Uses of World Literature

• Literature
• Literary criticism and theory
• Literary history
• Cultural studies

The described learning objectives for knowledge, skills and competences will be supported by the specific forms of instruction and work methods as described below. At the same time the forms of instruction and work methods are organised in accordance with the form of examination as described under Examination requirements, which is considered to be the most appropriate frame for testing the student´s fulfilment  of the learning objectives of the subject.

On completion of the course students should

• have knowledge of the concept of world literature
• have knowledge of select works of world literature from different regions, especially of these works’ engagements with grand societal challenges.
• have knowledge of ways of using world literature from different regions in a variety of contexts to engage and propose solutions to grand challenges facing the world.

On completion of the course students should:

• have the ability to apply relevant theories and approaches to the study of world literature in analysing selects works of world literature from different regions  
• have ability to describe and reflect on possible uses of world literature in engaging current challenges facing the world.

On completion of the course students should:

• have ability to reflect on the value and challenges associated with combining insights from their own discipline with methods, theories and approaches drawn from other disciplines in the humanities
• have ability to assess and reflect on the role and value of literary studies in the modern globalized world

In this course we close read great literary texts by many very different writers from different parts of the world such as for example Hans Christian Andersen, Milan Kundera, Guy Gunaratne, Zadie Smith, Toni Morrison, Chimamanda Ngozi Adichie, Yvonne Adhiambo Owuor, David Dabydeen. The course begins with introductions to the contested field of studies in ‘world literature’ and the much-debated idea of ’using’ literature to, for instance, gain insight into other minds and cultures and to conceive of possible solutions to problems facing the world today as thematised by the works we teach: e.g. climate, migration, demographic transition, inequality, health. World literature is always also a literature in the world where it makes a difference by virtue of its literary form and sense of ambivalence and conflict and ability to translate between cultures. Then follows cases from the different regions where we analyse literary texts emphasising how they illuminate and may contribute to solve societal challenges. Focus will be contemporary works in different genres and with a diverse choice of authors writing in or translated into English. 

The following forms of instruction and work may be applied in the course: Lectures, class teaching, group work, student presentations, talks, dialogue, discussions, exercises, e-learning, and construction of concept maps, course-related questions, contributions to blogs or wikis, group presentations, flipped classroom, peer feedback and student teacher and university teacher feedback, case and problem-based learning, project counselling and Q&A sessions, independent studies, active participation in self-organised study groups and collaborative examination preparation, preparation of assignments, and other study-related products.

Feedback:
Feedback is related to the exam – see further information in the section Description in the Examination regulations below. 

Teaching is organised in such a way as to support the humanities model for active learning and activating teaching, cf. section Didactic, pedagogical basis and contact to research environment in the curriculum. The teacher will inform students about how study activities are organised on commencement of teaching. 

The activities in the course are primarily aimed at achieving learning objectives and preparing students for the form of a home assignment.

The teaching of the course activates the student in the following teaching spaces/learning spaces:

• Teaching space where the university teacher has the responsibility for planning and is present
  
• Study space where the university teacher has the responsibility for planning but is not present
• Teaching space where the university teacher is present but the students have the responsibility for planning specific sub-activities
• Study space where the students have the responsibility for planning, and the university teacher is not present

The course is available for bachelor students as well as master students.

First lesson takes place: Tuesday September 5, 13-17

See further information either above or in the calendar function in Itslearning.

 Please note that there are limited seats on this course. Seats are allocated on a first-come, first-served basis.