Dutch literature: Contemporary Dutch literature

Teacher(s)

Vanasten Stéphanie;

Language

Dutch

Prerequisites

Have passed the bachelor courses in Dutch literature and have a good proficiency in Dutch (advanced level, B2 + of the Common European reference framework).

Main themes

The course aims to familiarize students with contemporary Dutch-speaking literature. We will study the profile and positioning of the subject selected, from the second half of the 20th century right up to the contemporary period. Attention will be paid to various genres (drama, novels, poetry, short stories, essays) and media (paper, digital , film, audio)  The themes are illustrated by the analysis of representative works.

Learning outcomes

At the end of this learning unit, the student is able to :
1	At the end of the course, students: -will have acquired a broad knowledge of Dutch literary culture. - will be able to explain the main developments in the history of Dutch-speaking literature of the contemporary period - will be able to analyze current literary texts taking into account various contexts,  demonstrating critical thinking related to the discussed topic. - will be able to track, report and process significant information from current literary developments with some critical background - will be able to produce a coherent and relevant discourse on a given problem, and articulate it accurately and clearly in both written and spoken form, and thus communicate their  knowledge to peers.

Content

A preliminary historiographical synthesis will be presented to the students and discussed. As an introduction, we will question how contemporary Dutch Literature presents and constitutes itself. Which are its particularities, its pivots, its actors – the remarkable authors and oeuvres that assure its visibility, those that do not break through? And to which other culture(s) and norm(s) does such an entity relate? We will present some actual paradigms of contemporary Dutch-language literary production, which will be discussed by making use of recent critical approaches.
We will subsequently concentrate on an in-depth study, based on specific research questions, of authors and texts of various genres that are considered as prominent examples of contemporary Dutch-language literature.

Teaching methods

The course aims at a dynamic, motivating and interactive mode of learning.
Familiarization with historiographical turning points by way of personal reading at home of chosen extracts from literary histories, interactive exercises and collective synthesis during the seminars.
Main introductory statements. The presented critical paradigms and approaches define the methodological and conceptual framework within which the textual analyses can be pursued.
The chosen literary works are subsequently analysed in a profound manner.
They are introduced by the teacher and developed with the students. The students construct analysis results in interaction and collaboration with their colleagues and submit a written report to the teacher afterwards. 
Active Learning Pedagogy. Collaborative learning through Moodle, where a platform permits to the participants to share ideas, to interact and to stimulate the development of critical reflection.

Evaluation methods

Formative assessment (40%) 
 

• All texts and materials are read and prepared at home by all students. Targeted tasks (see Moodle) complement the preparation of course sessions. Active participation in discussions. Short personal review of current Dutch-language literary events. (10 %)
• Group work (30%) on a literary text chosen from the study corpus and consisting of two phases: 1) preparatory work (before the session): heuristic and bibliographical work on the work (exploration and criticism of sources, state of the art), critical reflection on research questions and themes, hypotheses and avenues of analysis of the literary text under study, supporting extracts, methodological limits and challenges, boundaries of knowledge. Students are expected to produce a personal, original piece of work that is nonetheless documented in accordance with academic conventions. 

2) Discussion with other students (role of facilitator). The results of the discussions will be incorporated by the group into a summary document posted on Moodle (prior validation by the teacher). 
Summative assessment (60%) 

• Written examination on recent paradigms in Dutch-language literature and on the key concepts and critical approaches addressed in the study of the chosen authors and works (50%; in the event of failure, two points will be deducted from the final overall mark); 
• Individual research paper (in the form of a scientific article) on one or more texts of the student's choice from contemporary Dutch literature, based on a specific theoretical question and two secondary academic sources (subject to the teacher's approval). This final work may be based on a previous task from the formative pathway, enhanced by discussion, and will be maximised by taking into account the overall perspective of the course (various avenues put forward) and a new personal contribution to existing research. Oral examination (10%). 
• The level of language is taken into account in the assessment and significant deficiencies will be penalised. 
• In the event of a second registration for the examination, the assessment is divided as follows: written examination (70%), personal research work (30%). In the event of prior failure of the latter part, the student may decide, in agreement with the teacher, to improve his/her personal work for the oral examination on the basis of the same literary text(s) or subject as in the previous examination session, but the work must be substantially revised and improved. 

Other information

Course material : literary texts, theoretical and/or critical readings (see bibliography) available on Moodle, online or in the University Library; hand-outs and PowerPoints, pedagogical tools (further readings) via Moodle.

Bibliography

Bibliographie voir Moodle

Teaching materials

• Hugo Brems, Altijd weer vogels die nesten beginnen. Amsterdam: Bert Bakker, 2005.

Faculty or entity

> ELAL