Scientific Disciplinary Sector (SSD)
L-FIL-LET/14 - CRITICAL COMPARATIVE LITERATURE
II semestre dal Feb 18, 2019 al Jun 1, 2019.
The teaching aim is to analyze texts and novels in Italian language published from the ‘90s by migrant writers in order to understand the relationship among literature, prejudice and stereotype and to recognize the different “images of the other” of Italian and foreign people.
At the end of the course, the students are expected to be able to use the literary skills to critically read the different forms of contemporary narration, especially the ones linked to social coexistence and transculturality; to update knowledge and skills independently, finding literary texts suitable to the personal research and working contexts
Keywords for interpreting literature: storywordl, embodiment, empathy, narrator, character, intertextuality, non-places, point of view, fanatism, trans-language.
- Novels and tales by foreign and italian writers.
- Around these contents written and oral, individual or group thoughts are expected
The methods of teaching and the learning activities involve:
- Frontal lessons (about 50% of the lessons)
- At least a meeting with the professor (individually or in group) during the office hours
- Reading, interpreting and studying the texts and the other material given during the lessons
- Critically discussing about the themes analyzed during the course through the active participation during the lessons and the written individual or group works
Attending and non-attending classes:
- M. Caracciolo (2013), Patterns of cognitive dissonance in readers’engagement with characters, in «Enthymema», 8, pp. 1-17; oppure M. Bernini, M. Caracciolo, Letteratura e scienze cognitive, Carocci, Roma, 2013.
- B. Alderson-Day, M. Bernini, C. Fernyhough (2017), Uncharted features and dynamics of reading: Voices, characters, and crossing of experiences, in «Consciousness and Cognition», 49, pp. 98-109; oppure M. Bernini, M. Caracciolo, Letteratura e scienze cognitive, Carocci, Roma, 2013.
- A. Bernardelli (2019), Che cos’è la narrazione, Carocci, Roma, 2019.
- Oz A. (2018), Dear Zealots. Letters from a Divided Land, Houghton Mifflin Harcourt, Boston (Mass.); oppure Id. (2017), Cari fanatici, Feltrinelli, Milano.
In addition to the above-mentioned texts, it is necessary to read at least three of the following texts:
- Abate C. (2018), Le rughe del sorriso, Mondadori, Milano.
- Catozzella G (2014), Non dirmi che hai paura, Feltrinelli, Milano.
- Ehsani A., Casolo F. (2018), I ragazzi hanno grandi sogni, Feltrinelli, Milano.
- Fortunato M., Methnani S. (2006), Immigrato, Bompiani, Milano.
- Geda F. (2010), Nel mare ci sono i coccodrilli, Baldini & Castoldi, Milano.
- Ghazy R. (2016), Oggi forse non ammazzo nessuno, BUR, Milano.
- Khouma P., Pivetta O. (1990), Io, venditore di elefanti, Baldini & Castoldi, Milano.
- Kuruvilla G., Mubiayi I., Scego I., Wadia L. (2006), Pecore nere, Laterza, Roma-Bari.
- Lakhous A. (2006), Scontro di civiltà per un ascensore a piazza Vittorio, Roma, E/O Edizioni.
- Lakhous A. (2010), Divorzio all’islamica a viale Marconi, Roma, E/O Edizioni.
- Maxima, Ghirardelli F. (2016), Solo la luna ci ha visti passare, Mondadori, Milano.
- Tawfik Y. (1999), La straniera, Bompiani, Milano.
- Wadia L. (2007), Amiche per la pelle, Edizioni e/o, Roma
||Che cos'è la narrazione
||Contro il fanatismo
|M. Bernini, M. Caracciolo
||Letteratura e scienze cognitive
The exam consists in a conversation on keywords, reference books and literary texts read during the course. Questions will be similar to the ones asked during the actual course.
In order not to penalize the ones who do not attend the lessons regularly, the evaluation criteria change for attending students and non-attending ones.
The quality of training of attending students is evaluated on the following criteria: active and critic participation during the lessons (30%), accurate knowledge of the texts and reference material (30%), skills in the revision of the learning acquired individually or in groups (20%), accuracy and expressive efficiency (20%).
The quality of training of non-attending students is evaluated on the following criteria: accurate knowledge of the texts and reference material (50%), skills in the revision of the learning acquired individually (25%) and accuracy and expressive efficiency (25%)