‘dominant mode’ of society. We might then consider Archibald Tuttle to be an example of a ‘residual mode’ of practice, an out-dated idea of capitalist culture (by Brazil’s premonitory standards) that allows for competition to provide the best service for the consumer, i.e. the best and most reliable plumber at the most competitive rate. In its current state, this version of Britain has ‘incorporated’ all competitive plumbing outlets into the dominant mode via the Central Services, in an attempt to maintain the maximum profit. This is where the role of Archibald Tuttle in relation to his society becomes misleading. If Tuttle were gaining any monetary profit, and thus impinging on the dominant mode, he would be considered oppositional and ripe for eradication. However, Tuttle’s reasons for going rogue are put down to simple socialist empathy, ‘We’re all in this together’, and in conjunction a hatred of bureaucracy depicted by the collectively dreaded ‘form 27B/6’. In actuality, Tuttle poses no real threat to the infrastructure of the dominant mode, as Williams states, ‘in capitalist practice, if the thing is not making a profit, or if it is not being widely circulated it can be for some time overlooked’; he is nothing more than a freelance plumber picking up the slack for Central Services, a residual and alternative mode in society.[5] So why is he a person of interest to the Ministry of Information? Well, the very fact that Tuttle has a gun in his tool kit, and works under the cover of darkness, is illustrative of an authoritarian state that is so greedy and power mad that any alternative mode of practiced living to the dominant mode is unacceptable. In Brazil, there is no longer incorporation, only extermination. Thus, Tuttle’s character foregrounds how Britain in this proposed future society has lost all sense of humanity and cultural co-existence because of extreme capitalist endeavour. We might then read that, in the eyes of the text, capitalism can only lead to the eventuality of totalitarianism. This idea is exemplified in the opening of the film when, due to an insect related error, the cobbler Archibald Buttle (as opposed to Tuttle) is removed from his home and sentenced to death by the Ministry of Information.

 

By extrapolating on the film’s minor characters in conjunction with cultural philosophy, the role of Tuttle and Buttle have become expository in a wider social reading of the film. However, without the use of Raymond Williams’ discourse Tuttle becomes nothing more than a helpful plumber whose primary aim is to fight authoritarian bureaucracy, and Buttle as simply a casualty of that bureaucracy in action. Without theory, Brazil’s wider intimations remain closed off to its audience.

 

To conclude, I hope this essay has shown that ‘theory’, in its many varied forms, is of the gravest importance. By applying certain theoretical discourses to specific and often enigmatic aspects of a text, one can elucidate meaning more readily; lumps of ‘future food’ reveal themselves to be very intelligent and witty satire; the analysis of minor characters serve to single-handedly illuminate the entire architecture of their text. Now when people ask me, ‘what is the point of theory again?’ I can answer simply, that it makes understanding a text so much ‘easier’. And, wouldn’t it be nice if the world was a little ‘easier’ or ‘clearer’, I mean, ‘We’re all in this together’, aren’t we?

Matt Iredale, 2nd Year Literature Student


[1] Roland Barthes, The Pleasure of the Text (New York: Hill & Wang 1980)

[2] Jean Baudrillard, Simulacra and Simulations, in Literary Theory: An Anthology, ed. Julie Rivkin and Michael Ryan (Blackwell Publishing ltd 2004), pp. 365 -378

[3] Malpass Simon, The Postmodern (Routledge 2005) p. 94-95

[4] Raymond Williams, Base and Superstructure in Marxist Cultural Theory, in The Norton Anthology of Theory and Criticism: An Anthology, ed. Vincent B. Leitch (London: Norton 2010), pp. 1432 -1433

[5] ibid. p. 1433

Letter To an Unknown Soldier

unknown soldier

A website set up by Neil Bartlett  and Kate Pullinger, 1418now, is encouraging people to write a letter to someone who fought in World War I to mark its 100th anniversary. Thousands of people have already written to the unknown soldier (based on a commemorative statue in London’s Paddington station), including schoolchildren, pensioners, students, nurses and members of the serving forces, with many well-known writers contributing as well; authors as diverse and distinguished as Stephen Fry, Malorie Blackman, Andrew Motion, Lee Child, Louise Welsh, and Kamila Shamsie. Eventually all of the letters will be archived in the British Library where they will remain permanently accessible online. Emily Duke, a second year Literature student at Brighton, has had her ‘Letter To an Unknown Soldier’ selected to feature in the project. Here it is:

Letter to an Unknown Soldier

 

Darling Marilyn,

 

So this is it. We’re finally at the stage where just this paper brings us together. I know we’ve built up to this for weeks, but I never expected to miss your skin. That cluster of freckles behind your ear, the way your eyelashes form fanned shadows on your cheeks.

It’s the little things that make me hurt. And it’s the unknown, the silence of wondering how you’re coping, the silence of praying for all of those poor, poor men. I try to tell myself that they’re all going to be coming home to their loved ones, but I know, you know and they know. We all know the truth.

The thought of you facing their trauma first-hand is just too much to comprehend. Have you saved lives? Or is it always that little bit too late? Does the smell of blood ever stop making your stomach turn? It must all still chill you to the bone. I hope you can still feel something when you come home to me.

But, my love, if you don’t – I want you not to worry. I will warm you up again. I will hold you for as long as you need, and I will remind you that despite everything that’s happened, we live in a beautiful place and it is going to be ok.

Think of that. Think of us. Think of all that you are, that we are and will be. I will get you through this.

I am forever proud of you and forever yours.

 

Jenny

How I like to teach

Dr. Jess Moriarty researches in the field of pedagogy in writing practice, especially in auto-ethnographical academic writing and in creative writing with undergraduates. Jess is the Course Leader for English Language and Literature at the University of Brighton, and the co-founder of Work Write Live, which provides a range of writing short courses and volunteering opportunities for students in the Faculty of Arts to develop the vocational and academic skills they are acquiring on their degree program. Here’s her approach to teaching:

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How I like to teach

My Dark Material

3:35 York to King’s Cross,
going home to Brighton and you.
I am an alien in the North,
exhausted, sweaty from the effort
of being so cut off.
Heart muscles stretch,
sinew and tendon reaching out,
not quite getting through.
You are everywhere –
your face in the £1.80 cup of tea,
your laugh in the chugging and clacking
of train on track,
racing the wires linking pylon to pylon,
all pointing South, all leading back
cross country to you.
I will the train on, navigating past
Doncaster, Peterborough, Potter’s Bar,
needing the dent of you on my chest,
needing more than just love
to join us through the air.

Moriarty, J. (2014).

Leaving the blood in: Experiences with an autoethnographic doctoral thesis. In N. Short, Zeeman, L., & Grant, A. (Ed.), British Contemporary Autoethnography. Rotterdam, Boston, Taipei: Sense.

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The above poem featured in my doctorate, which looked at the triangulation between research, autobiographical experiences and creative outputs. I am interested in academic writing that breaks with tradition and in the teaching that is essential to such practice.

When teaching Creative Writing I use a mixture of writing workshops, master classes with local guest speakers and community projects to help my students develop skills in a variety of genres and to build confidence with their creative processes.

My students are expected to engage in a writing community and to share their ideas and their writing with their peers and with me. It is my job to ensure the workshop space is challenging but that they feel safe and supported when reading their work aloud and discussing any feedback. Working in a range of genres, I ask students to take risks and experiment with prose, poetry, script, autobiography and graphic novel writing so that they understand concepts of ‘good’ storytelling and can apply this to all practices of writing. Students who take part in my modules can expect to work with local school children, residents of a retirement village, professional writers and performance artists in order to enhance their awareness of the craft, apply their writing and creativity to real life scenarios and push themselves academically, vocationally and personally.

I expect my students to read, read, read and write, write, write and in return for their commitment to honing and expanding their practice, I offer them the assurance that they will be better writers by the end of the module. Sometimes students choose to study creative writing because they think it will be the soft option but they soon realise that writing is personal, it is difficult and it is important. By equipping students with the techniques and skills that can help them improve as writers and by engaging them with a creative group, working on community projects and talking to professional writers, students see a noticeable difference in their writing and also feel able to articulate themselves and their discipline in relation to the world beyond the classroom.

Students are expected to attend every workshop and to also share their work on-line via the class blog. This means that students who feel less confident reading aloud have a space to share their work that is potentially less exposing and it also means that they can get in-depth feedback on their writing ad develop and on-line community which can enrich their writing and their experience of the module. workshops are often held in the creativity centre where the students can use the beanbags, write on the walls and own the space in order to feel more empowered in the workshop environment. It means that the tutor is less privileged and this helps to build trust and provides a stimulating place to work in.

I have been nominated by my students for several teaching excellence awards and in 2013 I was commended for being an inspirational teacher although this is a reciprocal process as it is my students who continue to inspire and motivate me.

Related: Richard Jacobs on his approach to teaching literature.

New Writing South

Sophie has recently graduated from the University of Brighton where she studied English Literature, and now works for Brighton based registered charity New Writing South where she has been lucky enough to secure the post of Creative Intern. New Writing South is an organisation which supports, inspires and connects creative writers across the South-East, with some fantastic opportunities which may be of interest to current University of Brighton students:

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Submissions for Theatre Royal Brighton Young Writers are open!

Are you 16 – 25 years old and passionate about writing?

The course, led by playwright & director Dinos Aristidou, will give 20 young writers the opportunity to develop their writing and experience what it is to write for, in and about theatre. Sessions are 10am – 12.30pm on alternate Saturdays between September 2014 – May 2015 and will finish with a ‘showing’ of work during Brighton Fringe Festival.

As a Theatre Royal Brighton Young Writer you will have the opportunity to:

  • Further your theatre writing experience (whether playwrighting, reveiwing or press & marketing).
  • Receive mentoring from Dinos Aristidou
  • Meet industry professionals and get industry news and information about writing opportunities and funding
  • See Theatre Royal Brighton shows at a discounted rate.
  • Receive a years free membership to New Writing South
  • Call yourself a Theatre Royal Brighton Young Writer on publicity for your own work, independent of the project

To apply submit a maximum of two A4 sides of creative writing on a subject of your choice. This can be in script format, or could be a short story or poem.

What we want to see is creative flair – no prior experience of writing is needed.

This is a subsidised There are also plenty of other opportunities to get your work heard, including the Worthing Word Festival, Screenwriting, Playwriting, and short story There are also plenty of other opportunities to get your work heard, including the Worthing Word Festival, Screenwriting, Playwriting, and short story competitions. More info here.. More info here. and the fee is £80 for successful applicants. A limited number of bursaries may be available. The closing date for submissions is Friday 20 June 2014; there will be a selection workshop on Saturday 5 July.

Email your work to debo@newwritingsouth.com or post to New Writing South, 9 Jew Street, Brighton BN1 1UT

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There are also plenty of other opportunities to get your work heard, including the Worthing Word Festival, Screenwriting, Playwriting, and short story competitions. More info here.

‘How I like to teach literature’

Richard Jacobs, is the author of A Beginner’s Guide to Critical Reading: an Anthology of Literary Texts, a regular contributor to the knowledge base on teaching literature at 16+, and of course, literature lecturer at Brighton University. Richard’s lectures are always engaging, enjoyable, and interesting, but here’s what he has to say on his approach to teaching the subject:

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How I like to teach literature

 

I like to teach literature in ways that place the text and the students’ responses to the text at the centre of everything I do, for there can be no successful teaching without engaged and energised students.

I like to teach in ways that leave students able to do it without me – where ‘it’ is the individually empowered reading of texts of all kinds because of the collective work of the classroom experience with the particular literary text.

So I like to teach towards making myself effectively redundant for each student.

Activating a process

My sense of how I like to teach literature, as that sense has developed over the last thirty-five years, is not one that feels like imparting a body of knowledge. It’s more about activating a process rather than delivering what the teacher or the course or the assessment system has pre-determined.

It’s not objectives-driven teaching.

Decades ago Lawrence Stenhouse noted that literature teaching, compared to the teaching of other subjects, allows us ‘to specify content, rather than objectives… the content being so structured and infused with criteria that, given good teaching, students’ learning can be treated as outcomes, rather than made the subject of pre-specifications’. But if there is one objective that I have in mind it is this sense of students being able to ‘do it’ without me, to read the world and its texts for themselves.

This is critical literacy and each generation of students needs it more and more urgently. But it’s not a goal or objective that students reach having been through and left behind the process of working on the text; instead it’s that very process of working with texts ‘so structured and infused with criteria’ that materialises the critical literacy.

Virtuous triangle: student text and teacher

Stenhouse’s ‘given good teaching’ does of course beg many questions. And there are three aspects of what I think may together constitute the good teaching that I aim for in my work. These are the virtuous triangle between student, text and teacher; the dynamics of desire; and the roles of narrative – and the three are intimately connected.

A successful literature seminar feels like one where there’s been the maximum energy flowing between student, text, and teacher and flowing in all directions. (For my own part, I have an agenda for the seminar, shared with the students, but it’s more of a flexible group of signposts rather than a fixed march.) The process is active and alive, it is never fully finalised or closed, and if any one of the three sources of energy becomes passive, the process collapses.

To make the text active and alive (as opposed to a museum piece) means it needs to be materialised in the room and this may often mean the teacher making it, or a representative part of it, real by reading or performing, ‘being’ or ‘acting’ the text. And beyond the teaching and learning experience is the future where the teacher drops out of the triangle.

Teaching and reading

A model that has as this goal the dispensing of the teacher’s role might be understood to be one in which teaching and reading are uniquely balanced or even synonymous.

Good teaching and good reading both ask questions that generate not answers (unlike perhaps at school where students expect readings to be answers provided by the teacher) but more and better questions.

The teaching of a text is a reading of the text in an active and transactional process with the student gaining the power to read by questioning in the same way. The reader (student and teacher) acts on the text rather than being passively positioned by it, or by the teacher. The seminar room is like a ‘safe place’, informed crucially by mutual respect and tolerance, where students can feel that everything they say will be valued and acted on, taken up and developed, recognised as provisional and unfinished, as all readings of texts should be. A student award-nominator once wrote that she appreciated above all feeling that nothing she and her friends said in class would ever be looked on as ‘wrong’.

The dynamics of desire

This leads to my second point about the dynamics of desire. Rene Girard argued that desire is imitative and that processes of identification precede desire. As with the virtuous triangle, an activation of desire may be vital for literature teaching to thrive.

Texts desire to be read, the teacher desires the text, the students identify with and become affected by that desire (award-nominators regularly write of the infectiousness of the teacher’s passion for the text), and that in turn re-energises the teacher’s response to the text.

Peter Brooks’ influential Reading for the Plot provides a useful model. He noted that novels begin with the activation of the protagonist’s desire (Freud’s pleasure principle) which is duplicated or mapped onto the reader’s desire to read on. This process is enacted in successful teaching.

Narrative and teaching

Brooks’ argument can be developed for the third of my points, the importance of narrative as a model for the teaching of literature, We could think of a dynamic process in three parts, beginning in the personal (the student reading the text in advance), moving to a communal experience shared in the lecture and seminar, and ultimately returning, with new insight, to the text These correspond to Brooks’ notion of how we negotiate plot as we read novels, the middle sections of which are where the pleasure principle totalises the divagations and digressions that mediate between the linear beginnings and eventually endings where the death instinct as well as the pleasure principle is gratified.

If the experience of the literature lecture and seminar can be seen, taken together, as analogous to the desire involved in reading the extended ‘middle’ of novels, then we can also chart the lecture and seminar, seen separately, as a narrative beginning, middle and end. The (largely) uni-vocal and linear lecture gives way to the populated field of the communally voiced seminar where ‘plot’ diverges and dilates, and then both student and teacher are returned to linearity – another book, better reading, better teaching.