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Transnational Theater, Literature, and Film in Contemporary Germany
The contemporary moment has been described in terms of both a “narrative” and a “performative turn,” but the overlap between these two has largely escaped attention. This curious gap is explained by the ways in which scholars across the humanities have defined narrative and performance as opposite forces, emphasizing their respective affiliations with time vs. space and identity constitution vs. its undoing. Although the opposition has been acknowledged as false by many in this simple form, its shifting instantiations continue to shape the ways we make sense of the arts as well as society. Instead, An Aesthetics of Narrative Performance: Transnational Theater, Literature, and Film in Contemporary Germany by Claudia Breger maps the complexities of imaginative worldmaking in contemporary culture through an aesthetics of narrative performance: an ensemble of techniques exploring the interplay of rupture and recontextualization in the process of configuration. Interlacing diverging definitions of both narrative and performance, the study outlines two clusters of such techniques—scenic narration and narrative “presencing” in performance vs. forms of narrative theatricalization—and analyzes the cultural work they do in individual works in three different media: literature, film, and theater. These readings focus on the rich configurations of contemporary worldmaking “at location Germany.” In the discussed representations of German unification, contemporary cultures of migration, and the transnational War on Terror, the aesthetics of narrative performance finds its identity as a multifaceted imaginative response to the post/modern crisis of narrative authority.
The Ethics and Aesthetics of Holocaust Narrative for the Future
After Testimony: The Ethics and Aesthetics of Holocaust Narrative for the Future collects sixteen essays written with the awareness that we are on the verge of a historical shift in our relation to the Third Reich’s programmatic genocide. Soon there will be no living survivors of the Holocaust, and therefore people not directly connected to the event must assume the full responsibility for representing it. The contributors believe that this shift has broad consequences for narratives of the Holocaust. By virtue of being “after” the accounts of survivors, storytellers must find their own ways of coming to terms with the historical reality that those testimonies have tried to communicate. The ethical and aesthetic dimensions of these stories will be especially crucial to their effectiveness. Guided by these principles and employing the tools of contemporary narrative theory, the contributors analyze a wide range of Holocaust narratives—fictional and nonfictional, literary and filmic—for the dual purpose of offering fresh insights and identifying issues and strategies likely to be significant in the future. In addition to the editors, the contributors are Daphna Erdinast-Vulcan, Sidra DeKoven Ezrahi, Anniken Greve, Jeremy Hawthorn, Marianne Hirsch, Irene Kacandes, Phillipe Mesnard, J. Hillis Miller, Michael Rothberg, Beatrice Sandberg, Anette H. Storeide, Anne Thelle, and Janet Walker.
Modernity, Nation, and the Baroque
In Benjamin's Library, Jane O. Newman offers, for the first time in any language, a reading of Walter Benjamin's notoriously opaque work, Origin of the German Tragic Drama that systematically attends to its place in discussions of the Baroque in Benjamin's day. Taking into account the literary and cultural contexts of Benjamin's work, Newman recovers Benjamin's relationship to the ideologically loaded readings of the literature and political theory of the seventeenth-century Baroque that abounded in Germany during the political and economic crises of the Weimar years.
To date, the significance of the Baroque for Origin of the German Tragic Drama has been glossed over by students of Benjamin, most of whom have neither read it in this context nor engaged with the often incongruous debates about the period that filled both academic and popular texts in the years leading up to and following World War I. Armed with extraordinary historical, bibliographical, philological, and orthographic research, Newman shows the extent to which Benjamin participated in these debates by reconstructing the literal and figurative history of sixteenth- and seventeenth-century books that Benjamin analyzes and the literary, art historical and art theoretical, and political theological discussions of the Baroque with which he was familiar. In so doing, she challenges the exceptionalist, even hagiographic, approaches that have become common in Benjamin studies. The result is a deeply learned book that will infuse much-needed life into the study of one of the most influential thinkers of the twentieth century.
The Postmonolingual Condition
Monolingualism-the idea that having just one language is the norm is only a recent invention, dating to late-eighteenth-century Europe. Yet it has become a dominant, if overlooked, structuring principle of modernity. According to this monolingual paradigm, individuals are imagined to be able to think and feel properly only in one language, while multiple languages are seen as a threat to the cohesion of individuals and communities, institutions and disciplines. As a result of this view, writing in anything but one's "mother tongue" has come to be seen as an aberration.Beyond the Mother Tongue demonstrates the impact of this monolingual paradigm on literature and culture but also charts incipient moves beyond it. Because newer multilingual forms and practices exist in tension with the paradigm, which alternately obscures, pathologizes, or exoticizes them, this book argues that they can best be understood as "postmonolingual" that is, as marked by the continuing force of monolingualism.Focused on canonical and minority writers working in German in the twentieth century, Beyond the Mother Tongue examines distinct forms of multilingualism, such as writing in one socially unsanctioned "mother tongue" about another language (Franz Kafka); mobilizing words of foreign derivation as part of a multilingual constellation within one language (Theodor W. Adorno); producing an oeuvre in two separate languages simultaneously (Yoko Tawada); writing by literally translating from the "mother tongue" into another language (Emine Sevgi Ozdamar); and mixing different languages, codes, and registers within one text (Feridun Zaimoglu). Through these analyses, Beyond the Mother Tongue suggests that the dimensions of gender, kinship, and affect encoded in the "mother tongue" are crucial to the persistence of monolingualism and the challenge of multilingualism
the railway in nineteenth-century German realism
Black Devil and Iron Angel examines how the railway was received and represented by a variety of nineteenth-century German and Austrian realist authors including Berthold Auerbach, Theodor Fontane, and Gerhart Hauptmann.
Turkish-German Literatures from Nadolny to Pamuk
Youth, Reeducation, and Reconstruction after the Second World War
During Hitler’s reign, the Nazis deliberately developed and exploited a youthful image and used youth to define their political and social hierarchies. After the war, with Hitler gone but still requiring cultural exorcism, many intellectuals, authors, and filmmakers turned to these images of youth to navigate and negotiate the most difficult questions of Germany’s recent, nefarious past. Focusing on youth, education, and crime allowed postwar Germans to claim one last realm of sovereignty against the Allies’ own emphatic project of reeducation. Youth, reeducation, and reconstruction became important sites for the occupied to confront not only the recent past, but to negotiate the present occupation and, ultimately, direct the future of the German nation. Disciplining Germany analyzes a variety of media, including literature, news media, intellectual history, and films, in order to argue that youth and education played a central role in Germany’s coming to terms with the Nazi past. Although there has been a recently renewed interest in Germany’s coming to terms with the past, this attention has largely ignored the role of youth and reeducation. This lacuna is particularly perplexing given that the Allies’ reeducation project became, in many ways, a cipher for the occupational project as a whole. Disciplining Germany opens up the discussion and points toward more general conclusions not only about youth and education as sites for wider socio-political and cultural debates but also about the complexities of occupation and the intertwining of different national cultures. In this investigation, the study attends to both “high” and “low” cultural text—to specialized versus popular texts—to examine how youth was mobilized across the generic spectrum. With these interdisciplinary approaches and timely interventions, Disciplining Germany will find a diverse readership, including upper-division and graduate courses in German studies and German history as well as those general readers interested in Nazi Germany, cultural history, film and literary studies, youth culture, American studies, and post-conflict and occupational situations.
Translator-Authors in the Age of Goethe
The turn of the nineteenth century was a particularly fertile period in the history of translation theory and practice. With an unprecedented number of works being carefully translated and scrutinized, this era saw a definite shift in the dominant mode of translation. Many translators began attempting, for the first time, to communicate the formal characteristics, linguistic features, and cultural contexts of the original text while minimizing the paraphrasing that distorted most eighteenth-century translations. As soon as these new rules became the norm, authorial translators—defined not by virtue of being authors in their own right but by the liberties they took in their translations—emerged to challenge them, altering translated texts in such a way as to bring them into line with the artistic and thematic concerns displayed in the translators’ own “original” work. In the process, authorial translators implicitly declared translation an art form and explicitly incorporated it into their theoretical programs for the poetic arts. Foreign Words provides a detailed account of translation practice and theory throughout the eighteenth and early nineteenth centuries, linking the work of actual translators to the theories of translation articulated by Goethe, Wilhelm von Humboldt, and, above all, Friedrich Schleiermacher. Employing a variety of critical approaches, author Susan Bernofsky discusses in depth the work of Kleist, Hölderlin, and Goethe, whose virtuoso translations raise issues that serve to delineate a theory of translation that has relevance at the turn of the twenty-first century as well. Combining a broad historical approach with individual readings of the work of several different translators, Foreign Words paints a full picture of translation during the Age of Goethe and provides all scholars of translation theory with an important new perspective.
Nationalism, Cosmopolitanism, and the "Bildungsroman"
The Bildungsroman, or "novel of formation," has long led a paradoxical life within literary studies, having been construed both as a peculiarly German genre, a marker of that country's cultural difference from Western Europe, and as a universal expression of modernity. In Formative Fictions, Tobias Boes argues that the dual status of the Bildungsroman renders this novelistic form an elegant way to negotiate the diverging critical discourses surrounding national and world literature.
Since the late eighteenth century, authors have employed the story of a protagonist's journey into maturity as a powerful tool with which to facilitate the creation of national communities among their readers. Such attempts always stumble over what Boes calls "cosmopolitan remainders," identity claims that resist nationalism's aim for closure in the normative regime of the nation-state. These cosmopolitan remainders are responsible for the curiously hesitant endings of so many novels of formation.
In Formative Fictions, Boes presents readings of a number of novels-Goethe's Wilhelm Meister's Apprenticeship, Karl Leberecht Immermann's The Epigones, Gustav Freytag's Debit and Credit, Alfred Döblin's Berlin Alexanderplatz, and Thomas Mann's Doctor Faustus among them-that have always been felt to be particularly "German" and compares them with novels by such authors as George Eliot and James Joyce to show that what seem to be markers of national particularity can productively be read as topics of world literature.
Narration, Rhetoric, and Reading
Franz Kafka: Narration, Rhetoric, and Reading presents essays by noted Kafka critics and by leading narratologists who explore Kafka’s original and innovative uses of narrative throughout his career. Collectively, these essays by Stanley Corngold, Anniken Greve, Gerhard Kurz, Jakob Lothe, J. Hillis Miller, Gerhard Neumann, James Phelan, Beatrice Sandberg, Ronald Speirs, and Benno Wagner examine a number of provocative questions that arise in narration and narratives in Kafka’s fiction. The arguments of the essays relate both to the peculiarities of Kafka’s story-telling and to general issues in narrative theory. They reflect, for example, the complexity of the issues surrounding the “somebody” doing the telling, the attitude of the narrator to what is told, the perceived purpose(s) of the telling, the implied or actual reader, the progression of events, and the progression of the telling. As the essays also demonstrate, Kafka’s narratives still present a considerable challenge to, as well as a great resource for, narrative theory and analysis.