2012, ISBN: 2fad64d745600c04627d9ad6885b707f

Approaches to Teaching World Literature. 226 p. Original brochure. From the library of Prof. Wolfgang Haase, long-time editor of ANRW and the International Journal of the Classical Tradit… Más…

Approaches to Teaching World Literature. 226 p. Original brochure. From the library of Prof. Wolfgang Haase, long-time editor of ANRW and the International Journal of the Classical Tradition (IJCT). - Condition: In very good condition. / Zustand: Im sehr guten Zustand. - Content: Early Years; Novels and Short Stories; Memoirs, Interviews, and Articles; Mahfouz and Cinema; Mahfouz in Translation; Resources for Teachers; Teaching a Seminar on Mahfouz - Wail S. Hassan; Teaching Mahfouz as World Literature - Michelle Hartman; Mahfouzs Novels and the Nation - Terri DeYoung; Enduring Left Melancholia: Mahfouzs The Beggar and the Nasserite Intellectual - Nouri Gana; Mahfouzs Posts - Shaden M. Tageldin; Mahfouz and the Arabian Nights Tradition - Justin St. Clair; Hamidas Options: Egyptian Futures versus British Interests in Mahfouzs Midaq Alley - Barbara Harlow; Teaching Mahfouz: Style in Translation - Maysa Abou-Youssef Hayward; Christ and the Abrahamic Legacy in Children of the Alley - Nabil Matar; Teaching Mahfouzs Zaabalawi - Roger Allen; Homage to Ibn al-Farid: Nostalgia in Zaabalawi - Michael Beard; Miramar and Postcolonial Melancholia - Elliott Colla; Miramar: A Pension at the Intersection of Competing Discourses - Hala Halim. The Approaches to Teaching World Literature series has yet to include a volume focused on an Arab author or Arabic literature. It seemed a natural choice to make the first such volume a study of ways to approach teaching the works of the Arab worlds best-known writer, Naguib Mahfouz. Since he was awarded the Nobel Prize in 1988, Mahfouz has been increasingly featured on North American university syllabi as the focus of study in courses devoted to literature (both in Arabic and English translation), Middle East studies, and other subjects. This progress brings with it several concerns, which we hope this volume will address: many undergraduates and graduates do not comprehend the major literary influence of Mahfouz on Arabic literature and even politics; there are inherent difficulties in teaching translations of Mahfouz; in survey courses, he is often included as an author representative of Arabic literature as a whole; many instructors teaching him (e.g., in a survey course on world literature) are not familiar with his work; and it is difficult to know how to approach the many stylistic and thematic aspects of that work. As Mahfouz steadily enters the North American classroom, instructors have voiced a need for critical studies, syllabi, and other teaching resources. This volume addresses these needs as well as the many concerns related to the presentation of Mahfouz and his work in North American and European classrooms. In the introduction under part 1, Materials, we offer some discussion of Mahfouzs background, influence, and critical reception. In part 2, Approaches, thirteen scholars share their insights into teaching Mahfouz, in the hope that teachers will glean useful information and resources about Mahfouzs oeuvre as well as concrete suggestions for introducing it in their classrooms. No matter in which environment Mahfouz is taught (the world literature survey course, the history class, a Middle East studies seminar, or an Arabic-language class), these essays should help teachers think creatively and innovatively about including Mahfouz in their syllabi. Many essays in the first section, Contexts, also discuss pedagogy; many in the second section, Teaching Specific Texts, also discuss various contexts of Mahfouzs worka neat, clean division is neither possible nor desirable. The overlap should promote a fuller, broader perspective on the texts many facets. Several factors have changed since we began assembling the volume, including the ways in which we considered presenting the material. One significant change is that, when we began our work, Mahfouz was still alive; he passed away on 30 August 2006, at the age of ninety-four. The death of the Arab worlds literary giant was remarked, on around the world and generated retrospectives of his work and influence. As his appearance in university syllabi increases in the future, the need for this volume will become all the more pressing. In the United States, there are two standard systems for rendering Arabic words into the Latin alphabet, that of the Library of Congress and that used by the International Journal of Middle East Studies. But Arabic words and names are also more informally spelled, in a variety of ways. For example, depending on how it is pronounced in different regions and languages, one common name is spelled as Muhammad, Mohammad, Mohammed, Mohamed, Mohamet, Mahomet, and Mehmet. The editors have chosen to allow such variation across the volume. The transliteration system chosen by each contributor has been retained, while names are rendered the way their owners have written them or in the way they most commonly appear in English (e.g., Naguib rather than Najib, Mahfouz rather than Mahfuz). Versand D: 4,50 EUR , [PU:New York: The Modern Language of America,]<