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Full-Text Articles in Literature in English, Anglophone outside British Isles and North America
Re-Imagining The Victorian Classics: Postcolonial Feminist Rewritings Of Emily Brontë, Yannel Celestrin
Re-Imagining The Victorian Classics: Postcolonial Feminist Rewritings Of Emily Brontë, Yannel Celestrin
FIU Electronic Theses and Dissertations
ABSTRACT OF THE THESIS
RE-IMAGINING THE VICTORIAN CLASSICS: POSTCOLONIAL FEMINIST REWRITINGS OF EMILY BRONTË
by
Yannel M. Celestrin
Florida International University, 2018
Miami, Florida
Professor Martha Schoolman, Major Professor
Through a post-structural lens, I will focus on the Caribbean, specifically Cuba, Guadeloupe, Marie-Galante, and Roseau, and how the history of colonialism impacted these islands. As the primary text of my thesis begins during the Cuban War of Independence of the 1890s, I will use this timeframe as the starting point of my analysis. In my thesis, I will compare Emily Brontë’s Wuthering Heightsand Maryse Condé’s Windward Heights. Specifically, I …
The Library In Literature, Hannah Madelene Richter Livant
The Library In Literature, Hannah Madelene Richter Livant
Senior Projects Spring 2017
Senior Project submitted to The Division of Languages and Literature of Bard College.
Expanding The Literary Enterprise: How We Experience The Texts Of The Advanced Placement English Literature And Composition Curriculum, Molly Ostrow
Honors Theses
How we read the texts of the Advanced Placement English Literature and Composition curriculum.
"Ok, I'M A Teacher Now:" Reading Young Adult Literature In A Teacher Education Program, Brittany Richer
"Ok, I'M A Teacher Now:" Reading Young Adult Literature In A Teacher Education Program, Brittany Richer
Honors Projects
After taking a young adult literature course as part of my Secondary Education/ English program, I felt I had gained only a limited understanding of the importance of the genre to my future career. In the class, we read several popular young adult texts, learned about their authors, identified censorship issues, and mentioned a few strategies related to the teaching of the texts. Much of the “understanding” related only to future applications in imagined classrooms, which left no room for critical reflection about what we might learn from reading the texts about ourselves as students and teachers. A sense of …