These readings are organized into four sections. The first explores the wellsprings of the debates in the relationship between the postmodern and the enterprise it both continues and contravenes: modernism. Here philosophers, social and political commentators, as well as cultural and literary analysts present controversial background essays on the complex history of postmodernism. The readings in the second section debate the possibility—or desirability—of trying to define the postmodern, given its cultural agenda of decentering, challenging, even undermining the guiding “master” narratives of Western culture. The readings in the third section explore postmodernism’s complicated complicity with these very narratives, while the fourth section moves from theory to practice in order to investigate, in a variety of fields, the common denominators of the postmodern condition in action.

Shift Linguals traces a history of the cut-up method, the experimental writing practice discovered by Brion Gysin and made famous by Beat author William S. Burroughs. From the groundbreaking works of Dada and Surrealism that paved the way for Burroughs’ breakthrough, through the countercultural explosion of the 1960s, Shift Linguals explores the evolution of the cut-ups within the theoretical frameworks of postmodernism and the avant-garde to arrive at the present and the digital age. Some 50 years on from the first ‘discovery’ of the cut-ups in 1959, it is only now that we are truly able to observe the method’s impact, not only on literature, but on music and culture in a broader sense. The result of over nine years of research, this study represents the first sustained and detailed analysis of the cut-ups as a narrative form. With explorations of the works of Burroughs, Gysin, Kathy Acker, and John Giorno, it also contains the first critical writing on the works of Claude Pélieu and Carl Weissner in English, as well as the first in-depth discussion of the writing of Stewart Home to date.

POSTMODERNISM, POSTCOLONIALISM and PEDAGOGY offers a trenchant and sophisticated criticism of forms of educational discourse that subordinate advocacy to analysis, depoliticise the margins, and reject the struggle for social justice as a legitimate aspect of social scientific and educational practice. Pushing the limits of current educational thinking, this volume defines the Issues that will be at the forefront of educational debate in the coming decade. A timely, and controversial collection, POSTMODERNISM, POSTCOLONIALISM and PEDAGOGY is at the cutting edge of critical educational theory.

This volume explores the genre of the historical novel and the variety of ways in which writers choose to represent the past. How does an author’s nationality or gender impact their artistic choices? To what extent can historical novels appeal to a transnational audience? This study demonstrates how histories can communicate across national borders, often by invoking or deconstructing the very notion of nationhood. Furthermore, it traces how the concerns of the postmodern era, such as postmodern critiques of historiography, colonialism, identity, and the Enlightenment, have impacted the genre of the historical novel, and shows this impact has not been uniform throughout Western culture. Not all historical novels written during the postmodern era are postmodern. The historical novel as a genre occupies a problematic, yet significant space in Cold War literary currents, torn between claims of authenticity and the impossibility of accessing the past. Historical novels from England, America, Germany, and France are compared and contrasted with historical novels from Sweden, testing a variety of theoretical perspectives in the process. This pitting of a center against a periphery serves to highlight traits that historical novels from the West have in common, but also how they differ. The historical novel is not just a local, regional phenomenon, but has become, during the postmodern era, a transnational tool for exploring how we should think of nations and nationalism and what a society should, or should not, look like.

Simon Susen examines the impact of the 'postmodern turn' on the contemporary social sciences. On the basis of an innovative five-dimensional approach, this study provides a systematic, comprehensive, and critical account of the legacy of the 'postmodern turn', notably in terms of its continuing relevance in the twenty-first century.

Examines the increasingly prevalent assumption that postmodernism is over and that literature and film are once again engaging sincerely with issues of ethics and politics.

Within the past ten years, the field of contemporary American literary studies has changed significantly. Following the turn of the twenty-first century and mounting doubts about the continued explanatory power of the category of “postmodernism,” new organizations have emerged, book series have been launched, journals have been created, and new methodologies, periodizations, and thematics have redefined the field. Postmodern/Postwar—and After aims to be a field-defining book—a sourcebook for the new and emerging critical terrain—that explores the postmodern/postwar period and what comes after. The first section of essays returns to the category of the “post-modern” and argues for the usefulness of key concepts and themes from postmodernism to the study of contemporary literature, or reevaluates postmodernism in light of recent developments in the field and historical and economic changes in the late twentieth and early twenty-first centuries. These essays take the contemporary abandonments of postmodernism as an occasion to assess the current states of postmodernity. After that, the essays move to address the critical shift away from postmodernism as a description of the present, and toward a new sense of postmodernism as just one category among many that scholars can use to describe the recent past. The final section looks forward and explores the question of what comes after the postwar/postmodern. Taken together, these essays from leading and emerging scholars on the state of twenty-first-century literary studies provide a number of frameworks for approaching contemporary literature as influenced by, yet distinct from, postmodernism. The result is an indispensable guide that seeks to represent and understand the major overhauling of postwar American literary studies that is currently underway.