Difference between revisions of "2017 AM Expedition Narratives: Literary Representations of British Polar Exploration in the Long Nineteenth Century"

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*'''Course Description''':  
 
*'''Course Description''':  
  
−
Our knowledge of the history of voyages of scientific exploration is largely based on our knowledge of expedition narratives: most of what we know about the journeys of the 'men of science' starting with Sir Hans Sloane in the seventeenth century to John Banks in the eighteenth century to Charles Darwin in the nineteenth century, we know through written accounts. These accounts are partly written by the explorers themselves (logbooks, diaries, journals, memoirs, scientific papers, and monographs) and partly penned by others: fellow scientists, biographers, novelists.
+
“One of the jobs of historical novelists is to uncover those secret histories which, for one reason or another, professional historians have overlooked. Often this involves the apperception of a narrative where others might simply have seen discontinuities.” (Giles Foden, rev. of Richard Flanagan’s Wanting, Guardian, 26 Sept 2009)
  
−
In this course, we will focus on representations of the British exploration of the polar regions in the long nineteenth century. In particular, we will read various texts based on and inspired by John Franklin's 'Lost Expedition' (1845) and the 'Terra Nova Expedition' led by Robert Falcon Scott (1910-13): two historical novels next to other narrative accounts of their journeys (non-fictional and fictional representations, literary novels and thrillers, adventure and ghost stories). This will allow us to examine the following questions: What plots/themes/motifs/character constellation are typical/particular of the expedition narrative? What specific narrative strategies do we find? How do these accounts handle the relationship between 'fact' and 'fiction' and what effects might they have on the (contemporary) image of these explorers?
+
Our knowledge of the history of voyages of scientific exploration is largely based on our knowledge of expedition narratives: most of what we know about the journeys of the 'men of science' is based on written accounts. These accounts are partly authored by the explorers themselves (logbooks, diaries, journals, memoirs, scientific papers, and monographs) and partly penned by others: fellow scientists, biographers, novelists.
  
−
Please, make sure to purchase and read the two novels in advance. Your reading of them is prerequisite to the course. Beryl Bainbridge's ''The Birthday Boys'' will be made available at the CvO bookshop. Robert Edric's ''The Broken Lands'' is currently out of print. A second-hand copy can be acquired in my office (EUR 5). If you use an e-book version, please make sure to have a reading device with you in each session (cf. e.g. [http://www.buecher.de/shop/belletristik/the-broken-lands-ebook-epub/edric-robert/products_products/detail/prod_id/41053417| www.buecher.de, EUR 6,99])
+
In this course, we will focus on representations of the British exploration of the polar regions in the long nineteenth century. In particular, we will read various texts based on and inspired by John Franklin's 'Lost Expedition' (1845) and the 'Terra Nova Expedition' led by Robert Falcon Scott (1910-13). The diversity of non-fictional and fictional texts, literary and genre novels, historical and contemporary texts will allow us to examine the following questions: What plots/themes/motifs/character constellations are typical of the expedition narrative (e.g. in reference to Empire, Englishness, masculinity, or science and culture)? What specific narrative strategies do we find (e.g. multiple narrators, intertextuality, genre mix)? How do these accounts handle the relationship between 'fact' and 'fiction'? What is the motivation for re-narrating these expeditions? What effects might they have on the (contemporary) image of these (scientist) explorers?
 +
 
 +
Please, make sure to purchase and read the following two novels in advance. Your reading of them is prerequisite to the course.  
  
 
*Robert Edric. ''The Broken Lands'' [1992]. London: Picador, 1993.  
 
*Robert Edric. ''The Broken Lands'' [1992]. London: Picador, 1993.  
 
*Beryl Bainbridge. ''The Birthday Boys'' [1991]. London: Abacus, 2009.  
 
*Beryl Bainbridge. ''The Birthday Boys'' [1991]. London: Abacus, 2009.  
  
−
In addition, you will each become an expert on one more such written account of your choice which will be offered together with the seminar programme in the first week of the semester.
+
In addition, you will each become an expert on one more such written account of your choice which will be offered for selection together with the seminar programme in the first week of the semester.
 +
 
 +
PLEASE NOTE: Beryl Bainbridge's ''The Birthday Boys'' will be made available at the CvO bookshop. Robert Edric's ''The Broken Lands'' is currently out of print. A second-hand copy can be acquired in my office (EUR 5). If you use an e-book version, please make sure to have a reading device with you in each session (cf. e.g. [http://www.buecher.de/shop/belletristik/the-broken-lands-ebook-epub/edric-robert/products_products/detail/prod_id/41053417| www.buecher.de, EUR 6,99])
  
 
*Additional materials for preparation, as well as the detailed syllabus, will be made available here and/or on Stud.IP.
 
*Additional materials for preparation, as well as the detailed syllabus, will be made available here and/or on Stud.IP.
Line 27: Line 31:
 
     Die aktive Teilnahme besteht aus folgenden Komponenten
 
     Die aktive Teilnahme besteht aus folgenden Komponenten
 
     - regelmäßige Anwesenheit: max. 2 Abwesenheiten und gegebenenfalls Nacharbeit
 
     - regelmäßige Anwesenheit: max. 2 Abwesenheiten und gegebenenfalls Nacharbeit
−
     - Vor- und Nachbereitung des Seminarstoffs (Gruppenprojekte, Vorbereitung/Lektüre von Texten)  
+
     - Vor- und Nachbereitung des Seminarstoffs (Expertengruppen, Vorbereitung/Lektüre von Texten)  
 
     - Entwicklung einer wissenschaftlichen Fragestellung aus dem Problembereich des Seminars, durch:
 
     - Entwicklung einer wissenschaftlichen Fragestellung aus dem Problembereich des Seminars, durch:
 
       *Übernahme von Ergebnispräsentationen und  
 
       *Übernahme von Ergebnispräsentationen und  
 
       *(nur falls Seminararbeit angestrebt, verschriftlicht, ansonsten als Teil der Präsentation)  
 
       *(nur falls Seminararbeit angestrebt, verschriftlicht, ansonsten als Teil der Präsentation)  
 
         Entwicklung einer Research Paper Outline im Laufe des Semesters (die Zeitangaben verstehen sich als Empfehlungen):  
 
         Entwicklung einer Research Paper Outline im Laufe des Semesters (die Zeitangaben verstehen sich als Empfehlungen):  
−
         Wahl eines Themenbereichs (bis ...),
+
         Wahl eines Themenbereichs (bis 25.April),
−
         Abstract mit Fragestellung inkl. Forschungsbibliographie (RPO) (bis ...),  
+
         Abstract mit Fragestellung inkl. Forschungsbibliographie (RPO) (bis 27.Juni),  
 
         Vorstellung der Fragestellung in der letzten Semestersitzung.
 
         Vorstellung der Fragestellung in der letzten Semestersitzung.
  
Line 39: Line 43:
 
===Session 1 Tue, 04 April===
 
===Session 1 Tue, 04 April===
 
*Introduction
 
*Introduction
−
*On Expeditions and Expedition Narratives
+
*Historical Contexts: The Age of Exploration
  
 
===Session 2 Tue, 11 April===
 
===Session 2 Tue, 11 April===
−
 
+
*Theoretical Contexts: Historical Fiction (Nünning)
  
 
===Session 3 Tue, 18 April===
 
===Session 3 Tue, 18 April===
−
 
+
*Robert Edric, The Broken Lands (1992) - textual analysis (cf. narratology handout)
  
 
===Session 4 Tue, 25 April===
 
===Session 4 Tue, 25 April===
 +
*Beryl Bainbridge, The Birthday Boys (1991) - textual analysis (cf. narratolgoy handout)
  
 
===Session 5 Tue, 02 May===
 
===Session 5 Tue, 02 May===
−
 
+
*Who Will be First? Empire and The Age of Exploration
  
 
===Session 6 Tue, 09 May===
 
===Session 6 Tue, 09 May===
−
 
+
*Exploring Englishness: Expeditions and National Identity
  
 
===Session 7 Tue, 16 May===
 
===Session 7 Tue, 16 May===
−
 
+
*Gendered Expeditions: Masculinity, Homoeroticism and the Woman at Home
  
 
===Session 8 Tue, 23 May===
 
===Session 8 Tue, 23 May===
−
 
+
*Centre and Periphery: Semantic Space in Expedition Narratives
  
 
===Session 9 Tue, 30 May===
 
===Session 9 Tue, 30 May===
−
 
+
*Narrative Remains, or Who Gets to Tell the Tale?
  
 
===Session 10 Tue, 06 June===
 
===Session 10 Tue, 06 June===
−
 
+
*Pre-Texts and Inter-Texts
  
 
===Session 11 Tue, 13 June===
 
===Session 11 Tue, 13 June===
−
 
+
*Gothic, Ghosts and Polar Genres
  
 
===Session 12 Tue, 20 June===
 
===Session 12 Tue, 20 June===
−
 
+
*Fact, Fiction, Faction? Historical Expedition Narratives as Bio- and/or Metafiction
  
 
===Session 13 Tue, 27 June===
 
===Session 13 Tue, 27 June===

Revision as of 16:49, 22 March 2017

--- this site is under construction ---

  • Time: Tue, 08:00-10:00
  • Venue: A01 0-010 b
  • Course: 3.02.150
  • Lecturer: Anna Auguscik
  • Modul: ang615 Motifs - Themes - Issues (and their Media)
  • Course Description:

“One of the jobs of historical novelists is to uncover those secret histories which, for one reason or another, professional historians have overlooked. Often this involves the apperception of a narrative where others might simply have seen discontinuities.” (Giles Foden, rev. of Richard Flanagan’s Wanting, Guardian, 26 Sept 2009)

Our knowledge of the history of voyages of scientific exploration is largely based on our knowledge of expedition narratives: most of what we know about the journeys of the 'men of science' is based on written accounts. These accounts are partly authored by the explorers themselves (logbooks, diaries, journals, memoirs, scientific papers, and monographs) and partly penned by others: fellow scientists, biographers, novelists.

In this course, we will focus on representations of the British exploration of the polar regions in the long nineteenth century. In particular, we will read various texts based on and inspired by John Franklin's 'Lost Expedition' (1845) and the 'Terra Nova Expedition' led by Robert Falcon Scott (1910-13). The diversity of non-fictional and fictional texts, literary and genre novels, historical and contemporary texts will allow us to examine the following questions: What plots/themes/motifs/character constellations are typical of the expedition narrative (e.g. in reference to Empire, Englishness, masculinity, or science and culture)? What specific narrative strategies do we find (e.g. multiple narrators, intertextuality, genre mix)? How do these accounts handle the relationship between 'fact' and 'fiction'? What is the motivation for re-narrating these expeditions? What effects might they have on the (contemporary) image of these (scientist) explorers?

Please, make sure to purchase and read the following two novels in advance. Your reading of them is prerequisite to the course.

  • Robert Edric. The Broken Lands [1992]. London: Picador, 1993.
  • Beryl Bainbridge. The Birthday Boys [1991]. London: Abacus, 2009.

In addition, you will each become an expert on one more such written account of your choice which will be offered for selection together with the seminar programme in the first week of the semester.

PLEASE NOTE: Beryl Bainbridge's The Birthday Boys will be made available at the CvO bookshop. Robert Edric's The Broken Lands is currently out of print. A second-hand copy can be acquired in my office (EUR 5). If you use an e-book version, please make sure to have a reading device with you in each session (cf. e.g. www.buecher.de, EUR 6,99)

  • Additional materials for preparation, as well as the detailed syllabus, will be made available here and/or on Stud.IP.
  • Course Requirements
  • Requirements for 6 KP: regular attendance and a written/oral contribution in the form of a project, with a term paper of ca. 10-12 pp. based on the topic of the project.
  • As part of the "Aktive Teilnahme" regulation: 
    Die aktive Teilnahme besteht aus folgenden Komponenten
    - regelmäßige Anwesenheit: max. 2 Abwesenheiten und gegebenenfalls Nacharbeit
    - Vor- und Nachbereitung des Seminarstoffs (Expertengruppen, Vorbereitung/Lektüre von Texten) 
    - Entwicklung einer wissenschaftlichen Fragestellung aus dem Problembereich des Seminars, durch:
      *Übernahme von Ergebnispräsentationen und 
      *(nur falls Seminararbeit angestrebt, verschriftlicht, ansonsten als Teil der Präsentation) 
       Entwicklung einer Research Paper Outline im Laufe des Semesters (die Zeitangaben verstehen sich als Empfehlungen): 
       Wahl eines Themenbereichs (bis 25.April),
       Abstract mit Fragestellung inkl. Forschungsbibliographie (RPO) (bis 27.Juni), 
       Vorstellung der Fragestellung in der letzten Semestersitzung.


Session 1 Tue, 04 April

  • Introduction
  • Historical Contexts: The Age of Exploration

Session 2 Tue, 11 April

  • Theoretical Contexts: Historical Fiction (Nünning)

Session 3 Tue, 18 April

  • Robert Edric, The Broken Lands (1992) - textual analysis (cf. narratology handout)

Session 4 Tue, 25 April

  • Beryl Bainbridge, The Birthday Boys (1991) - textual analysis (cf. narratolgoy handout)

Session 5 Tue, 02 May

  • Who Will be First? Empire and The Age of Exploration

Session 6 Tue, 09 May

  • Exploring Englishness: Expeditions and National Identity

Session 7 Tue, 16 May

  • Gendered Expeditions: Masculinity, Homoeroticism and the Woman at Home

Session 8 Tue, 23 May

  • Centre and Periphery: Semantic Space in Expedition Narratives

Session 9 Tue, 30 May

  • Narrative Remains, or Who Gets to Tell the Tale?

Session 10 Tue, 06 June

  • Pre-Texts and Inter-Texts

Session 11 Tue, 13 June

  • Gothic, Ghosts and Polar Genres

Session 12 Tue, 20 June

  • Fact, Fiction, Faction? Historical Expedition Narratives as Bio- and/or Metafiction

Session 13 Tue, 27 June

  • Final Discussion
  • evaluation 
  [Hand in RPOs until 27 June at the latest]

Session 14 Tue, 04 July

  • discussion of RPOs
  • feedback on evaluation

Materials

Bibliography

Tools

Further Reading

Quotes

Links

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