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2 Messages, Sages and Ages

2 2016

2 Colăcel O.

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Edibles and Other Offerings to Readers: The Politics of Gender and Food in Narrative Fiction

100%

Colăcel O.

nr 2

70-74

From the perspective of an apparently absent author, the rhetorical commonplaces of womanhood and nourishment are mentioned in the novels of Margaret Atwood, The Edible Woman (1969), and of Jillian Medoff, Hunger Point (2002). Although traditionally relegated to contextualizing devices, the unfolding of events makes a riddle out of cooking and eating for the purpose of dramatic effect. Reporting on what might come across as domestic chores points to the topicality of food intake as well as to all the drama eating disorders entail. In the background of events, the ‘whodunit’ and the ‘kitchen sink drama’ come together into one unlikely story. The benefits of hindsight make it possible to argue that celebrated feminist novels of the past century, i.e. The Edible Woman, provided later 21st century fiction, i.e. Hunger Point, with something more than narrative emphasis on binary gender relations. I find that the gender-roles debate, as recorded in Atwood’s work, gained enough cultural momentum to prove the ready availability of the image of the nurturing female throughout the 20th century and beyond. As far as feminist fictions are concerned, over/under-feeding is always somewhere in the background, if not what drives the plot forward. Commonly, distress among fictional characters, mostly women, is linked to body weight and dieting in ways that threaten to relegate, possibly once and for good, the notions of women and food to the realm of melodrama, as it is the case with Hunger point.

Teaching the Nation: Literature and History in Teaching English

100%

Colăcel O.

nr 2

43-53

Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.