Teksrelasies
Pleidooi vir ‘n gemeenskapsrelevante benadering in literatuurwetenskap en ‐praktyk
Bibliographic Data
| ID | 20156378 |
|---|---|
| Authors | George Weideman (corresponding author) |
| Year | 1988 |
| Volume | 4 |
| Issue | 2 |
| Pages | 144-166 |
| Publication date | 1988-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Literary Studies (JOURNAL) |
| Journal identifiers | ISSN: 0256-4718 • E-ISSN: 1753-5387 |
| Publisher | Unisa Press (PUBLISHER • ZA) |
| DOI | 10.1080/02564718808529861 |
| OpenAlex | W1970175820 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
A comprehensive model for the discussion of all relevant texts in a specific textual communication process, using comparative approaches, is favoured here. It is suggested that the examination of “(literary) texts” in conjunction with other texts, and using a theme‐orientated sociological approach, could lead to literature being regarded and studied as “socio‐textual communication”. (Afrikaans) literature does not reach the speech community as a whole, while literary instruction has become a tool of the hegemony. Over‐emphasis on aesthetic criteria and detailed textual analysis has lead to the decontextualisation of literature. A relevant literary science considers the text as a product of discourse within the actual socio‐historical community. The advantages and shortcomings of existing points of departure in the sociology of literature (Vanheste, Scharfschwerdt, Fügen, and others) are briefly examined. One shortcoming is that all the communicative relationships with reference to a text are not yet being examined, while the role of an ideological class struggle and the relevance of critical texts are not usually emphasized. Moreover, reality (worldwide problem areas; the emergence of progressive alternative educational models in Southern Africa) urges a relevant and comprehensive approach to literary studies, based upon the Jakobson diagram of linguistic communication. Selden's interpretation of the model is criticized, and the model is extended to include the (ideological) “macro‐text”. Text relations ‐ text: reader, text: context, text: (inter‐)text, text: message, text: author, text: medium and text: macro‐text ‐ are examined in conjunction with the revised model; text: macro‐text especially with reference to Ferreira's Sitate om ‘n rewolusie. Literary instruction is criticized for not acknowledging the whole textual situation or the ideological dependence of the text and its functioning within a sphere of hegemonial and contra‐hegemonial activities and contemporary circumstances. A more relevant approach to literature is advocated
Epistemology · Ideology · Linguistics · Narrative · Politics · Sociology · Text linguistics · Computer Science · Discourse Analysis in Language Studies · History · Language, Metaphor, and Cognition · Multilingual Education and Policy · Philosophy
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,03 |
| Citation span | 1989 - 1989 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |