UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Italian Literary Criticism: From Critica Militante to Contemporary Psychoanalytic Criticism
2.
School or partner institution which will be responsible for management of the module
SECL, Italian
3.
Start date of the module
September 2014
4.
The number of students expected to take the module
10
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Postgraduate [M]
7.
The number of credits and the ECTS value which the module represents
30 (15 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
9.
Prerequisite and co-requisite modules
‘Emancipation and the Politics of Life: an Introduction to Modern Italian Thought’ and ‘Italian Theory
Dissertation’ are co-requisites for students enrolled in the MA in Italian Theory.
Knowledge of the Italian language is not required but would be beneficial. Classes will be in English.
Texts will be made available both in the Italian original and in English translation.
10. The programmes of study to which the module contributes
MA in Italian Theory (compulsory module). The module will also appear as an option in other
humanities MA programmes
11. The intended subject specific learning outcomes
By successfully completing this module students will have:
1. Achieved a detailed knowledge of key notions of contemporary Italian literary criticism, both
critica militante and psychoanalytic criticism, as well as of the historical, cultural and theoretical
background to current debates in literary criticism
2. Achieved a detailed knowledge of the main trends in contemporary literary theory in Italy (in
particular psychoanalytic criticism, critica militante and critica accademica), as well as of the
political implications of each of these approaches
3. Achieved a detailed knowledge of the historical development of literary and psychoanalytic
narratives about subjectivity and otherness in the Italian context
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UNIVERSITY OF KENT
4. Compared specifically Italian approaches to literary texts with other critical traditions (e.g. French
or Anglo-Saxon)
5. Comprehensively understood the specific cultural and intellectual contexts in which the
methodologies addressed in the module were developed, as well as the specificity, relevance,
and implications of different critical approaches to literary and psychoanalytic texts
6. Applied methods, concepts and theories used by critica militante and contemporary
psychoanalytic criticism
12. The intended generic learning outcomes
By successfully completing this module, students will have:
1. Gathered, organized and deployed various data from relevant primary and secondary sources
2. Evaluated different interpretations, sources and argumentative positions
3. Evaluated critically current research and scholarship
4. Proposed new arguments and hypotheses
5. Reflected on and managed their learning and enhanced their performance through feedback
delivered by their peers as well as academic staff
6. Understood and articulated the similarities and differences between different critical approaches
as well as their political implications
7.
13. A synopsis of the curriculum
Drawing on philosophy, contemporary psychoanalysis, literary theory, and critica militante, this
multidisciplinary module introduces students to some of the most innovative trends of contemporary
Italian literary criticism. The module identifies a number of key critical approaches in literary criticism
(such as politically engaged, structuralist and post-structuralist, essayistic criticism; Freudian,
Kleinian, and Bionian psychoanalytic criticism), and it provides the necessary historical background
to understand their development from a specifically Italian angle. The work of prominent Italian
literary scholars and psychoanalysts working on literature (such as Borgese, Pasolini, Eco, Onofri,
Lavagetto, Gioanola, Fornari, Speziale-Bagliacca, and Civitarese) will be explored. By means of a
close guided reading of key texts, this module focuses on the innovative and distinctive features of
20th and 21st century Italian approaches to literature, reconstructing their most recent history,
introducing the main critical schools, as well as pinpointing the influence of Italian critical debates on
a wider, international level.
14. Indicative Reading List
Wherever possible, English translations will also be made available

Campagnon, Antoine, Literature, theory, and common sense, translated by Carol
Cosman. Princeton, N.J. : Princeton University Press, 2004

Caldwell, Lesley, Francesco Capello, “Introduction’, in Psychoanalysis and Italian Studies,
special issue of the Journal of Romance Studies, 10 (3), 2010

Civitarese, Giuseppe, Perdere la testa. Abiezione, conflitto estetico e critica psicoanalitica,
Clinamen, 2012

Gioanola, Elio, ‘Psicanalisi e critica letteraria’, in Barrotta and Lepschy with Bond, Freud and
Italian Culture, Peter Lang, 2009

Orlando, Francesco, Toward a Freudian Theory of Literature, Johns Hopkins UP, 1978.

Pasolini, Pier Paolo, In danger : a Pasolini anthology / edited, with an introduction by Jack
Hirschman. San Francisco, Calif. : City Lights Books, c2010

Speziale-Bagliacca, Roberto, The King and the Adulteress: A Psychoanalytic and Literary
Reinterpretation of Madame Bovary and King Lear, Duke University Press, 1998

Woolf, Virginia, The Modern Essay, Id. The Common Reader. First Series. London: The
Hogart Press, 1962
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UNIVERSITY OF KENT
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended learning outcomes
Total Contact Hours: 20
Total Study Hours: 300
This module will consist of one two-hour seminar per week over a course of 10 weeks. Students will
also receive one-to-one feedback on their performance during the course.
These learning and teaching methods will address learning outcomes: 11.1-6 and 12.1-6
16. Assessment methods and how these relate to testing achievement of the intended learning
This module will be assessed by one 5,000-word essay. The topic of the essay will be agreed upon
by the lecturer and the student. The module convenor will ensure that the selected theme will give
the student the opportunity to demonstrate the achievement of all learning outcomes: 11.1-6 and
12.1-6
17. Implications for learning resources, including staff, library, IT and space
None
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in its
teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with
the University’s disability/dyslexia support service, and specialist support will be provided
where needed.
19. Campus(es) where module will be delivered:
Canterbury
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies
(as appropriate): "I confirm I have been consulted on the above module proposal and have given advice
on the correct procedures and required content of module proposals"
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
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Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
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Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED
INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I
confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the
module and will be responsible for its resourcing"
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Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
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Post
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Partner College/Validated Institution
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