Contemporary fiction in the academy: towards a manifesto
2013; Taylor & Francis; Volume: 27; Issue: 7 Linguagem: Inglês
10.1080/0950236x.2013.840113
ISSN1470-1308
Autores Tópico(s)Contemporary Literature and Criticism
ResumoAbstractResearching contemporary fiction in the academy raises uncomfortable and worrying questions about what we academics do. It also reveals that we have yet to come to a view – not even a dissensus range of views – about what it means to research contemporary fiction. In order to begin to develop such a dissensus, this manifesto outlines nine questions or problems for the study of contemporary fiction.Key words: Contemporary fictionliterary studiesgenreperiodarchivevalue judgementauthorial intentionMartin Heidegger Notes1 Ben Knights, ‘Intelligence and Interrogation: The Identity of the English Student’, Arts and Humanities in Higher Education, 4.1 (2005), pp. 33–52 (35).2 Ibid., p. 36.3 Ludwig Wittgenstein, Philosophical Investigations, trans. G.E.M. Anscombe (Oxford: Blackwell, 1963), p. 84 Heidegger Martin, Being and Time, trans. John Macquarrie and Edward Robinson (Oxford: Blackwell, 1962), H.9.5 See, for example, Julieta Aranda, Brian Kuan Wood, and Anton Vidoke, eds, What Is Contemporary Art? (Berlin: Sternberg Press, 2010).6 See, inter alia, Kaye Mitchell, Intention and Text (London: Continuum, 2008).7 David Shields, Reality Hunger: A Manifesto (London: Hamish Hamilton, 2010), p. 70.8 It status as science fiction is examined in much more detail by Gabrielle Griffin, ‘Science and the Culture Imaginary: The Case of Never Let Me Go’, Textual Practice, 23.4 (2009), pp. 645–663.9 Frank Kermode, The Sense of an Ending (Oxford: Oxford University Press, 1967), p. 3. I would like to thank Joseph Brooker, Doug Cowie, Bianca Leggett, Ben Markovitz, Adam Roberts (who posed the question with which I start, and to whom this article is dedicated with admiration and affection), and Tony Venezia for informative conversations on these topics.
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