This biannual learning unit is being organized in 2025-2026
Teacher(s)
Language
Dutch
Prerequisites
To have successfully followed the Bachelor courses in Dutch literature and show a strong interest in this area of research.
A good proficiency in Dutch (advanced level, B2 + of the Common European reference framework)
A good proficiency in Dutch (advanced level, B2 + of the Common European reference framework)
Main themes
The content of the seminar depends on the evolution of current research methods and of their epistemological foundations, the students' interests and dissertation subjects and research carried out by the teacher ; seminar topics can thus vary from year to year.
Students are required to participate actively in discussions on current research in Dutch-speaking literature, on the basis of presentations (study days, conferences, seminars) or scientific articles in the field.
Students are required to participate actively in discussions on current research in Dutch-speaking literature, on the basis of presentations (study days, conferences, seminars) or scientific articles in the field.
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1 | Elaborate and carry out a personal research project; |
| 2 | Work within a group in research ; |
| 3 | Acquire the knowledge and interdisciplinary skills ( methodologies, conceptual and epistemological foundations ) that underpin a research question; |
| 4 | Present a coherent research project according to a defined methodological framework, possibly in conjunction with the dissertation and/or another research activity in the student's course; |
| 5 | Demonstrate the ability to consider a theoretical issue in a well-argumented manner. |
Content
This course addresses topics in Dutch and comparative literature through lectures, readings of scholarly texts, presentations and discussions.
The course will examine the presence and manifestation of contemporary Dutch-language poetry in the public sphere from various angles and case studies: the link between poets and politics, cultural memory and transmission (e.g. based on city poetry), the materiality and intermediality of poetic media and formats (e.g. in urban but also digital spaces), the economies of attention and “wandering minds”, as well as the place of readers in the conception/consumption of poetry in public spaces (e.g. stadsdichterschap), and literature as a form of care of the individual and the collective (e.g. through various poetic projects addressing societal issues and social transformation).
We will o.a. discuss the phenomenon of ‘stadsdichters’, which has been growing rapidly since the 2000s in the Dutch-speaking field, and we will examine the poetic works of various ‘stadsdichters’ in Flanders and the Netherlands.
The discussion will focus in particular on examining how a poetic text is embodied in public space and has a significant impact outside the realm of books. What changes in medium and status does this insertion of poetry into public space (urban, digital, etc.) and the political sphere bring about? What are the effects on reading? Corollarily, how does literary or poetic textuality give a face to the city, to the social and the collective, by configuring reality through poetry? These are some of the questions that will be dealt with.
Through the chosen theme, we will introduce students to significant poetic works in contemporary Dutch-language literature and inspire them to read and analyze poetry.
The course will examine the presence and manifestation of contemporary Dutch-language poetry in the public sphere from various angles and case studies: the link between poets and politics, cultural memory and transmission (e.g. based on city poetry), the materiality and intermediality of poetic media and formats (e.g. in urban but also digital spaces), the economies of attention and “wandering minds”, as well as the place of readers in the conception/consumption of poetry in public spaces (e.g. stadsdichterschap), and literature as a form of care of the individual and the collective (e.g. through various poetic projects addressing societal issues and social transformation).
We will o.a. discuss the phenomenon of ‘stadsdichters’, which has been growing rapidly since the 2000s in the Dutch-speaking field, and we will examine the poetic works of various ‘stadsdichters’ in Flanders and the Netherlands.
The discussion will focus in particular on examining how a poetic text is embodied in public space and has a significant impact outside the realm of books. What changes in medium and status does this insertion of poetry into public space (urban, digital, etc.) and the political sphere bring about? What are the effects on reading? Corollarily, how does literary or poetic textuality give a face to the city, to the social and the collective, by configuring reality through poetry? These are some of the questions that will be dealt with.
Through the chosen theme, we will introduce students to significant poetic works in contemporary Dutch-language literature and inspire them to read and analyze poetry.
Teaching methods
A few introductory sessions familiarise students with the theme chosen for this course and illustrate the basic principles of scientific research: formulation of an original question, learning to carry out research in an autonomous manner, compiling a relevant bibliography and exploring existing knowledge, highlighting a clear work structure, etc.
Students are gradually guided through the research questions. They are introduced to debates relating to the study of poetry in public spaces, in particular through the reading of scientific articles on the subject. All texts (theoretical, essayistic or poetic) discussed are read and prepared in advance by all students. Students are encouraged to participate actively.
The analysis of the selected poetic texts consists of a seminar-style discussion with the students. The students are integrated into a collective research dynamic (in groups, depending on the number of students enrolled) and then asked to present the results of their work to the others. They practise finding and formulating scientifically answers to the chosen research question. Each presentation is followed by a discussion highlighting strengths and areas for improvement, before a written assignment (in the form of a scientific article) is produced. These various teaching and learning activities enable students to prepare for the final assessment.
Students are gradually guided through the research questions. They are introduced to debates relating to the study of poetry in public spaces, in particular through the reading of scientific articles on the subject. All texts (theoretical, essayistic or poetic) discussed are read and prepared in advance by all students. Students are encouraged to participate actively.
The analysis of the selected poetic texts consists of a seminar-style discussion with the students. The students are integrated into a collective research dynamic (in groups, depending on the number of students enrolled) and then asked to present the results of their work to the others. They practise finding and formulating scientifically answers to the chosen research question. Each presentation is followed by a discussion highlighting strengths and areas for improvement, before a written assignment (in the form of a scientific article) is produced. These various teaching and learning activities enable students to prepare for the final assessment.
Evaluation methods
Continuois assessment (40%):
The formative assessment is based on the student's active participation in the course (compulsory preparatory reading, discussions and commentary on texts) (10%), as well as an oral presentation (30%) on a topic of their choice related to the themes covered (continuous assessment). For this personal presentation assignment: bibliographic research, compulsory reading of scientific articles and critical discussion of these; in-depth analysis of the literary texts under study; a personal and original commentary is expected.
Final assessment (60%) :
At the end of the course, an individual written assignment (paper) will report on the progress and results of the research carried out and will be defended during an oral exam during the exam session (30%).
An open-book written examination consisting of three open questions will assess the student's mastery of (inter)disciplinary knowledge and skills related to the course material and their ability to demonstrate theoretical and analytical thinking in a personal way.
The quality of personal expression and mastery of written and oral language is essential for each part of the assessment, in addition to the correct use of disciplinary terminology.
The oral presentation and personal work (paper) will be prepared in accordance with the specific instructions provided and in accordance with the practices of academic and scientific integrity. The use of any source of information (including generative artificial intelligence) that is not duly referenced and systematically reported for each part of the assessment, and which prevents the examiner from verifying the student's knowledge, personal skills, process and approach, in accordance with the principle of authenticity, is prohibited.
In case of resit in the nex exam session, the assessment is divided as follows:
- Individual written work and oral defence (50%)
- written examination (50%)
The formative assessment is based on the student's active participation in the course (compulsory preparatory reading, discussions and commentary on texts) (10%), as well as an oral presentation (30%) on a topic of their choice related to the themes covered (continuous assessment). For this personal presentation assignment: bibliographic research, compulsory reading of scientific articles and critical discussion of these; in-depth analysis of the literary texts under study; a personal and original commentary is expected.
Final assessment (60%) :
At the end of the course, an individual written assignment (paper) will report on the progress and results of the research carried out and will be defended during an oral exam during the exam session (30%).
An open-book written examination consisting of three open questions will assess the student's mastery of (inter)disciplinary knowledge and skills related to the course material and their ability to demonstrate theoretical and analytical thinking in a personal way.
The quality of personal expression and mastery of written and oral language is essential for each part of the assessment, in addition to the correct use of disciplinary terminology.
The oral presentation and personal work (paper) will be prepared in accordance with the specific instructions provided and in accordance with the practices of academic and scientific integrity. The use of any source of information (including generative artificial intelligence) that is not duly referenced and systematically reported for each part of the assessment, and which prevents the examiner from verifying the student's knowledge, personal skills, process and approach, in accordance with the principle of authenticity, is prohibited.
In case of resit in the nex exam session, the assessment is divided as follows:
- Individual written work and oral defence (50%)
- written examination (50%)
Online resources
see Moodle
Bibliography
Une bibliographie thématique accompagne le cours (voir Moodle)
Teaching materials
- Anthologie de poèmes
- Sites web
- Articles scientifiques choisis
- Hand-outs
- Powerpoint
- Documents multimédias
- Moodle
Faculty or entity
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Learning outcomes
Master [60] in Modern Languages and Literatures : German, Dutch and English
Master [60] in Modern Languages and Literatures : General
Master [120] in Modern Languages and Literatures : German, Dutch and English
Master [120] in Modern Languages and Literatures : General