THE CONCEPT OF PANOPTICON IN LITERATURE TEACHING

Yıl 2020, Cilt: 22 Sayı: 1, 503 - 514, 30.06.2020

Lindita Tahırı Nuran Malta-muhaxheri

https://doi.org/10.26468/trakyasobed.623452

Öz

Abstract : This paper discusses the concept of panoptical narration based on the idea of Foucault about panopticon which is this case is applied in the teaching of literature. Comparably to the scheme of the disciplined society envisaged by Foucault, where people are observed by a powerful guard that remains invisible himself, this concept is applied to the relations between narrators and fictional character. This kind of Foucauldian reading of the novel has been in particular applied to the writers belonging to realism, whose works have been qualified as panoptical (Dorrit Cohn, 1999). This paper proposes the usage of the concept of panoptical narration as a strategy for teaching literature in order to challenge students for opened and liberated interpretations of meaning. The paper argues that the pedagogical stylistic by means of linguistic analysis of narrative strategies avoids prescriptive readings and encourages students to sharpen their critical thinking skills.

 

Anahtar Kelimeler

Keywords: Panoptical narration, Active reader

CRITICAL THINKING IN LITERATURE TEACHING

Öz

: This paper discusses the concept of panoptical narration based on the idea of Foucault about panopticon which is this case is applied in the teaching of literature. Comparably to the scheme of the disciplined society envisaged by Foucault, where people are observed by a powerful guard that remains invisible himself, this concept is applied to the relations between narrators and fictional character. This kind of Foucauldian reading of the novel has been in particular applied to the writers belonging to realism, whose works have been qualified as panoptical (Dorrit Cohn, 1999). This paper proposes the usage of the concept of panoptical narration as a strategy for teaching literature in order to challenge students for opened and liberated interpretations of meaning. The paper argues that the pedagogical stylistic by means of linguistic analysis of narrative strategies avoids prescriptive readings and encourages students to sharpen their critical thinking skills.

Anahtar Kelimeler

Perspectival narration, Active reader, Multiple interpretations, Pedagogical Stylistics.

EDEBİYAT ÖĞRETİMİNDE ELEŞTİREL OKUMA

Öz

Bu makale, edebiyat öğretiminde de uygulanan Foucault’nun panoptik fikri üzerine panoptikon anlatı kavramını tartışmaktadır. Foucault tarafından öngörülen disiplinli toplum yapısına benzer bir biçimde, insanların, kendini görünmez kılan güçlü bir muhafız tarafından gözlemlendiği kavramı, anlatılar ve kurgusal karakterler arasındaki ilişkilere uygulanır. Romanın bu tür bir Foucault-cu okuması, özellikle, çalışmaları panoptikal olarak nitelendirilen gerçekçi yazarlara uygulanmıştır (Dorrit Cohn, 1999). Bu makale edebiyat öğretimi hususunda panoptik anlatım kavramının kullanılmasını, anlamın açık ve özgür yorumlarına öğrencilerin meydan okuması için bir strateji olarak önermektedir. Bu makale, pedagojik üslubun anlatı stratejilerinin dilbilimsel analizi yoluyla, kuralcı okumalardan kaçındığını ve öğrencilerin eleştirel düşünme becerilerini geliştirmelerini teşvik ettiğini savunmaktadır. 

 

Anahtar Kelimeler

Perspektif anlatım, Aktif okuyucu, çoklu yorum, Pedagojik özellikler

Kaynakça

• Auerbach, E.(1968). Mimesis: The representation of Reality in Western Literature. NY: Princeton University Press.
• Bakhtin, M.M.(1981). The Dialogic Imagination. Ed. Michael Holquiest. Trans. Caryl.
• Emerson and Michael Holquiest. Austin: University of Texas Press.
• Barthes, R. (1974) S/Z. Translated by Richard Miller. Blackwell.
• Bray, J. (2010). The Effects of Free Indirect Discourse: Empathy Revisited. In Contemporary Stylistics, edited by Marina Lambrou and Peter Stokwell. London: Continuum.
• Cohn, D. (1999). The Distinction of Fiction. John Hopkins University Press
• Cohn, D. (1978). Transparent Minds. Princeton University Press.
• Fish,S..E. (1996). What is stylistics and why are they saying such terrible things about it? In The Stylistic Reader, Jean Jacques Weber (editor), University Centre Luxemburg, 94-116.
• Fowler, R. (1983). Linguistics and the Novel. Methuen & Co.Ltd.
• Gelder, K. (2004). Popular Fiction, The logics and practices of a literary field. NY: Routledge.
• Genette, G. (1980). Narrative Discourse: An Essay in Method. New York: Cornell University Press.
• Halliday, M. A. K. (1971). Linguistic function and literary style: an inquiry into the language of William Golding’s The Inheritors. In Seymour Chatman (ed.) Literary Style: a Symposium. Oxford University Press, 330–68.
• Green P. (2001). Critical Literacy Revisited, from Critical Literacy, Heather Fehring &Pam Green (editors). International Reading Association.
• Kempe, A. (2001). No Single Meaning: Empowering Students to Construct Socially Critical Readings of the Text, from Critical Literacy, Heather Fehring &Pam Green (editors). International Reading Association.
• Kraja, M. (2005). Im atë donte Adolfin.,Onufri
• McIntyre, D. (2011). The Place of Stylistics in the English Curriculum. In Teaching Stylistics, edited by Lesley Jeffries and Dan McIntyre. Palgrave Macmillan.
• Modiano, P. (1998). Out of the Dark. Translated by Jordan Stump, University of Nebraska Press.
• Simpson, P (2004). Stylistics. NY: Routledge.
• Steel, D. (2001). The Kiss. Random Books.
• Suleiman,S. R. (1983). Authoritarian Fictions, The ideological novel as a literary genre, Princeton University Press.
• Todorov, T. (1966). Les categories du recit litteraire. Communications 8, 125-51.
• Weber, J. J. (1996). The Stylistic Reader. University Centre Luxemburg.