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Debata nad związkiem poezji i polityki w Pamięci W. B. Yeatsa W. H. Audena i Elegii przed wojną A. Ostriker

100%

Marecki M.

Ogrody Nauk i Sztuk

2011

issue 1

Pamięci W. B.Yeatsa W.H.Audena i Elegia przed wojną Alicii Ostriker to dwie elegie „przedwojenne”, w których pierwiastek osobisty zestawiony jest z pierwiastkiem politycznym. Wiersz Audena ilustruje śmierć znanej osobistości na tle niespokojnych lat 30. XX wieku, kiedy powszechny był strach przed faszyzmem i jego reperkusjami. W długim, 7-fragmentowym dziele Ostriker ramą staje się portret zmarłej matki poetki, a wypełnieniem ognisty i ironiczny antywojenny manifest, w którym autorka nie tylko atakuje amerykański imperializm uwidaczniający się podczas II wojny irackiej, ale też zastanawia się nad sensem wojny i przemocy. Elegia urodzonego w Wielkiej Brytanii poety, a szczególnie użyta tam dwuznaczna fraza »poetry makes nothing happen«, jest punktem wyjścia i pretekstem dla Ostriker do zainicjowania dialogu na temat roli poezji i jej związku z polityką. Analiza obu wierszy w zestawieniu z esejami obojga autorów na temat poezji, ich innymi dziełami, a także „powojennymi elegiami” (The Shield of Achilles i The Eight and Thirteenth) pokazuje, że stanowisko obojga poetów odnośnie do roli poezji jest niejednoznaczne i zmienne. Ciekawe są również ich poetyckie rozważania w kontekście dylematu zasygnalizowanego w wierszu Ostriker pt. Wiersz 60 lat po Auschwitz, w którym poetka zastanawia się, jaki ma być kształt poezji i jej wydźwięk po Holocauście.

In Memory of W. B. Yeats by W. H. Auden and Elegy Before the War by A. Ostriker are two “pre-war” elegies, in which the personal element is confronted with the political. The Auden’s poem portrays the death of a known figure with the background of the unsteady 30s of the 20th century, when the fear of fascism and its repercussions was common. In the long, 7-pieces work of Ostriker framework is the portrait of the poet’s dead mother, and the inlay is the ardent and ironic anti-war manifesto, in which the author not only attacks the American imperialism obvious during the Iraqi war, but she also meditates on the sense of war and violence. The elegy of the poet born in Great Britain, and especially the phrase “poetry makes nothing happen”, is the starting point and a pretext for Ostriker to initiate a dialogue regarding the role of poetry and its relationship to the politics. The analysis of both poems in regard to the essays of both authors discussing the sense of poetry, their other works, and also the “post-war elegies” (The Shield of Achilles and The Eight and Thirteenth) reveals that the stance of both of the poets regarding the role of poetry is ambiguous and unstable. Also interesting are their poetical considerations in the context of the dilemma indicated in the Ostriker’s Poem 60 Years after Auschwitz, in which the poet wonders, what should be the shape of poetry and its overtone after the holocaust.

Using Pedagogical Stylistics to Teach World Literature in English in Italian Upper Secondary Schools: Going Beyond Traditional English Literature Syllabi

89%

Marinaro I.

Academic Journal of Modern Philology

2020

vol. 10

163-182

This paper aims to offer some examples of and reflections on how teachers can go beyond the traditional pedagogy of English literature used in Italian secondary schools (licei) in order to provide students with a wider view of World Literature in English (WLE). Since one of the main tasks of schooling is to teach students how to “go beyond” limits, it is essential in our globalised world to teach the young how to reach that ‘farther side’ of literature, language and culture represented by those writers who have hitherto been ignored by school syllabi. In Italy, English literature is essentially centred on British authors and such a frame provides a very partial overview of the reality of English-speaking countries and their literary production.This redesigned syllabus and pedagogical approach should provide students with a cosmopolitan overview of the various English-speaking literatures, with the objective of educating teenagers to be open to expressions of pluralism. Insisting on pedagogical innovation is fundamental, as any real change should start from what is commonly considered one of the pillars of any society, that is to say education. What is learnt at school and the experience gained from the long years of attendance are surely crucial for each of us, therefore it should be of paramount importance to carefully think over the content that should be delivered to students and the methods used to deliver it.As to the current situation regarding the pedagogy of English literature in Italian licei, what is usually dealt with in class is mainly British literature. Therefore, the parallel subliminal message which is transmitted is that only literature by British writers is worthy of the name “English literature” and that the only country which deserves to be represented and studied is the UK.This paper will also show how using the stylistic approach as a method for analysing literary excerpts in class is a valid tool to provide students with a more solid linguistic awareness, which can enable them to use the English language in a wide range of registers and situations. Using pedagogical stylistics to approach a literary text in upper secondary schools in Italy can be considered innovative,2 just as tackling WLE texts. The objective of this paper is to show how stylistics can be employed as a valid tool putting canonical passages of the secondary school English literature syllabus into dialogue with WLE excerpts.

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1 Academic Journal of Modern Philology

1 Ogrody Nauk i Sztuk

1 Marecki M.

1 Marinaro I.

1 2020

1 2011

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Debata nad związkiem poezji i polityki w Pamięci W. B. Yeatsa W. H. Audena i Elegii przed wojną A. Ostriker

Using Pedagogical Stylistics to Teach World Literature in English in Italian Upper Secondary Schools: Going Beyond Traditional English Literature Syllabi