As a pandemic and international solidarity for Black Lives Matter demand reckoning with crises of a global scale, we propose to rethink German Studies in its constitutive contradiction: formed around a national canon, yet also situated in global networks, the discipline calls for conceptual, aesthetic, and historical reevaluations of cultural-medial forms in motion. Around 1800, Immanuel Kant conceptualized cosmopolitanism without leaving Königsberg, and the decreasingly mobile Goethe projected the idea of world literature from his study in Weimar, suggesting that visions of global circulation often arise in tension with local limitations on mobility.
In the last decades, the multiplications of works in the field of Witchcraft Studies made it possible to profoundly renew the approaches and the study designs of the repression of witchcraft in the late Middle Ages and in the beginning of the Early Modern Era. Consequently, research has substantially specified the methods and configurations (ideological, political and doctrinal) that contribute to the genesis of the “witch-hunt”. Research also uncovered that the repression of witchcraft could take a number of different forms depending on the contexts, the spaces studied, the sources and the aims they seem to pursue. It underlines the extreme plasticity of the accusation of witchcraft and the categories of such a crime.
How can we define "postmodernism"? How does the term different from 'modernism' which innovated what the precursors had done through the 19th century?
Proposals are invited for a volume in the MLA's Approaches to Teaching World Literature series entitled Approaches to Teaching the Works of Jorge Luis Borges.
Essays in this volume could address teaching Borges's work by focusing on topics such as philosophy, religion, mythology, detective fiction, gender relations/gender conflict, politics, the fantastic, history, popular literature, film and other arts, translation. Borges’ works are taught in so many different courses and contexts (Modern Languages, English, History, Philosophy, Religion) that we welcome essays teaching Borges in non-traditional settings or to non-literature students. Contributors are also invited to propose essays on topics not mentioned above.