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The ABC of Modern Biography by Nigel Hamilton and Hans Renders
(University of Hawai'i Press, 2021) Ní Dhúill, Caitríona
Adaptation: text into film and beyond
(Hartung-Gorre Verlag, 2012) MagShamhráin, Rachel; Strümper-Krobb, Sabine
Author, activist and Anglo-Irish émigré: The life and work of Christabel Bielenberg
(Wissenschaftlicher Verlag Trier (WTV), 2015-12) O'Reilly, Claire
Behind the paravent: a study of Konrad Bayer's dramatic texts
(University College Cork, 2001) Scott, Trina; Beug, Joachim
This thesis is a study of Konrad Bayer's dramatic texts. It has evolved out of various attempts to read those texts, some filed and some more successful. It does not claim to be authoritative or complete, since the nature of Bayer's texts, as will become clear in the course of the ensuing chapters, means that they resist such an interpretation. To accept this was an important prerequisite for the writing of this thesis, but a difficult one to fulfill because for the Bayer commentator it constitutes a certain acceptance of defeat even before one begins. Chapter 1 will begin by providing some introductory information about Konrad Bayer, including details of his life and his membership of the Wiener Gruppe, a formative phase in his development as a writer. It will also consider the historical and cultural climate of 1950s Austria that provided the backdrop for Bayer's literary work. The phenomenon of the Wiener Gruppe will then be examined against the background of preceding experimental movements, for the purpose of situating Bayer's work historically and artistically. The aim of this historical and artistic survey is to prepare for the confrontation with Bayer's texts that makes up the other chapters of the thesis. Chapter 2 will constitute a close textual study of one of Bayer's dramatic texts using criteria from the field of text linguistics. Such a study will offer an entry point into Bayer's texts and will supply material which will form the basis for the interpretative investigations of the chapters that follow it. Chapter 3 will consider the influence of language and the individual. In chapter 4 the figure of the Lion of Belfort, a recurring figure in Bayer's dramatic texts, is discussed. The final chapter of this thesis will examine the recurring motifs of violence and cannibalism and will consider them in terms of the findings of preceding chapters.
Bildung and the feminine: an investigation into three major works by Goethe
(University College Cork, 2021-11-22) Bezerra de Albuquerque, Juliana; Hofmann, Gert; Salice, Alessandro; University College Cork
The subject of this thesis is the relationship between gender and the notion of Bildung in three major works by J.W. von Goethe, namely: Iphigenie auf Tauris (1786), Wilhelm Meisters Lehrjahre (1795-96) and Die Wahlverwandtschaften (1809). One of the central ideas throughout Goethe’s work is that of Bildung or the formation of the individual. This is a scientific and anthropological idea which was already current amongst some of Goethe’s contemporaries, but which Goethe applies in his literary works by means of analogy in relation to the achievement of self-knowledge and the harmonious integration of the different parts of one’s nature. The question addressed in the thesis is whether for Goethe the women in his fiction can be said to be potentially able to achieve the same the degree of Bildung as their male counterparts. In answering this question, the thesis contends that in studying the development of Goethe’s literary works it is important to pay attention also to the way in which his ideas on nature are reflected in his fictional creations. The thesis argues that given Goethe’s emphasis in his scientific writings on themes such as evolution and morphology, i.e. the theory of the formation and transformation of living organisms, the way he perceives nature as a whole, and human nature in particular, is very much dynamic and open-ended. All living organisms, in Goethe’s universe, are conceived as striving to develop and at the same time as being compelled to respond as well as they can to the limitations inherent in their own nature, the injuries inflicted upon them in the course of life, and the obstacles encountered in their environment, whether physical or, in the case of human beings, also cultural and social. Goethe’s notion of Bildung is not primarily moral in the traditional sense of this word but reflects a psychological and naturalistic perspective on the human condition, something that has been noted by other scholars such as T.J. Reed, Matthew Bell, Jane K. Brown and Astrida Orle Tantillo. Chapter One of the thesis deals with the relation between Bildung, gender and sexual difference in Goethe’s work by suggesting in which ways his ideas can be said to challenge the prejudices of his time on these issues. Chapter Two deals with the play Iphigenie auf Tauris. Chapter Three offers an interpretation of the novel Wilhelm Meisters Lehrjahre with an emphasis on the differences and similarities between the characters of Natalie and the Beautiful Soul. Chapter Four is an analysis of Die Wahlverwandtschaften.
Different Lives: Global Perspectives on Biography in Public Cultures and Societies ed. by Hans Renders and David Veltman
(University of Hawai'i Press, 2021) Ní Dhúill, Caitríona
Displacing Orientalism: Ottoman jihad, German imperialism, and the Armenian genocide
(Camden House, 2009-12-01) MagShamhráin, Rachel; Hodkinson, James; Morrison, Jeffrey
Drama Grammatik: Dramapädagogische Ansätze für den Grammatikunterricht Deutsch als Fremdsprache
(University College Cork, 2002) Even, Susanne; Schewe, Manfred
This dissertation introduces and evaluates dramagrammar, a new concept for the teaching and learning of foreign language grammar. Grammar, traditionally taught in a predominantly cognitive, abstract mode, often fails to capture the minds of foreign language learners, who are then unable to integrate this grammatical knowledge into their use of the foreign language in a meaningful way. The consequences of this approach are manifested at university level in German departments in England and Ireland, where the outcomes are unconvincing at best, abysmal at worst. Language teaching research suggests that interaction plays an important role in foreign language acquisition. Recent studies also stress the significance of grammatical knowledge in the learning process. Dramagrammar combines both interactive negotiation of meaning and explicit grammar instruction in a holistic approach, taking up the concept of drama in foreign language education and applying it to the teaching and learning of grammar. Techniques from dramatic art forms allow grammar to be experienced not only cognitively but also in social, emotional, and bodily-kinaesthetic ways. Dramagrammar lessons confront the learner with fictitious situations in which grammar is experienced 'hands-on'. Learners have to use grammatical structures in a variety of contexts, reflect upon their use, and then enlarge and enrich the dramatic situations with their newly acquired or more finely nuanced knowledge. The initial hypothesis of this dissertation is that the drammagrammar approach is beneficial to the acquisition of foreign language grammar. This hypothesis is corroborated by research findings from language teaching pedagogy and drama in education. It is further confirmed by empirical data gained from specifically designed dramagrammar modules that have been put into practice in German departments at the University of Leicester (England), the University Colleges Cork and Dublin (Ireland), the University of Bologna (Italy), as well as the Goethe-Institute Bratislava (Slovenia). The data suggests that drammagrammar has positive effects on both understanding of and attitudes towards grammar.
Drama und theater in der fremd- und zweitsprachenlehre: Blick zurück nach vorn
(University College Cork, 2007-01) Schewe, Manfred
Zwischen dem Bereich Drama/Theater und dem Bereich Fremdsprachenvermittlung gibt es seit jeher Verbindungslinien. Zumindest war der Lehrer immer schon ein Akteur, der den Schülern etwas so ‘vorzuspielen’ versuchte, dass die Aufmerksamkeit des Lernerpublikums gebannt blieb; und eigentlich haben Lehrer und Schüler im fremdsprachlichen Unterricht immer schon ‘Theater’ gespielt, indem sie so taten, als ob die Unterhaltung in der fremden Sprache für sie natürlich sei. Der folgende Beitrag zeichnet wichtige Entwicklungsetappen des Brückenbaus zwischen den Bereichen Drama/Theater und Fremd-/Zweitsprachenlehre seit Mitte des 19. Jahrhunderts nach. Es wird davon ausgegangen, dass ‘Drama und Theater in der Fremd-/Zweitsprachenlehre’ sich nunmehr als eines der vielen Anwendungsfelder etabliert hat, die mit dem Fach- und Sammelbegriff ‘Applied Theatre’ erfasst werden. Der Begriff bezieht sich auf das breite Spektrum von Individuen, Gruppen und Institutionen, für die das Theater als Kunstform nicht reiner Selbstzweck ist, sondern zentraler Bezugspunkt und Inspirationsquelle für drama-/theaterbezogene Aktivitäten. Durch solche Aktivitäten sollen im jeweiligen Anwendungsfeld ganz bestimmte Ziele erreicht werden, im Falle des fremd- und zweitsprachlichen Unterrichts z.B. sprach-, literatur- und kulturbezogene Ziele. Dieser Beitrag versteht sich als kompakte Bündelung und insbesondere Aktualisierung von Überlegungen, die erstmalig in meinem Buch Fremdsprache inszenieren (1993) erschienen sind. Zur Ergänzung dieses kompakten Überblicks sei auf die umfangreiche Forschungsbibliographie auf der Homepage dieser Zeitschrift verwiesen. Zum Konzept ‘Applied Theatre’ vgl. z.B. Ackroyd 2000; Taylor 2003; Nicholson 2005
Dynamics of self-discovery in Hermann Hesse’s novels (1919–43): an analysis of the influence of Jung, Freud and Nietzsche on Hesse
(University College Cork, 2019) Linehan, Uschi; Hofmann, Gert; Magshamhráin, Rachel
My thesis explores the protagonists’ developmental sequences in five novels by Hermann Hesse, namely, Demian (1919), Siddhartha (1922), Der Steppenwolf (1927), Narziß und Goldmund (1930) and Das Glasperlenspiel (1943). These five novels place more emphasis on the ongoing process of personal self-discovery than any other works by Hermann Hesse. I examine the influence of Jungian and Freudian psychoanalytical patterns of thought on the specific narrative composition of Hesse’s novels and also how Nietzsche’s psychology of self-composition (cf. Graham Parkes, Composing the Soul: Reaches of Nietzsche’s Philosophy, 1994) and his ideas of philosophy as autobiography have impacted on Hesse’s interpretation of the Entwicklungsroman (i.e. “novel of personal development”) genre of literature. Hesse started to read Nietzsche at the age of eighteen in 1895, and later began to read psychoanalytical books by Jung and Freud whilst simultaneously undergoing a mid-life crisis. Hesse had three separate periods of Jungian psychoanalysis sessions during his life: 1916–18, 1921 and 1925–26, and seems to have been more attracted to Jung’s concern with imaginative and aesthetic processes in the human psyche than Freud’s clinical psychoanalytic approach. Like Hesse, Jung talks about the development of the Self in a creative way in his psychoanalytical theories. The main difference between Jung’s idea of the Self and that of Hesse is that Jung saw the Self as reaching a static point in self-realisation, whilst Hesse saw the Self as something that was being constantly reinvented. This is immediately redolent of Nietzsche’s concept of the Self as involving dynamic processes of Dionysian self-excess. My interpretative perspective focuses on how Hesse’s protagonists undergo processes of self- discovery in certain transitional periods of their lives. Processes of self-discovery and self-composition are thematised and examined both in Jung’s psychoanalytical theories and Nietzsche’s philosophy of life. My analysis suggests that Hesse’s works became more Nietzschean than Jungian in nature as his oeuvre progressed, as is particularly evident in his last two novels, Narziß und Goldmund and his magnum opus Das Glasperlenspiel
Einleitung: Dramapädagogik und fremdsprachlicher Deutschunterricht
(2004-01) Schewe, Manfred; Scott, Trina
Empfehlungen zur Förderung einer performativen Lehr-, Lern- und Forschungskultur an Hochschulen
(University College Cork, 2018-12) Jogschies, Bärbel; Schewe, Manfred; Stöver-Blahak, Anke
Fremdsprache inszenieren : zur Fundierung einer dramapädagogischen Lehr- und Lernpraxis
(Zentrum für pädagogische Berufspraxis, Universität Oldenburg, 1993) Schewe, Manfred
Infectious hospitality and communicative disease in Kleist's "Der Findling": The disease inside and out
(Springer Nature Switzerland AG, 2020-07-20) MagShamhráin, Rachel
This article explores contagion alongside and in relation to its ever-attendant metaphors, examining Heinrich von Kleist's short story "The Foundling", and finding here a particularly revealing concatenation of ideas of human contact, trade and infection.
Introduction: Adaptation Considered as a Collaborative Art: Process and Practice
(Springer International Publishing, 2020-05-09) MagShamhráin, Rachel; Preuschoff, Nikolai; Cronin, Bernadette
The introductory chapter seeks to resituate imaginatively the process of adaptation, borrowing from the myth of Orpheus to do so. Rather than a Cronus-like conflict between original and offspring, adaptation is imagined as an elegiac conversation, back and forth between the worlds of the living and the dead, and a refusal of the pastness of objects lost in time. This exchange between interlocutors across or against time produces art and meaning in a contrapuntal meeting of voices in both eu- and dysphonia.
Introduction: Discursive frameworks within academic research
(Irish Association for Applied Linguistics, 2021-06-11) Devlin, Anne Marie; Siller, Barbara; Ventura, Sara Lis
The idea for this Special Issue arose from a transdisciplinary conference entitled ‘(dis)Covering Discourses’ which was held at University College Cork in 2018. The aim was to bring together scholars spanning a multiplicity of disciplines who, in their research, apply discursive methods and ‒ as the spelling indicates ‒ by doing so, aim to (dis)cover, in both senses of the word, discourses. In the first instance, (dis)covering was considered a process of finding or coming across something unexpectedly. Approaching it from the second perspective, and even more saliently, the implication turned towards the process of discovering as bringing something to light, so to speak, as a task of uncovering. A broad range of researchers from various fields such as Linguistics, Literature, Cultural Studies, Social Studies, Sociology, Government and Politics, Economy, Clinical Therapies and Media Studies answered our call. They succeeded in shedding light on themes such as Politics, Class, Gender, Health, Identity, Institutions, Knowledge, Economy, Migration, Multilingualism, Social Media, Space and Violence. What all the researchers and the papers shared was their methodological approach and their common interest in Discourse Analysis: each employing methods of Discourse Analysis / Critical Discourse Analysis from their own disciplinary perspectives.
Introduction: No Future
(Duke University Press, 2016-06-01) Renfrew, Alastair; Ní Dhúill, Caitríona
Irish Experiences - Then and Now (Lehrbuch)
(Max Hueber Verlag, 1990) Schewe, Manfred; Wrons-Passmann, Hans
Life-writing and virtual exchange: An exploration of the impact on students’ learning experiences
(Irish Association for Applied Linguistics (IRAAL), 2022-09-20) O'Reilly, Claire; Arnold, Maik
While we find ourselves immersed in a virtual society, the opportunity to use digital technologies for dialogue and understanding is still not well represented at third-level, despite the dramatic move towards teaching online during the Covid-19 pandemic. This paper presents a web-based Virtual Exchange (VE) between Cork (UCC) and the Fachhochschule Dresden (FHD) with a focus on life-writing and biography, developing qualitative research skills and speaking the foreign language (FL). Each student was tasked with conducting three interviews with their designated peer in the FL and producing a website (blog) or e-portfolio to present and reflect on findings. The first iteration of the module took place in 2020-21. This paper discusses students’ learning experiences during the updated, follow-up course in 2021-22. Findings show that they learned most in the interaction with their peers, learning through self-disclosure, sharing meaningful experiences, negotiating (difficult) life experiences and expanding their FL skills. The findings also point to evidence of transformational learning in the sample group. We conclude with some insights regarding the future development of the VE and include important limitations of the study.
A literary occupation: responses of German writers in service in occupied Europe
(University College Cork, 2012-05) O'Keeffe, William John; Hofmann, Gert
This thesis examines the literary output of German servicemen writers writing from the occupied territories of Europe in the period 1940-1944. Whereas literary-biographical studies and appraisals of the more significant individual writers have been written, and also a collective assessment of the Eastern front writers, this thesis addresses in addition the German literary responses in France and Greece, as being then theatres of particular cultural/ideological attention. Original papers of the writer Felix Hartlaub were consulted by the author at the Deutsches Literatur Archiv (DLA) at Marbach. Original imprints of the wartime works of the subject writers are referred to throughout, and citations are from these. As all the published works were written under conditions of wartime censorship and, even where unpublished, for fear of discovery written in oblique terms, the texts were here examined for subliminal authorial intention. The critical focus of the thesis is on literary quality: on aesthetic niveau, on applied literary form, and on integrity of authorial intention. The thesis sought to discover: (1) the extent of the literary output in book-length forms. (2) the auspices and conditions under which this literary output was produced. (3) the publication history and critical reception of the output. The thesis took into account, inter alia: (1) occupation policy as it pertained locally to the writers’ remit; (2) the ethical implications of this for the writers; (3) the writers’ literary stratagems for negotiating the constraints of censorship.

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