UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module: Cross-Cultural Coming-of-Age Narratives
2.
School which will be responsible for management of the module: School of English
3.
Start date of the module: September 2013
4.
The cohort of students (onwards) to which the module will be applicable: 2012-2013
5.
The number of students expected to take the module: 16-32
6.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal: None
7.
Level of the module H
8.
The number of credits which the module represents: 30
9.
Which term(s) the module is to be taught in (or other teaching pattern): Autumn
10. Prerequisite and co-requisite modules: Standard for entry to English special modules
11. The programme(s) of study to which the module contributes: English and American
Literature; English, American and Postcolonial Literatures; English and American
Literature with Creative Writing; American Studies
12. The intended subject specific learning outcomes
Students will
i.
ii.
iii.
iv.
v.
critically evaluate a variety of coming-of-age narratives from the US,
Caribbean, Asia, and Europe, including genres such as autobiography,
short story sequence, family memoir, young adult fiction, graphic novel,
and film
demonstrate a systematic understanding of the different literary traditions
and movements out of which the texts arise, and how these in turn might be
articulated within, and interrogative of, the Bildungsroman tradition
be able to apply accurately a range of established theoretical, aesthetic,
and cultural perspectives to the study of twentieth- and twenty-first century
coming-of-age narratives
develop sophisticated analytical skills as well as historically situated
approaches to key concepts in the field such as race/ethnicity, immigration,
diaspora, memory, trauma, space, gender, colonialism, and sexuality over
the last century
consolidate and extend their capacity to structure nuanced arguments
centred on the close relationship between aesthetics and politics in
literature
13. The intended generic learning outcomes
i.
ii.
iii.
iv.
Deployment of sophisticated close reading techniques to a range of literary
texts and, to a lesser extent, films, to make productive and complex
comparisons between them
Further development of the skills necessary for participating in group
discussions and giving oral presentations, including communicating ideas
to specialist and non-specialist audiences
An increased capacity for self-directed research and the ability to discuss,
evaluate and creatively deploy secondary critical and theoretical
perspectives making use of appropriate scholarly sources .
An ability to frame and identify appropriate research questions and to
construct original, articulate and well-substantiated arguments ).
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UNIVERSITY OF KENT
14. A synopsis of the curriculum
If the Bildungsroman has been criticised for being outmoded and conservative, how do
contemporary writers interrogate and expand its scope and importance? Are coming-ofage narratives merely private stories or can they be read in ways which highlight their
social functions, and what kind of theoretical, aesthetic and cultural perspectives can we
apply to scrutinise these functions? This module will bring together a range of texts and
films from the twentieth and twenty-first centuries that can be read within and against the
literary tradition of the Bildungsroman or the coming-of-age narrative. Drawing on material
from the US, the Caribbean, Asia and Europe, we will spend time analysing the
representation of the coming-of-age experience in terms of content and form and assess
the ideological functions of the Bildungsroman in a cross-cultural context. Particular
attention will be given to questions of racial and ethnic identity, migration, colonialism,
memory, trauma, belonging and sexuality. We will also explore the connection of the
Bildungsroman with genres such as autobiography, family memoir, young adult fiction,
graphic novel, and film. Writers studied in this module include Richard Wright, Jamaica
Kincaid, Sandra Cisneros, Sherman Alexie, Jhumpa Lahiri, Marjane Satrapi, and we will
watch films including East is East and Bend it Like Beckham.
15. Indicative Reading List
Anzia Yezierska, Bread Givers (1925)
Richard Wright, Black Boy (1945)
Jamaica Kincaid, Lucy (1990)
Maxine Hong Kingston, The Woman Warrior: Memoirs of a Girlhood among Ghosts
(1976)
Sandra Cisneros, The House on Mango Street (1984)
Sherman Alexie, The Absolute True Diary of a Part-Time Indian (2007)
Jhumpa Lahiri, The Namesake (2003)
Marjane Satrapi, Persepolis: The Story of a Childhood and the Story of a Return
(2000)
Kapka Kassabova, Street without a Name: Childhood and Other Misadventures in
Bulgaria (2008)
Film Screenings:
Ayub Khan Din, East is East (1999)
Gurinder Chadha, Bend it Like Beckham (2002)
16. 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
30 contact hours over the term, consisting of ten 2-hour weekly seminars and a total of
5 two-hour workshops and/or film screenings. Students will be expected to study for a
total of 25 hours per week including contact time. (Total 300 hours).
Guided critical reading during the workshops and short contextualising lectures will
help students acquaint themselves with the literary tradition of the Bildungsroman
more broadly (12. i, ii) and the specific cultural contexts and concepts the texts of the
module engage with (12. iii, iv).
Small group and presentation work will complement traditional seminar discussion, to
enable students to both navigate the broader themes of the course and examine in
greater depth those elements that interest them most (13. ii, iii). Film screenings will
encourage students to consider the ideas and areas discussed in relation to the visual
medium (12. iii, 13. i).
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UNIVERSITY OF KENT
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
The module will be assessed on the basis of two essays of 2500-3000 words each
(90%), with the remaining 10% coming from a seminar performance mark. There will be
suggested topics/questions provided, with the option for students to construct a
question in consultation with their seminar leader.
In accordance with the intended module learning outcomes, the two essays will test
close reading and a sensitivity to generic conventions (13. i), independent research (13.
iii), and an ability to construct nuanced arguments centred on the close relationship
between aesthetics, cultural context and politics (12. v, 13. iv). More specifically, the
essays will show the student is able to interpret and apply a range of theoretical ideas
(13. iii) in relation to the tradition of the Bildungsroman and across a variety of regions
and literatures (12. i, ii) and make productive comparisons and distinctions between
them (12. i, 13. i). Students will also develop their ability to explain their ideas and
construct original, articulate and well-substantiated arguments in informal
presentations and group work (13. ii, iv).
18. Implications for learning resources, including staff, library, IT and space
Standard seminar/lecture rooms with audio-visual equipment. Much of the critical
material is held in the library but some additional texts may need to be purchased.
19. 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.
20. Campus(es) where module will be delivered 1: Canterbury
If the module is part of a programme in a Partner College or Validated Institution,
please complete the following:
21. Partner College/Validated Institution: n/a
22. University School (for cognate programmes) or Faculty (for non-cognate programmes)
responsible for the programme
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"
................................................................
..............................................
Director of Learning and Teaching/Director of Graduate
Date
1
Required for information purposes only. Changes of campus will not require re-approval of the
module specification.
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UNIVERSITY OF KENT
Studies (delete as applicable)
…………………………………………………
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
…………………………………………………….
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"
.................................................................
Nominated Responsible Officer
College/Validated Institution
of
..............................................
Partner
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
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Date
UNIVERSITY OF KENT
Module Specification Template
Last updated November 2011
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