Born in the lower Rio Grande Valley of South Texas, Gloria Evangelina Anzaldúa (1942–2004) was a prolific writer, scholar, and activist. Her corpus of work includes essays, books, edited volumes, children’s literature, and fiction/autohistorias. Anzaldúa’s life and writing are at the forefront of critical theory as it interacts with feminism, Latinx literature, spirituality, spiritual activism, queer theory, and expansive ideas of queerness and articulations of alternative, non-Western epistemologies and ontologies. The geographical proximity to the US–Mexican border figures prominently throughout in her work, as does her theorization of metaphorical borderlands and liminal spaces. Her oft-cited text Borderlands/La Frontera: The New Mestiza is included in many university courses’ reading lists for its contributions to discourses of hybridity, linguistics, intersectionality, and women of color feminism, among others. Anzaldúa began work on her more well-known theories prior to the publication of Borderlands/La Frontera and continued to develop these theories in her post-Borderlands/La Frontera writing, both published and unpublished. After her sudden death due to complications of diabetes in 2004, Anzaldúa’s literary estate was housed in the Nettie Lee Benson Latin American Collection at the University of Texas, Austin in 2005.
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Anzaldúa, Gloria
Betsy Dahms
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Epic
Herbert Tucker
An enumeration of generic qualities will define epic less helpfully than will an assessment of its behaviors. Among major literary kinds, epic offers the most long-standing and globally distributed evidence of the human habit of thinking by means of narrative. What it cherishes is the common good; what it ponders are the behaviors and values that forward or threaten collective welfare. What it reckons are the stakes of heroic risk that any living culture must hazard in order to prosper, by negotiating core identities with margins and adjusting settled customs to emergent opportunities; and it roots all these in the transmission of a tale that commands perennial attention on their account. Such dialectics underlie epic’s favorite narrative templates, the master plots of strife, quest, and foundation; and they find expression in such conventions as the in medias res opening and suspended closure; the epic invocation, ancestral underworld, superhuman machinery, and encyclopedic simile; the genre’s formal gravitation towards verse artifice and the lexical and syntactic mingling of old with new language. The genre steadfastly highlights the human condition and prospect, defining these along a scale of higher and lower being, along a timeline correlating history with prophecy, and along cultural coordinates where the familiar and the exotic take each other’s measure.
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Indigenous Sámi Literature
Kaisa Ahvenjärvi
Sámi literature is multilingual, transnational indigenous literature from Northern Fenno-Scandia. It is published in several Sámi languages as well as in majority languages of the Sámi area, which is located in the northern parts of Sweden, Finland, Norway, and Russia. With approximately twenty thousand speakers, North Sámi is the most widely spoken and literarily used of the nine Sámi languages. Considering the limited readership, Sámi literature is exceptionally diverse and vital in the global field of indigenous literatures. The majority of Sámi authors write in their own indigenous language, whereas the majority of Maori, Aboriginal, and Native American literatures, for example, are published in English. Sámi literature has been translated into Nordic languages as well as into bigger world languages like English and Spanish.
Sámi literature has its roots in the oral tradition. The first printed books written by Sámi authors were published at the beginning of the 1900s. However, it was not until the 1970s that Sámi literary institutions were established and the number of publications started to increase. Some key Sámi writers, who started their career then, are Nils-Aslak Valkeapää, Rauni Magga Lukkari, and Kirste Paltto. In the 1980s and 1990s, the novel was the dominating genre in Sámi literature, whereas in the 2000s poetry has flourished. Since the beginning of the 21st century, two-thirds of literature published in Sámi languages is children’s literature.
In Sámi literature there are several common features with other indigenous literatures, both in their historical developments and contemporary characteristics. The breakthrough of indigenous literatures was connected with the global indigenous movement that arose in the 1960s and 1970s, and it was characterized by anticolonial and identity-political themes. Recurring themes in contemporary Sámi and other indigenous literatures are, for example, the questions of hybrid ethnic and linguistic identities, ecological concerns and the interdependency between humans and nature, and the relationship to previous generations and the land. The 2010s have seen a return to political orientation in Sámi art and literature, but universal topics like motherhood and sexuality are also discussed in contemporary Sámi poetry and prose.
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Lyric Poetry and Poetics
Daniel Tiffany
Lyric poetry is an ancient genre, enduring to the present day, but it is not continuous in its longevity. What happens to lyric poetry and how it changes during its numerous and sometimes lengthy periods of historical eclipse (such as the 18th century) may be as important to our understanding of lyric as an assessment of its periods of high achievement. For it is during these periods of relative obscurity that lyric enters into complex relations with other genres of poetry and prose, affirming the general thesis that all genres are relational and porous. The question of whether any particular properties of lyric poetry endure throughout its 2,700-year checkered history can be addressed by examining its basic powers: its forms; its figurative and narrative functions; and its styles and diction. The hierarchy of these functions is mutable, as one finds in today’s rift between a scholarly revival of formalist analysis and the increasing emphasis on diction in contemporary poetry. As a way of assessing lyric poetry’s basic operations, the present article surveys the ongoing tension between form and diction by sketching a critique of the tenets of New Formalism in literary studies, especially its presumptions about the relation of poetic form to the external world and its tendency to subject form to close analysis, as if it could yield, like style or diction, detailed knowledge of the world. Long overshadowed by the doctrinal tenets of modernist formalism, the expressive powers of diction occupy a central place in contemporary concerns about identity and social conflict, at the same time that diction (unlike form) is especially susceptible to the vocabularistic methods of “distant reading”—to the computational methods of the digital humanities. The indexical convergence of concreteness and abstraction, expression and rationalism, proximity and distance, in these poetic and scholarly experiments with diction points to precedents in the 18th century, when the emergence of Anglophone poetries in the context of colonialism and the incorporation of vernacular languages into poetic diction (via the ballad revival) intersected with the development of modern lexicography and the establishment of Standard English. The nascent transactions of poetics and positivism through the ontology of diction in the 21st century remind us that poetic diction is always changing but also that the hierarchy of form, figuration, and diction in lyric poetry inevitably shifts over time—a reconfiguration of lyric priorities that helps to shape the premises and methods of literary studies.
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Pedagogy
Philip Mead and Brenton Doecke
Concepts of pedagogy that circulate within various educational contexts refer to the abstract and theoretical discourse about ways in which learners and students are introduced into fields of knowledge and established ways of knowing. But when pedagogical theory refers to the actual social apparatus that drives the production and reproduction of knowledge it is referring to the everyday activity of teaching. Teaching can be relatively un-self-reflexive and instrumental, or it can be self-reflexively aware of its own modes and processes (praxis) and grounded in an awareness of its social settings and learners’ experience. This article explores how pedagogy and teaching are bound up with the complex, disciplinary relation between literary knowledge and literary theory. Specific accounts of classroom interactions, from a range of national settings, are adduced to indicate the complexity of the relationship between theory, literary knowledge, and classroom praxis and the ways in which literary meaning making is mediated by the social relationships that comprise classroom settings. The article draws on research with which we have been engaged that interrogates the role that literary knowledge might play within the professional practice of early career English teachers as they negotiate the curriculum in school settings. The article also raises the question of how literary knowing outside of formal education systems and institutions can enter into what Gayatri Spivak calls the “teaching machine.” How do pedagogy and teaching account for and incorporate the myriad ways in which we learn about literature in broad social and experiential contexts?
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The Radical Presence in 20th-Century US Literature
Alan M. Wald
At the start of the last century a modern tradition of literary radicalism crystallized with inspiring results. From 1900 onward, socialists and bohemians yoked their ideals to become a marathon of forward-thinking activist cultural workers. For the next three decades, writers and intellectuals of the Left, such as Max Eastman (1883–1969), were oracles of enchantment in a world increasingly disenchanted, initially by the international war of 1914–1919 and subsequently by a decline in popular political defiance as capitalism consolidated. Still, the adversarial dream persevered during the violence and later, often in little magazines such as the Masses, Liberator, Seven Arts, and Modern Quarterly. Since the 1920s, literary radicalism meant creativity in the service of an insurrection against political power combined with a makeover in human relationships.
With the economic catastrophe of 1929 and the triumph of Nazism in 1933, what might have been a generational succession morphed into a paradigm shift. This previously self-governing literary radicalism was now multifariously entangled with Soviet communism during its most awful hour. An unofficial state of emergency escalated so that a range of journals—this time, New Masses, Modern Monthly, and Partisan Review—once more served as barometers of the depth and breadth of radical opinion. Bit by bit, a strange new ethos enveloped the literary Left, one that blended heroism, sacrifice, and artistic triumph with fifteen years of purge trials in the Soviet Union, mortifying policy shifts in the international Communist movement, and relentless domestic repression against the organized Left in the United States. By the end of this phase, in the reactionary post–World War II years, most adherents of communism (not just the pre-dominant pro-Soviet Communism, but the other varieties of communism such as Trotskyism and Bukharinism) desperately fled their Depression-era affiliations. The upshot was a blurring of the record. This occurred in ways that may have seemed clever for autobiographical concealment (by one-time literary radicals who feared exposure or embarrassment at youthful excesses) but became maddening for future scholars wishing to parse the writers’ former convictions.
As literary radicalism passed through the Cold War, 1960s radicalization, the late 20th-century culture wars, and into the new millennium, the tradition was routinely reframed so that it faces us today as a giant puzzle. New research and scholarship emerge every year to provide insights into a very complicated body of writing, but there is a fretful ambivalence about its actual location and weight in literary history. Not surprisingly, most overall scholarly histories, chronicles, and anthologies do not include the category of literary radicalism as a well-defined, principal topic. This is because enthusiasts of the last twenty-five years brilliantly championed the tradition less under the rubric of “literary radicalism” than as the fertile soil for a blooming of gender-conscious, multicultural, and polycentric legacies connected to the Left but primarily rendered as eruptions of American literary modernity onto the world stage. These revisionist images came to us in discrete volumes about black writers, women writers, regional writers, children’s writers, Jewish writers, and so forth. Nonetheless, such celebratory portraits remained in competition with a dark double, a notion that nearly all literary radicals were wanting in artistic value. This skeptical appraisal was entrenched in an older scholarship, a point of view that is partly an aftereffect of the long shadow that the Communist imbroglio cast on its entire legacy.
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Salinas, Raúl
Louis G. Mendoza
The poetry, memoirs, essays, letters, prison journalism, and other forms of writing by Raúl Salinas (1934–2008) were grounded in his commitments to social justice and human rights. He was an early pioneer of contemporary Chicano pinto (prisoner) poetry whose work was characterized by a vernacular, bilingual, free verse aesthetics. Alongside other notables like Ricardo Sánchez, Luis Talamentez, Judy Lucero, and Jimmy Santiago Baca, Salinas helped make Chicana and Chicano prisoner rights an integral part of the agenda of the Chicana/o Movement through his writing and activism while incarcerated (1959–1972) and following his release. He was also a prolific prose writer in prison, and much of his journalism, reflective life writing, essays, and letters from his archives were published following his release. As important as his literary and political production in prisons was for establishing his literary recognition, it is important to note that the scope of his writing expands well beyond his prison experience. Though his literary and political interventions were important to a still emergent Chicana and Chicano literary, cultural, and political aesthetic, he was influenced by, but was not limited to, American and Latin American literary traditions. Given the scope of his life’s work, his indigenous and internationalist commitments, Salinas’ literary output make him a Xicanindio (indigenous identified Chicano) poet, a Latino internationalist, as well as a spoken word jazz and hip-hop artist whose work engaged, adapted and transformed elements of the American literary canon.
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Song
Stephanie Burt and Jenn Lewin
Ideas about song, and actual songs, inform literary works in ways that go back to classical and to biblical antiquity. Set apart from non-musical language, song can indicate proximity to the divine, intense emotion, or distance from the everyday. At least from the early modern period, actual songs compete with idealized songs in a body of lyric poetry where song is sometimes scheme and sometimes trope. Songs and singers in novels can do the work of plot and of character, sometimes isolating songwriter or singer, and sometimes linking them to a milieu beyond what readers are shown. Accounts of song as poetry’s inferior, as its other, or as its unreachable ideal—while historically prominent—do not consider the variety of literary uses in English that songs—historically attested and fictional; popular, vernacular, and “classical”— continue to find.
