Titlebook: Contemporary American Fiction in the European Classroom; Teaching and Texts Laurence W. Mazzeno,Sue Norton Book 2022 The Editor(s) (if appl

AGATE

Toni Morrison’s , in Hungary: Racialized Discourse in the Classroom American life. Her work provides a critique of the use of racialized language and fictive representations of an unknown, privately painful history of slavery, focusing on African American women who need to forge themselves new kinds of racial identities as they face social pressures at different ti

NEX

Charles Yu’s , in Europe as an Evaluative Tool of U.S. Race Relations: “When you think American, wha Yu’s novel in terms of its direct challenges to the limits of Western ethnocentricity, in particular its effectiveness as fiction in decolonising epistemic modalities of racialised knowledge production by recuperating Asian American subjectivity and redefining Chinatown as a counter-pedagogical spa

散開(kāi)

一罵死割除

Frisky

Contemporary American Women Writers in Romaniaparticularly in a patriarchal country like Romania in which women writers have historically been marginalized. She interrogates the critical assumptions of this course, reviewing feminism and women’s studies and hinting at the very different place they hold in Romanian literary studies. An understan

CLOUT

Thomas Pynchon and David Foster Wallace: Contextualizing the “Systems Novel” in Estoniaof the genre: Thomas Pynchon’s . (1973) and David Foster Wallace’s . (1996). Staes reads them as “systems novels,” or scientifically inspired novels that move between lower-level narrative events and the higher-level systems that produce them. Staes first takes a broad approach to Pynchon and Wallac

交響樂(lè)

Lipohypertrophy

The (Post)Apocalypse in Hungary: American Science Fiction and Social Analysisthis literature traumatizing if not taught with pre-determined sensitivity and carefully planned trajectories of discussion. If handled well, though, (post)apocalyptic work can open for students new avenues of analysis to other forms of popular culture, even as they consider the social implications

踉蹌

licence

Teaching Chimamanda Ngozi Adichie’s , in Ireland: “If you don’t understand, ask questions”ion to consider racialized identities and their contexts, while also engaging clearly and enthusiastically with the novel’s form, its use of voice, and its themes of migration. Using the novel’s direct engagement with Nora Zeale Hurston’s . and with several important contemporary texts by African Am