This book examines satirical portrayals of academia as exhibited in works of academic fiction, revealing the way in which this genre represents University life to the broader reading public and enables members of that sub-culture to critically engage their own negotiations of individual, communal and institutional identity. This work should appeal to scholars interested in the literary genre of satire, in contemporary University life, and in literature. contemporary cultural issues, problems, and performances by way of interpretations of academic fiction that observe this phenomenon. Composed by practicing academics who also appreciate satire aimed at their profession, the authors offer this collection as a correction to increasingly cynical portrayals of academic life. Instead, the authors provide interpretations that identify satire as a timely and effective genre for critically commenting on the state of academia because it reveals ethical dimensions that engage an ironic voice to negotiate issues of culture and identity. Included among the essays are the results of responses gathered from practicing authors in the genre of academic satire who provide commentary and insights exclusive to this collection.

A collection of the most illuminating commentary written on the English language academic novel during the last forty years, together with new essays especially commissioned for this volume. As well as general thematic essays, there are discussions of a number of individual novelists: Vladimir Nabokov, Randall Jarrell, Mary McCarthy, Kingsley Amis, Alison Lurie, Robertson Davies, David Lodge, Howard Jacobson. Contributors are: Adam Begley, Ian Carter, Benjamin DeMott, Aida Edemariam, Leslie Fiedler, Philip Hobsbaum, J. P. Kenyon, David Lodge, Merritt Moseley, Dale Salwak, Samuel Schuman, J. A. Sutherland, Glyn Turton, Chris Walsh, Susan Watkins, George Watson.

As a literary genre, academic fiction has emerged in recent years as one of the most popular modes for satirizing the cultural conflicts and sociological nuances inherent in campus life. Drawing upon recent insights in ethical criticism and moral philosophy, Postwar Academic Fiction: Satire, Ethics, Community offers new readings of fictional and nonfictional works by such figures as Kingsley Amis, Vladimir Nabokov, Joyce Carol Oates, David Lodge, David Mamet, Ishmael Reed, Sandra M. Gilbert and Susan Gubar and Jane Smiley.

Written in clear, jargon-free prose, this introductory text charts the variety of novel writing in English in the second half of the twentieth century. An engaging introduction to the English-language novel from 1950-2000 (exclusive of the US). Provides students both with strategies for interpretation and with fresh readings of selected seminal texts. Maps out the most important contexts and concepts for understanding this fiction. Features readings of ten influential English-language novels including Margaret Atwood's The Handmaid's Tale, Kazuo Ishiguro’s Remains of the Day and Chinua Achebe's Things Fall Apart.

A Companion to the British and Irish Novel 1945-2000 serves as an extended introduction and reference guide to the British and Irish novel between the close of World War II and the turn of the millennium. Covers a wide range of authors from Samuel Beckett to Salman Rushdie Provides readings of key novels, including Graham Greene’s ‘Heart of the Matter’, Jean Rhys’s ‘Wide Sargasso Sea’ and Kazuo Ishiguro’s ‘The Remains of the Day’ Considers particular subgenres, such as the feminist novel and the postcolonial novel Discusses overarching cultural, political and literary trends, such as screen adaptations and the literary prize phenomenon Gives readers a sense of the richness and diversity of the novel during this period and of the vitality with which it continues to be discussed

This edited volume focuses on the cultural production of knowledge in the academy as mediated or presented through film and television. This focus invites scrutiny of how the academy itself is viewed in popular culture from The Chair to Terry Pratchett's ‘Unseen University’ and Doctor Who's Time Lord Academy among others. Spanning a number of genres and key film and television series, the volume is also inherently interdisciplinary with perspectives from History, Cultural Studies, Gender Studies, STEM, and more. This collection brings together leading experts in different disciplines and from different national backgrounds. It emphasises that even at a point of mass, global participation in higher education, the academy is still largely mediated by popular culture and understood through the tropes perpetuated via a multimedia landscape.

Victorian Alphabet Books and the Education of the Eye shows how the familiar genre went beyond mere reading instruction to offer nineteenth-century British writers, illustrators, and publishers a site for representing and re-thinking literacy itself. This interdisciplinary study traces how individuals throughout the Victorian era deployed alphabet books to promote visual literacy or oral culture as a vital complement to textual literacy. Their strategies ranged from puns and political allusions to elaborate designs that addressed adult audiences alongside or even instead of children. As the format became more familiar in the first part of Victoria's reign, George Cruikshank, William Makepeace Thackeray, Henry Cole, and Edward Lear were quick to recognize its critical potential. This history pivots around the mid-1860s and 1870s, when the production of illustrated alphabet books exploded thanks to evolving printing technology and national education reform. Case studies of individual works and makers show how a revolution in picture books reflected and responded to laws assuring children's access to schooling. On the one hand, Socialist artist Walter Crane was able to develop alphabetical illustration from a utilitarian mid-century product into an aesthetically rich, yet accessibly priced "education of the eye." On the other hand, Kate Greenaway, Hablot Knight Browne (Phiz), and their publishers tended to leverage commercialized nostalgia against pedagogy. This survey concludes by showing how market-oriented trends and the development of photographic reproduction toward the end of the century fed into interpretations of the alphabet, including works by Rudyard Kipling and Hilaire Belloc, that reflected growing ambivalence about industrialized print culture.

A state of the art critical review of research into literature in language education, of interest to teachers of English and modern foreign languages. Includes prompts and principles for those who wish to improve their own practice or to engage in projects or research in this area.