From the First World War to Iraq
Teaching War and Conflict Through Contemporary Literature and Culture – A Reflection and Response
Datos Bibliográficos
| ID | 21838245 |
|---|---|
| Autores | Cristina Pividori (0000-0003-1281-4792, Universitat Autonòma de Barcelona, autor de correspondencia), Andrew Frayn (0000-0001-6253-1454, Edinburgh Napier University) |
| Año | 2026 |
| Volumen | 17 |
| Número | 1-2 |
| Páginas | 161-178 |
| Fecha de publicación | 2026-05-04 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | First World War Studies (JOURNAL) |
| Identificadores de la revista | ISSN: 1947-5020 • E-ISSN: 1947-5039 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/19475020.2026.2634300 |
| OpenAlex | W7165777801 |
| Idioma | EN |
| Referencias citadas | 23 |
This paper takes the form of a dialogue between two lecturers reflecting on the teaching of war literature at postgraduate and undergraduate levels. Cristina Pividori introduces a course designed for the MA in English Studies at the Universitat Autònoma de Barcelona, shaped by the Beyond Postmemory research group. Her module explores how second- and later-generation Anglophone writers revisit twentieth- and twenty-first-century conflicts through inherited trauma, mediated memory, and ethical reflection. The course uses a three-phase model – contextualisation, textual analysis, and synthesis – draws connections to contemporary conflicts, and combines analytical essays with active forum and class participation. In response, Andrew Frayn reflects on two undergraduate modules taught at Edinburgh Napier University: one focused on the First World War and the other addressing global war narratives across literature, film, and television. The conversation considers the pedagogical, ethical, and emotional challenges of teaching war, particularly the articulation of violence, the everydayness of conflict, and the role of landscape and memorialisation. Together, the two authors explore how teaching war literature across academic levels can encourage critical thinking, ethical engagement, and historical awareness in students, while prompting reflection on the cultural omnipresence of violence in the twenty-first century
Conversation · First world war · Narrative · Omnipresence · Spanish Civil War · Memory, Trauma, and Commemoration · Peace and Human Rights Education · World Wars: History, Literature, and Impact
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |