Starting from a comprehensive examination of current poststructuralist and sociosemiotic theories of narrative, this book formulates an interactive model of literary interpretation and pedagogy emphasising process, critical self-awareness and strategies of rereading/rewriting. A literary pedagogy premised on the concept of 'rewriting', the author argues, will enable readers to experience the process of narrative and critical construction creatively.

This book explores the impact and contribution of post-theories in the field of Christian feminist theology. Post-theory is an important and cutting-edge discursive field which has revolutionized the production of knowledge in both feminism and theology. This book fills a gap by providing a text that can make authoritative statements on the use and status of post-theory in feminist theology, and secondly it makes an on-going contribution to the discourse of Christian feminist theology and its liberation agenda. Distinguished and established scholars contribute conclusive essays on the most recent and exciting developments in post-theory, feminism and theology.

Examines the tendency of post-World War II writers to rewrite earlier narratives by Poe, Melville, Hawthorne, and others.

Including topics as diverse as feminism and its relationship to the marketplace, plagiarism and copyright, silence and forgetting, and myth in a digital age, this book explores the role of rewriting within feminist literature from the 1970s onwards in relation to the theme of cultural memory.

Stephanie Day Powell illuminates the myriad forms of persuasion, inducement, discontent, and heartbreak experienced by readers of Ruth. Writing from a lesbian perspective, Powell draws upon biblical scholarship, contemporary film and literature, narrative studies, feminist and queer theories, trauma studies and psychoanalytic theory to trace the workings of desire that produced the book of Ruth and shaped its history of reception. Wrestling with the arguments for and against reading Ruth as a love story between women, Powell gleans new insights into the ancient world in which Ruth was written. Ruth is known as a tale of two courageous women, the Moabite Ruth and her Israelite mother-in-law Naomi. As widows with scarce means of financial or social support, Ruth and Naomi are forced to creatively subvert the economic and legal systems of their day in order to survive. Through exceptional acts of loyalty, they, along with their kinsman Boaz, re-establish the bonds of family and community, while preserving the line of Israel's great king David. Yet for many, the story of Ruth is deeply dissatisfying. Scholars increasingly recognize how Ruth's textual “gaps” and ambiguities render conventional interpretations of the book's meaning and purpose uncertain. Feminist and queer interpreters question the appropriation of a woman's story to uphold patriarchal institutions and heteronormative values. Such avenues of inquiry lend themselves to questions of narrative desire, that is, the study of how stories frame our desires and how our own complex longings affect the way we read.

Philosophy and Desire , the seventh book in the well-known Continental Philosophy series, examines questions of desire--desire for another person, desire for happiness, desire for knowledge, desire for a better world, desire for the impossible, desire in text, desire in language and desire for desire itself. The theme of desire is explored through readings of contemporary figures such as Merleau-Ponty, Bataille, Sartre, de Beauvoir, Levinas, Irigaray, Barthes, Derrida, and Derrida. A hot, timely topic in philosophy today Expands the contemporary debates

This book presents a range of teaching strategies developed by teachers of literature who have heard the call from students, employers, and academic administrators for more relevant learning experiences in an ever-changing world. Integrating critical theory and classroom experience, the contributors to this book demonstrate how they foster learning, collaboration and cooperation, and creative thinking. The book abounds with descriptions of successful non-traditional teaching strategies. We see teachers collaborating across disciplines and across colleges, in some cases across countries and grade levels, and demystifying literary studies for students brought up on visual media. Many of the contributors lead their campuses in the use of computer-mediated communication and multimedia to support instruction. The chapters exemplify the shift from understanding teaching as "making students see what the teacher sees," to inviting them to engage texts together, as a community, and to learn how, with their teacher, knowledge and authority are culturally and socially constructed. In Learning Literature in an Era of Change practicing teachers offer their peers in literature and composition, and faculty developers, an exciting range of new models where professors are partners in learning, and where education is not delivered but discovered and disseminated.

Addresses the question, "What place does reading have in the college writing classroom?" Brings together compositionists engaged in teaching writing, criticism, and technology to re-think the separation of reading and writing and to re-theorize reading

Much literary criticism focuses on literary producers and their products, but an important part of such work considers the end-user, the reader. It asks such questions as: how far can the author condition the response of the reader, and how much does the reader create the meaning of a text? Dr Bennett's collection includes important essays from such writers and critics as Wolfgang Iser, Mary Jacobus, Roger Chartier, Michel de Certeau, Shoshana Felman, Maurice Blanchot, Paul de Man and Yves Bonnefoy. It looks in turn at deconstructionist, feminist, new historicist and psychoanalytical response to the school. The book then considers the act of reading itself, discussing such issues as the uniqueness of any reading and the difficulties involved in its analysis.

Contemporary Christian critique often talks about postmodernism apocalyptically, in terms of cultural crisis and decline; instead, the contributors to this volume believe that there is a new place for Christian entrées on the academic Smorgasbord of postmodernity, and they see the postmodern turn as an opportunity for fresh perspectives on the spiritual dimensions of reading literature. These twenty scholars are an eclectic group, differing in theological and theoretical commitments, but all identifying as Christian. In this collection they enter into dialogue with a wide range of contemporary literary theorists and theoretical perspectives, and offer new readings of primary texts informed by both these theoretical constructs and their Christian faith. "The manuscript strikes out in important new directions in its sympathetic reading of postmodern theory from a Christian perspective, and, even more significantly, in its careful and measured dialogic approach to the relationship of Christian thought and contemporary literary theory." Daniel Coleman, Canada Research Chair in Critical Ethnicity and Race Studies, Department of English and Cultural Studies, McMaster University "Too often Christian literary critics and theologians have preemptively dismissed postmodern theory, even as secular critics have been equally dismissive about the contributions that the Christian faith tradition makes to the study of literature. This volume successfully brings these two worlds together in innovative, at times challenging, and always rich ways. I do not know of a similar volume in existence, a work that gathers in one convenient publication a wide-ranging set of discussions of contemporary literary theory by Christian scholars. The editor has gathered an impressive and important set of papers here, and I believe the volume will raise much interest and provoke a good deal of constructive debate." Susan VanZanten Gallagher, Professor of English, Director, Center for Scholarship and Faculty Development, Seattle Pacific University