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Investigative journalist Paige Munroe still has nightmares about her partner’s death in Syria. Seeking a distraction, she secures a safe assignment: writing and photographing a book about a hot new wine region in British Columbia. But when she goes against her better judgement by getting involved with winemaker and smuggler Nicholas Alder, her world is turned upside down as the danger she sought to forget comes rushing back with brute force.
Teaching Bullies tells the story of fourteen high-school students who came forward with detailed testimonies about what they were suffering at the hands of their teachers on the basketball court. How they were treated by school administrators, lawyers and educational authorities is cause for serious concern and reveals that the last bastion of accepted abuse may well be sports.
In the modern era, children experiencing grief were encouraged to dry their tears and ‘be good soldiers.’ How was this phenomenon interrogated and deconstructed in the period’s literature? Be a Good Soldier initiates conversation on the figure of the child in modernist novels, investigating the demand for emotional suppression as manifested later in cruelty and aggression in adulthood.
Jennifer Margaret Fraser provides sophisticated close readings of key works by Joseph Conrad, Virginia Woolf, and James Joyce, among others who share striking concerns about the concept of infantry — both as a collection of infants, and as foot soldiers of war. A phenomenon associated traditionally with Freud, Fraser instead uses a unique, Derridean theoretical prism to provide new ways of understanding modernist concerns with power dynamics, knowledge, and meaning. Be a Good Soldier establishes a pioneering, nuanced vocabulary for further historical and cultural inquiries into modernist childhood.
An intertextual study of Dante and Joyce, this book shows their work to be structured and restructured by an initiatory artistic experience–in Dante’s case the intertext of Virgil’s Aeneid, in Joyce’s that of Dante’s Commedia. Jennifer Fraser presents her analysis in opposing panels of text to provide a graphic view of the intertextual impact of these writers on one another’s work.
Fraser offers insightful readings of Joyce’s Portrait of the Artist as a Young Man, Ulysses, Finnegans Wake, and Dante’s Commedia regarding the relationship between the two writers; the theoretical question of literary initiation, here configured as demarcating a special category of texts, contributing new perspectives for Italian studies and more particularly, Dante studies; Anglo-Irish scholarship (specifically, Joyce studies); and comparative studies. Especially intriguing to Joyce scholars will be the application to Ulysses of hermeneutic principles derived from the Dantean field. Further, the book examines the intertextual relationship of the two writers from a novel perspective: rather than detail their bond as literary father and son, Fraser analyzes them according to the striking imagery in each author’s works that presents the intertextual relationship as an initiatory bond between mother and son.
The change that readers seek in order to transform themselves, through that act of reading, into authors is the underlying focus of the book. Fraser studies the changes Joyce undergoes during his experience of reading and writing the Commedia; the changes to Dante’s poem that result from a Joycean reconfiguration of the poet’s literary portrait; the changes we seek and undergo as readers when we are provoked into writing by the initiatory fiction of Dante and Joyce. She posits writing as a symbolic death, return to the womb, and rebirth that transforms the silent reader into an articulate author.