By Jaroslav Kusnir
Jaroslav Kušnír’s publication American Fiction: Modernism-Postmodernism, pop culture, and Metafiction is a sequel to his prior research on American postmodern fiction entitled Poetika americkej postmodernej prózy: Richard Brautigan and Donald Barthelme [Poetics of yank Fiction: Richard Brautigan and Donald Barthelme]. Prešov: Impreso, 2001. It explores a variety of points of yankee postmodernist fiction as manifested within the works through Richard Brautigan, Donald Barthelme and different American postmodernist authors corresponding to Robert Coover, E. L. Doctorow, Kurt Vonnegut and Paul Auster. examining a number of brief tales and novels, the writer indicates variations among modernist and postmodernist literature within the works of Donald Barthelme; the best way postmodern parodies of well known literary genres supply a critique of a few points of yank cultural id and event (the American Dream, individualism, consumerism); and he additionally exhibits other ways postmodern authors similar to Robert Coover, Kurt Vonnegut and Paul Auster create metafictional impact as some of the most major features of postmodern literature.
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Additional info for American Fiction: Modernism-Postmodernism, Popular Culture, and Metafiction
There have been constant changes in funding structures which have directly impacted on the professionalism of EAL. In turn, the lack of ﬁnancial security around EAL has directly impacted on what schools and LEAs have been able to provide and consequently on the professional training possibilities for teachers as specialists. EAL teachers In educational policy documents, EAL teachers have historically been subsumed under a generic category. 2 They are described as doing the same work. However, in this book, a distinction is made.
This was viewed as having the effect of exacerbating prejudices rather than recognizing and valuing diversity. Mainstreaming was intended to challenge the monolingual status quo while remaining solidly anti-assimilationist (Bourne, 1989). 1 The rationale behind the current mainstreaming/integrationist provision for bilingual students can be explained by grouping the various objectives in a key government document on bilingual pupils in English schools, known as the Swann report and published in 1985 (DES, 1985).
So, on the one hand we hear some teachers speak of the importance of inclusion and multiculturalism in their interview transcripts and on the other hand we sometimes see opposition or difﬁculty in managing ‘difference’ in their classroom practices. Across the interview transcripts, classroom interactional and observational data, we will see how teachers try to reconcile these conﬂicting educational pressures and dilemmas in creating teaching and learning opportunities for bilingual children. Interestingly, debates around the ideologies of inclusion, assimilation, pluralism and multiculturalism often make little reference directly to linguistic difference and, instead, focus their discussion on culture.
American Fiction: Modernism-Postmodernism, Popular Culture, and Metafiction by Jaroslav Kusnir