School of Culture and Communication - Research Publications
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ItemMaster Class, by David Pownall(Coghill, 1987)
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ItemThree Sisters, by Anton Chekhov(Coghill, 1988)
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ItemThe Lonely Passion of Judith Hearne, by Brian Moore(Coghill, 1987)
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ItemAmy’s Children, by Olga Masters(Coghill, 1989)
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ItemCarpaccio, Saint Stephen, and the topography of Jerusalem( 1984)Those buildings and topographical motifs in Jerusalem represented by Carpaccio in his Saint Stephen cycle are discussed, as are the ways in which they were represented by artists before Carpaccio. It can be deduced that Carpaccio's sole source for his renderings was in the woodcuts by Reuwich in the 1486 book by Breydenbach on the Holy Land. Suggestions of other sources and of a visit by Carpaccio may be discarded. Conclusions can be drawn about Carpaccio's approach to the representation of real landscape.
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ItemTelevision: presenting the memory machine( 1987)This essay situates developments in contemporary television in relation to the dominant social relations of time. It argues that time is a perpetual ‘problem’ for television, extending beyond the terms of configuring narrative formats and strategies of visual reflexivity, and instead indicating deeper epistemological and existential issues. While contemporary television programming often seems driven by a desire to give viewers the immediacy of a perpetual ‘now’, this creates a series of increasingly intense contradictions concerning the social experience of time and the functioning of memory.
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ItemMarxism and literary history(Harvard University Press, 1986)In this book I try to theorize the concepts of system and history for a Marxist theory of literary discourse. This theorization is conceived as part of a semiotically oriented intervention in cultural politics. I am not interested in producing a general Marxist theory of literature or in contributing to an aesthetics; and I do not attempt a philosophical purification of these categories. They are difficult categories and I seek to make them more so; but the point is to make them fit tools for critical and political uses. I use the concept of system in the sense of a nontotalized formation which sets epistemological and practical limits to discourse, and which is thereby productive of discourse; it does not have here its speculative or its systems-theoretical sense of a closed and self-regulating totality. In addition, I seek consistently to deploy the concept in counterpoint to its ongoing deconstruction. In the same way, the concept of history does not carry the sense of an enfolding narrative continuum or of the given ground of human action. It is used to theorize the discontinuous, nonteleological dynamic of the literary system and the multiple temporalities of texts within complex sets of intertextual relations. The theoretical framework and intent of the book is a nondogmatic and nonorthodox Marxism which I hope will require no apology. I work within an antihumanist, antihistoricist, and anti-Hegelian tradition, but am also intellectually close to the post-structuralism of Foucault and Derrida. The interplay and sometimes the strain between these traditions will be evident (I hope fruitfully) throughout the book.
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ItemDiscourse and Power( 1985)The paper argues for the possibility of reworking the concept of ideology in such a way as to depend neither on a problematic of truth and error, nor on a division of the world into two parts one of which is more real than the other, nor on an expressive relation of subjects to meaning. The political force of the concept can be retained if ideology is thought as a provisional state of discourse (a function of its appropriation and use) rather than as a content or an inherent structure. Any discursive system produces a particular configuration of subject-positions which are the conditions of entry of individuals into discourse; but these acquire political significance only through the (historically variable) codification of discourse in terms of a play of relations of power, and the positions available can be refused or undermined. Some implications of this argument for models of the social and for discourse theory are discussed.
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ItemDiscipline and Discipleship( 1988)The transfer of knowledges is almost always mediated by institutions and by authorized persons. I set up some metaphors in this paper to try to examine these mediating processes by which knowledges are both reproduced and transformed. In particular, I take psychoanalytic andreligious training as metaphors for the transmission of a discipline, and then I briefly extend the figure of discipleship to talk about literary pedagogy and the training of graduate students.