Reorienting the field of American literary modernism, Christopher Schedler defines an intercultural form of representation termed border modernism that challenges the aesthetic hegemony of metropolitan (high) modernism. In this study, Schedler compares the works of European and Anglo-American modernists with the works of Mexican, Native American, and Chicano writers who engaged with modernist theories and practices. In the process he uncovers a unique intercultural aesthetic produced in the borderlands of the United States and Mexico aimed at modernizing the native literary traditions of the Americas. Addressing issues of migration, cultural identity, and ethnography, Border Modernism is a major contribution to current debates over the origins and development of American literary modernism and a new model for transnational and intercultural reconstructions of American literary history.

First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.

As one of the first English novelists to employ "stream of consciousness" as a narrative technique, Dorothy Richardson ranks among modernism's most important experimentalists, yet her epic autobiographical novel Pilgrimage has rarely received the kind of attention given to the writings of her contemporaries James Joyce, Virginia Woolf, and Marcel Proust. Kristin Bluemel's study explores the relationship between experimental forms and oppositional politics in Pilgrimage, demonstrating how the novel challenged the literary conventions and cultural expectations of the late-Victorian and Edwardian world and linking these relationships to the novel's construction of a lesbian sexuality, its use of medicine to interrogate class structures, its feminist critique of early-twentieth-century science, and Richardson's short stories and nonfiction.

Ethnic Modernism and the Making of US Multiculturalism in which ethnic literary modernists of the 1930s play a crucial role. Focusing on the remarkable careers of four ethnic fiction writers of the 1930s (Younghill Kang, D'Arcy McNickle, Zora Neale Hurston, and Américo Paredes) Sorensen presents a new view of the history of multicultural literature in the U.S. The first part of the book situates these authors within the modernist era to provide an alternative, multicultural vision of American modernism. The second part examines the complex reception histories of these authors' works, showing how they have been claimed or rejected as ancestors for contemporary multiethnic writing. Combining the approaches of the new modernist studies and ethnic studies, the book.

This Companion offers a comprehensive analysis of U.S. modernism as part of a global literature. Recent writing on U.S. immigration, imperialism, and territorial expansion has generated fresh reasons to read modernist novelists, both prominent and forgotten. Written by a host of leading scholars, this Companion provides unique approaches to modernist texts.

When we think about the process of European unification, our conversations inevitably ponder questions of economic cooperation and international politics. Salvatore Pappalardo offers a new and engaging perspective, arguing that the idea of European unity is also the product of a modern literary imagination. This book examines the idea of Europe in the modernist literature of primarily Robert Musil, Italo Svevo, and James Joyce (but also of Theodor Däubler and Srecko Kosovel), all authors who had a deep connection with the port city of Trieste. Writing after World War I, when the contested city joined Italy, these authors resisted the easy nostalgia of the postwar period, radically reimagining the origins of Europe in the Mediterranean culture of the Phoenicians, contrasting a 19th-century nationalist discourse that saw Europe as the heir of a Greek and Roman legacy. These writers saw the Adriatic city, a cosmopolitan bazaar under the Habsburg Empire, as a social laboratory of European integration. Modernism in Trieste seeks to fill a critical gap in the extant scholarship, securing the literary history of Trieste within the context of current research on Habsburg and Austrian literature.

This book introduces central assumptions that govern postmodern and feminist theory, offering educators a language to create new ways of conceiving pedagogy and its relationship to social, cultural, and intellectual life. It challenges some of the major categories and practices that have dominated educational theory and practice in the United States and in other countries since the beginning of the twentieth century. Rejecting the apolitical nature of some postmodern discourses and the separatism characteristic of some versions of cultural feminism, the contributors take a political stand rooted in concern with cultural and social justice. In so doing, these essays represent a linguistic shift regarding how we think about ethics, foundationalism, difference, and culture. The selections present a concern with developing a language that is critical of master narratives, racism, sexism, and those technologies of power in schools that subjugate, infantilize, and oppress students. The authors also develop a language of possibility that focuses on analyzing how power can be linked productively to knowledge, how teachers can construct classroom social relations based on notions of equity and justice, how critical pedagogy can contribute to an identity politics that is grounded in democratic relations, and how teachers can develop analyses that enable students to become self-reflective actors as they transform themselves and the conditions of their social existence.