Lyrische Erkenntnisvollzüge am Beispiel schulischer Erfahrungen in der englischsprachigen Gegenwartsdichtung
This article analyses the depiction of school as a place of knowledge in contemporary poetry in English. In dealing with the poetry of Jean Breeze (Jamaica/GB), Gillian Clarke (Wales/GB), Carol Ann Duffy (England/GB), Thabo Jijana (South Africa), Meena Kandasamy (Tamil Nadu/India), Claudia Rankine (...
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Universität Trier
2019
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oai:doaj.org-article:1f7b668813164019b81e7e2aa900ad362021-11-22T07:49:17ZLyrische Erkenntnisvollzüge am Beispiel schulischer Erfahrungen in der englischsprachigen Gegenwartsdichtung10.25353/ubtr-izfk-7ddb-b6ef2698-492X2698-4938https://doaj.org/article/1f7b668813164019b81e7e2aa900ad362019-09-01T00:00:00Zhttps://izfk.uni-trier.de/index.php/izfk/article/view/28https://doaj.org/toc/2698-492Xhttps://doaj.org/toc/2698-4938This article analyses the depiction of school as a place of knowledge in contemporary poetry in English. In dealing with the poetry of Jean Breeze (Jamaica/GB), Gillian Clarke (Wales/GB), Carol Ann Duffy (England/GB), Thabo Jijana (South Africa), Meena Kandasamy (Tamil Nadu/India), Claudia Rankine (USA) and Edwin Thumboo (Singapore), it does not only enable the reader to draw pedagogical conclusions from poetic evidence. The article differentiates further between a poem’s potential of knowledge and its process of knowledge developed during its reception; taking, additionally, into account how its reception might interfere with the poem’s potential of knowledge and even with its author’s intention. Eventually, each poem highlights an important anglophone region ranging from the United States, the Caribbean, India and South Africa to the British Isles and Singapore. Hence, each poem is also interpreted in its cultural and historical context. Last but not least, the article tries to undertake a comparative analysis of the role of contemporary German-language poetry within educational contexts in Germany.Matthias FechnerUniversität Trierarticlecontemporary poetry in englishjamaicathe caribbeanwalestamil naduindiasingaporeunited statessouth africagillian clarkejean breezecarol ann duffymeena kandasamyclaudia rankineedwin thumboothabo jijanaschoolknowledgepostcolonial theorypoetikerkenntniscommonwealthLanguage and LiteraturePDEENInternationale Zeitschrift für Kulturkomparatistik, Vol 1, Pp 183-209 (2019) |
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DOAJ |
| collection |
DOAJ |
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DE EN |
| topic |
contemporary poetry in english jamaica the caribbean wales tamil nadu india singapore united states south africa gillian clarke jean breeze carol ann duffy meena kandasamy claudia rankine edwin thumboo thabo jijana school knowledge postcolonial theory poetik erkenntnis commonwealth Language and Literature P |
| spellingShingle |
contemporary poetry in english jamaica the caribbean wales tamil nadu india singapore united states south africa gillian clarke jean breeze carol ann duffy meena kandasamy claudia rankine edwin thumboo thabo jijana school knowledge postcolonial theory poetik erkenntnis commonwealth Language and Literature P Matthias Fechner Lyrische Erkenntnisvollzüge am Beispiel schulischer Erfahrungen in der englischsprachigen Gegenwartsdichtung |
| description |
This article analyses the depiction of school as a place of knowledge in contemporary poetry in English. In dealing with the poetry of Jean Breeze (Jamaica/GB), Gillian Clarke (Wales/GB), Carol Ann Duffy (England/GB), Thabo Jijana (South Africa), Meena Kandasamy (Tamil Nadu/India), Claudia Rankine (USA) and Edwin Thumboo (Singapore), it does not only enable the reader to draw pedagogical conclusions from poetic evidence. The article differentiates further between a poem’s potential of knowledge and its process of knowledge developed during its reception; taking, additionally, into account how its reception might interfere with the poem’s potential of knowledge and even with its author’s intention. Eventually, each poem highlights an important anglophone region ranging from the United States, the Caribbean, India and South Africa to the British Isles and Singapore. Hence, each poem is also interpreted in its cultural and historical context. Last but not least, the article tries to undertake a comparative analysis of the role of contemporary German-language poetry within educational contexts in Germany. |
| format |
article |
| author |
Matthias Fechner |
| author_facet |
Matthias Fechner |
| author_sort |
Matthias Fechner |
| title |
Lyrische Erkenntnisvollzüge am Beispiel schulischer Erfahrungen in der englischsprachigen Gegenwartsdichtung |
| title_short |
Lyrische Erkenntnisvollzüge am Beispiel schulischer Erfahrungen in der englischsprachigen Gegenwartsdichtung |
| title_full |
Lyrische Erkenntnisvollzüge am Beispiel schulischer Erfahrungen in der englischsprachigen Gegenwartsdichtung |
| title_fullStr |
Lyrische Erkenntnisvollzüge am Beispiel schulischer Erfahrungen in der englischsprachigen Gegenwartsdichtung |
| title_full_unstemmed |
Lyrische Erkenntnisvollzüge am Beispiel schulischer Erfahrungen in der englischsprachigen Gegenwartsdichtung |
| title_sort |
lyrische erkenntnisvollzüge am beispiel schulischer erfahrungen in der englischsprachigen gegenwartsdichtung |
| publisher |
Universität Trier |
| publishDate |
2019 |
| url |
https://doaj.org/article/1f7b668813164019b81e7e2aa900ad36 |
| work_keys_str_mv |
AT matthiasfechner lyrischeerkenntnisvollzugeambeispielschulischererfahrungeninderenglischsprachigengegenwartsdichtung |
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