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Titlebook: Comparatively Queer; Interrogating Identi Jarrod Hayes,Margaret R. Higonnet,William J. Spurl Book 2010 Jarrod Hayes, Margaret R. Higonnet,

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11#
發(fā)表于 2025-3-23 13:10:01 | 只看該作者
Universal Particularitiesnsciously assume the burdens of representing to itself and others as ‘gay’ in order to attain political consciousness, subjectivity, and global modernity” (5–6). As the “non-Euro-American” qualifier implies, the premise of this and similar volumes is that “l(fā)egitimized” versions of gayness are essent
12#
發(fā)表于 2025-3-23 15:40:20 | 只看該作者
13#
發(fā)表于 2025-3-23 21:28:55 | 只看該作者
Jarrod Hayes,Margaret R. Higonnet,William J. Spurl
14#
發(fā)表于 2025-3-24 01:47:31 | 只看該作者
15#
發(fā)表于 2025-3-24 03:13:13 | 只看該作者
Dieter Nohlen,Andreas Hildenbrandreligion, et cetera, on the other. In brief, it is the comparison of one literature with other spheres of human expression” (3). Jonathan Culler essentially dismisses the latter part of this formulation, suggesting that comparative literature should be concerned precisely and only with literature, r
16#
發(fā)表于 2025-3-24 09:03:28 | 只看該作者
,Die Politischen Kr?fte in Spanien,erative process” (164). He concludes, “To become good literary historians, we must remember that what we usually call literary history has little or nothing to do with literature and that what we call literary interpretation—provided only it is good interpretation—is in fact literary history. If we
17#
發(fā)表于 2025-3-24 12:50:48 | 只看該作者
https://doi.org/10.1007/978-3-531-92491-5eyes, eliciting disquieting bodily proximity with them around their fears of the differenced body. Did the excluding norms of his society make him a “freak,” or “queer”? Was the woman whose changing body aged disgracefully, losing all aesthetic purchase in her society, then “freakier” or “queerer” t
18#
發(fā)表于 2025-3-24 18:07:24 | 只看該作者
19#
發(fā)表于 2025-3-24 21:37:56 | 只看該作者
20#
發(fā)表于 2025-3-24 23:44:10 | 只看該作者
Dieter Nohlen,Andreas Hildenbrandis one of the most common of undergraduate writing exercises, but when one notices how frequently students use arguments that go something like “A and B are both alike and different,” one realizes that the key question is not what . a comparison but . is a comparison worth making. How many teachers
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