Papers and Book Chapters by Tyll Zybura
in: (Dis-)Harmony: Amplifying Voices in Polyphone Cultural Productions. Bielefeld English and Ame... more in: (Dis-)Harmony: Amplifying Voices in Polyphone Cultural Productions. Bielefeld English and American Studies (BEAST) 8. Ed. Julia Andres, Brian Rozema, and Anne Schröder. Bielefeld: Aisthesis, 2020.
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in: Transdisciplinary Perspectives on Childhood in Contemporary Britain: Literature, Media, Socie... more in: Transdisciplinary Perspectives on Childhood in Contemporary Britain: Literature, Media, Society. Ed. Sandra Dinter and Ralf Schneider. London, New York: Routledge, 2017. 34–49. Routledge Studies in Childhood, 1700 to the Present.
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in: Reimagining the Child: Proceedings of the 2016 Rutgers-Camden Graduate Student Conference in ... more in: Reimagining the Child: Proceedings of the 2016 Rutgers-Camden Graduate Student Conference in Childhood Studies. Ed. Julian Burton and Katie Fredricks. CreateSpace, 2017. 64–79.
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Conference Presentations and Talks by Tyll Zybura
Presentation given at the Contemporary Childhood Conference 2018: Children in Space, Place and Ti... more Presentation given at the Contemporary Childhood Conference 2018: Children in Space, Place and Time, 6–7 September 2018, School of Education at Strathclyde University, Glasgow, UK.
Over the last thirty years, children and childhood have become a salient feature in British literature published for an adult audience. Studying these literary representations, we can observe that many of these novels critically investigate the discursive production of childhood they are themselves involved in. Novels like Ian McEwan’s <i>The Child in Time</i>, A.S. Byatt’s <i>The Children’s Book<i> or Toby Litt’s <i>deadkidsongs</i> deconstruct nostalgic notions of childhood as a chronotope of lost innocence. At the same time, these novels often re-inscribe on their last pages the nostalgia they have previously deconstructed. In our paper, we will employ Bakhtin’s concept of chronotope, the fundamental time-space configuration of a narrative, to trace the tropes of childhood nostalgia as expressed in conventional literary childhood spaces (which are also heavily gendered: meadows, woods and building sites for boys; gardens and domestic spaces for girls), to then analyse how they are critically investigated in selected British novels for adults. We will combine the analysis of childhood spatiality with theorisations of the temporalities inscribed in childhood as a utopian past and a reproductive future, taking our cue from Lee Edelman and queer theory.
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(with Ralf Schneider). Wie erzählt die Welt? Narratologische Perspektiven auf literarische Figure... more (with Ralf Schneider). Wie erzählt die Welt? Narratologische Perspektiven auf literarische Figuren der Moderne, University of Cologne, Germany, 15–16 Jun 2018.
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Invited talk at Zentrum für Lehren und Lernen (Center for Teaching and Learning), Bielefeld Unive... more Invited talk at Zentrum für Lehren und Lernen (Center for Teaching and Learning), Bielefeld University, Germany, 24 May 2018.
In ihrer Arbeit mit Schreibportfolios als Studienleistung lassen Tyll Zybura und Katharina Pietsch die Studierenden Cover Letters schreiben, in denen sie über die Arbeiten im Portfolio und ihre Gründe für die Auswahl reflektieren. Aus diesen Cover Letters lernen die Lehrenden viel mehr über das Denken, Arbeiten und Lernen der Studierenden im Seminar als durch klassische Evaluations- oder Testformen. In dieser LehrBar wird der Portfolio-Cover-Letter als Reflexionsformat vorgestellt, aber auch davon berichtet, wie Einsichten aus den Cover Letters bei den beiden Impuls-Gebern zu größerer Wertschätzung ihrer Studierenden als Lernende beigetragen haben.
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Invited talk at Zentrum für Lehren und Lernen (Center for Teaching and Learning), Bielefeld Unive... more Invited talk at Zentrum für Lehren und Lernen (Center for Teaching and Learning), Bielefeld University, Germany, 26 Oct 2017.
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(with Bielefeld Study Group for Critical Discursive Narratology). Presentation given at Complicit... more (with Bielefeld Study Group for Critical Discursive Narratology). Presentation given at Complicity and the Politics of Representation, Ruhr University Bochum, Germany, 16–18 Jun 2017.
While structuralist narratology used to taxonomically identify patterns and rules for how narrative works internally, post-classical, or contextualist, narratologies have attempted to broaden the scope of the analysis and interpretation of narrative texts in terms of their relevance for social, cultural and political issues. We believe, however, that the postclassical phase in narratology has not yet given enough room to the basic conviction of critical theory that social reality is discursively constructed. In particular, we argue that text – or more specifically, narrative – is ideologically complicit in the construction of reality, arguing with Fredric Jameson that form is not innocent, but just as ideologically charged as is content. On a meta-theoretical level, we therefore stipulate that analyses of form are never objective and free from power relations, either: The narratological toolkit is always already ideologically charged by inherent praxeological processes of privileging and marginalization, foregrounding and backgrounding.
In this presentation we wish to sketch an approach to narrative that intends to move beyond specific concerns of post-classical narratologies for, e.g., gender or race/ethnicity, and that we would like to term Critical Discursive Narratology. Through exemplary readings, we will inquire into the ideology of concrete narrative strategies, their privileging and exclusion strategies within (British) prose fiction. Starting from the premise that no heuristic (structuralist narratology, in this case) is ever neutral, innocent, merely descriptive or unrelated to its results, we will also inquire into the ideological premises on which narratology as a science and specific narratological categories are based, asking in particular how both are complicit in the production and naturalization of those premises.
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Presentation given at Reimagining the Child: Next Steps in the Study of Childhood(s), The Rutgers... more Presentation given at Reimagining the Child: Next Steps in the Study of Childhood(s), The Rutgers University, Camden, NJ, USA, 22–23 Apr 2016.
Childhood studies in the social sciences and humanities have produced a variety of theoretical perspectives on children and childhood and made visible that childhood and 'the child' are fundamental categories in our social, cultural and symbolic order. However, this understanding has not yet been widely acknowledged in cultural and literary studies. We propose a critical theory of children in literature in the vein of established literary theories that deal with positions of power and privilege determined by ideologies of gender, race, class and sexuality. From these, we take up and transfer to children and childhood central concepts like the hierarchical structure of binaries, privilege, othering and literature's contribution to their construction, reproduction and deconstruction, while emphasising what is unique about the child–adult binary: It is the only major differential category of identity with an inherent diachronic transition, since growing up to become an adult is crucial to the conception of the child. This temporal dimension is also manifest in the parent's and the state's investment in children as objects of biological and cultural reproduction, which locates children as a parent's and a culture's ultimate same, since they represent their future, and as their ultimate different, since at the same time children are the other that threatens continuity by ignorance, unruliness and non-compliance. Prevalent notions connected to children and childhood are not restricted to a certain age or social space, however. Among the areas of investigation we want to bring into focus are literary negotiations of the cultural conception of the child as a repository of pre-discursive naturalness; of the importance of growing up for our notions of what it means to be human; of adults as children of their parents; and of discourses concerned with childishness, naivety, development and maturity.
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Resources by Tyll Zybura
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Papers and Book Chapters by Tyll Zybura
Conference Presentations and Talks by Tyll Zybura
Over the last thirty years, children and childhood have become a salient feature in British literature published for an adult audience. Studying these literary representations, we can observe that many of these novels critically investigate the discursive production of childhood they are themselves involved in. Novels like Ian McEwan’s <i>The Child in Time</i>, A.S. Byatt’s <i>The Children’s Book<i> or Toby Litt’s <i>deadkidsongs</i> deconstruct nostalgic notions of childhood as a chronotope of lost innocence. At the same time, these novels often re-inscribe on their last pages the nostalgia they have previously deconstructed. In our paper, we will employ Bakhtin’s concept of chronotope, the fundamental time-space configuration of a narrative, to trace the tropes of childhood nostalgia as expressed in conventional literary childhood spaces (which are also heavily gendered: meadows, woods and building sites for boys; gardens and domestic spaces for girls), to then analyse how they are critically investigated in selected British novels for adults. We will combine the analysis of childhood spatiality with theorisations of the temporalities inscribed in childhood as a utopian past and a reproductive future, taking our cue from Lee Edelman and queer theory.
In ihrer Arbeit mit Schreibportfolios als Studienleistung lassen Tyll Zybura und Katharina Pietsch die Studierenden Cover Letters schreiben, in denen sie über die Arbeiten im Portfolio und ihre Gründe für die Auswahl reflektieren. Aus diesen Cover Letters lernen die Lehrenden viel mehr über das Denken, Arbeiten und Lernen der Studierenden im Seminar als durch klassische Evaluations- oder Testformen. In dieser LehrBar wird der Portfolio-Cover-Letter als Reflexionsformat vorgestellt, aber auch davon berichtet, wie Einsichten aus den Cover Letters bei den beiden Impuls-Gebern zu größerer Wertschätzung ihrer Studierenden als Lernende beigetragen haben.
While structuralist narratology used to taxonomically identify patterns and rules for how narrative works internally, post-classical, or contextualist, narratologies have attempted to broaden the scope of the analysis and interpretation of narrative texts in terms of their relevance for social, cultural and political issues. We believe, however, that the postclassical phase in narratology has not yet given enough room to the basic conviction of critical theory that social reality is discursively constructed. In particular, we argue that text – or more specifically, narrative – is ideologically complicit in the construction of reality, arguing with Fredric Jameson that form is not innocent, but just as ideologically charged as is content. On a meta-theoretical level, we therefore stipulate that analyses of form are never objective and free from power relations, either: The narratological toolkit is always already ideologically charged by inherent praxeological processes of privileging and marginalization, foregrounding and backgrounding.
In this presentation we wish to sketch an approach to narrative that intends to move beyond specific concerns of post-classical narratologies for, e.g., gender or race/ethnicity, and that we would like to term Critical Discursive Narratology. Through exemplary readings, we will inquire into the ideology of concrete narrative strategies, their privileging and exclusion strategies within (British) prose fiction. Starting from the premise that no heuristic (structuralist narratology, in this case) is ever neutral, innocent, merely descriptive or unrelated to its results, we will also inquire into the ideological premises on which narratology as a science and specific narratological categories are based, asking in particular how both are complicit in the production and naturalization of those premises.
Childhood studies in the social sciences and humanities have produced a variety of theoretical perspectives on children and childhood and made visible that childhood and 'the child' are fundamental categories in our social, cultural and symbolic order. However, this understanding has not yet been widely acknowledged in cultural and literary studies. We propose a critical theory of children in literature in the vein of established literary theories that deal with positions of power and privilege determined by ideologies of gender, race, class and sexuality. From these, we take up and transfer to children and childhood central concepts like the hierarchical structure of binaries, privilege, othering and literature's contribution to their construction, reproduction and deconstruction, while emphasising what is unique about the child–adult binary: It is the only major differential category of identity with an inherent diachronic transition, since growing up to become an adult is crucial to the conception of the child. This temporal dimension is also manifest in the parent's and the state's investment in children as objects of biological and cultural reproduction, which locates children as a parent's and a culture's ultimate same, since they represent their future, and as their ultimate different, since at the same time children are the other that threatens continuity by ignorance, unruliness and non-compliance. Prevalent notions connected to children and childhood are not restricted to a certain age or social space, however. Among the areas of investigation we want to bring into focus are literary negotiations of the cultural conception of the child as a repository of pre-discursive naturalness; of the importance of growing up for our notions of what it means to be human; of adults as children of their parents; and of discourses concerned with childishness, naivety, development and maturity.
Resources by Tyll Zybura
Over the last thirty years, children and childhood have become a salient feature in British literature published for an adult audience. Studying these literary representations, we can observe that many of these novels critically investigate the discursive production of childhood they are themselves involved in. Novels like Ian McEwan’s <i>The Child in Time</i>, A.S. Byatt’s <i>The Children’s Book<i> or Toby Litt’s <i>deadkidsongs</i> deconstruct nostalgic notions of childhood as a chronotope of lost innocence. At the same time, these novels often re-inscribe on their last pages the nostalgia they have previously deconstructed. In our paper, we will employ Bakhtin’s concept of chronotope, the fundamental time-space configuration of a narrative, to trace the tropes of childhood nostalgia as expressed in conventional literary childhood spaces (which are also heavily gendered: meadows, woods and building sites for boys; gardens and domestic spaces for girls), to then analyse how they are critically investigated in selected British novels for adults. We will combine the analysis of childhood spatiality with theorisations of the temporalities inscribed in childhood as a utopian past and a reproductive future, taking our cue from Lee Edelman and queer theory.
In ihrer Arbeit mit Schreibportfolios als Studienleistung lassen Tyll Zybura und Katharina Pietsch die Studierenden Cover Letters schreiben, in denen sie über die Arbeiten im Portfolio und ihre Gründe für die Auswahl reflektieren. Aus diesen Cover Letters lernen die Lehrenden viel mehr über das Denken, Arbeiten und Lernen der Studierenden im Seminar als durch klassische Evaluations- oder Testformen. In dieser LehrBar wird der Portfolio-Cover-Letter als Reflexionsformat vorgestellt, aber auch davon berichtet, wie Einsichten aus den Cover Letters bei den beiden Impuls-Gebern zu größerer Wertschätzung ihrer Studierenden als Lernende beigetragen haben.
While structuralist narratology used to taxonomically identify patterns and rules for how narrative works internally, post-classical, or contextualist, narratologies have attempted to broaden the scope of the analysis and interpretation of narrative texts in terms of their relevance for social, cultural and political issues. We believe, however, that the postclassical phase in narratology has not yet given enough room to the basic conviction of critical theory that social reality is discursively constructed. In particular, we argue that text – or more specifically, narrative – is ideologically complicit in the construction of reality, arguing with Fredric Jameson that form is not innocent, but just as ideologically charged as is content. On a meta-theoretical level, we therefore stipulate that analyses of form are never objective and free from power relations, either: The narratological toolkit is always already ideologically charged by inherent praxeological processes of privileging and marginalization, foregrounding and backgrounding.
In this presentation we wish to sketch an approach to narrative that intends to move beyond specific concerns of post-classical narratologies for, e.g., gender or race/ethnicity, and that we would like to term Critical Discursive Narratology. Through exemplary readings, we will inquire into the ideology of concrete narrative strategies, their privileging and exclusion strategies within (British) prose fiction. Starting from the premise that no heuristic (structuralist narratology, in this case) is ever neutral, innocent, merely descriptive or unrelated to its results, we will also inquire into the ideological premises on which narratology as a science and specific narratological categories are based, asking in particular how both are complicit in the production and naturalization of those premises.
Childhood studies in the social sciences and humanities have produced a variety of theoretical perspectives on children and childhood and made visible that childhood and 'the child' are fundamental categories in our social, cultural and symbolic order. However, this understanding has not yet been widely acknowledged in cultural and literary studies. We propose a critical theory of children in literature in the vein of established literary theories that deal with positions of power and privilege determined by ideologies of gender, race, class and sexuality. From these, we take up and transfer to children and childhood central concepts like the hierarchical structure of binaries, privilege, othering and literature's contribution to their construction, reproduction and deconstruction, while emphasising what is unique about the child–adult binary: It is the only major differential category of identity with an inherent diachronic transition, since growing up to become an adult is crucial to the conception of the child. This temporal dimension is also manifest in the parent's and the state's investment in children as objects of biological and cultural reproduction, which locates children as a parent's and a culture's ultimate same, since they represent their future, and as their ultimate different, since at the same time children are the other that threatens continuity by ignorance, unruliness and non-compliance. Prevalent notions connected to children and childhood are not restricted to a certain age or social space, however. Among the areas of investigation we want to bring into focus are literary negotiations of the cultural conception of the child as a repository of pre-discursive naturalness; of the importance of growing up for our notions of what it means to be human; of adults as children of their parents; and of discourses concerned with childishness, naivety, development and maturity.