درخت حوزه‌های تخصصی

The present paper studies J.M. Coetzee’s Life & Times of Michael K (1983) and Jafar Modarres Sadeqi’s Gavkhuni ( The Marsh ) (1362 [1983]) through a spatial perspective. To this end, the study avails itself of a constellation of concepts formed around Edward Soja’s Thirdspace, Michel Foucault’s heterotopia, and Mikhail Bakhtin’s chronotope. Reading the selected novels through these key terms shows that despite striking differences concerning the nature and manifestation of space, both novels configure space as belonging to the realm of the father. In Life & Times of Michael K , Michael begins a journey across South Africa to escape this paternal realm, while the unnamed narrator of Gavkhuni , having failed to escape the memory of Isfahan even after moving to Tehran, starts to write to get rid of his nightmares about his father. At the end of the novels, both protagonists return to their first places: Cape Town and Tehran, respectively. However, as the beginning and ending points of the novels, these cities do not remain the same for them: Michael preserves his identity as a gardener even in Cape Town, and the narrator of Gavkhuni reconciles with the ever-present image of the father and Zayandehrud in Tehran through writing.  

This study traces James W. Messerschmidt’s concept of hegemonic masculinity in two post-9/11 novels, The Submission (2011) by Amy Waldman and Sons and Other Flammable Objects (2008) by Porochista Khakpour. Messerschmidt’s Structured Action Theory considers hegemonic masculinities as surreptitiously omnipresent or social constructs whose main purpose is rendering unequal gender relations possible. We believe that this theory can help us better understand the transformations the masculinities of these novels undergo after the 9/11 attacks. In analyzing the novels, we argue that characters who manifest pre-9/11 ideals of American hegemonic masculinity and who are symbolically disempowered by the attacks endeavor to regain their hegemonic status by establishing the hyphenated Middle Eastern and South Asian masculinities as their racial Other and subordinating them in the post-9/11 landscape. In other words, we will focus on the former group’s symbolic emasculation and their subsequent remasculinization in light of the 9/11 attacks and the impact of this transformation on immigrant men in the United States. Moreover, by applying the Structured Action Theory to the aforementioned novels, we aim to show how American hegemonic masculinities, previously defined as strong, untouchable, and invincible, are reconstructed, after the 9/11 attacks, around the ideals of revenge; besides, we explore the responses of the Middle Eastern and South Asian men to their unequal position. Ultimately, we analyze the varying intersections of gender, religion, nationality, race, class, and age which are at work to reconstruct such identities.

In the world of language teaching, textbooks have a central role; therefore, they influence the entire process of learning/teaching languages. Having them analyzed and evaluated is vital for ensuring their efficiency and alignment with the goals of language classes. Reviewing the vision series textbook evaluation studies is the purpose of this paper. Due to the extensive use of this series in Iranian high schools, students' worldviews are inevitably affected by it. Students may also be lead wrongly by biased perspectives in high school textbooks. Since these textbooks are new and taught to every Iranian student, they need continuous evaluation and analysis to achieve their specified goals. While some studies have evaluated and analyzed these textbooks, a review of published articles in this field is still lacking. Throughout the literature, 24 research articles from the last 5 years are discussed. Generally, the study found that most teachers believe Vision text books have adhered to the guidelines of the CLT method and are an improvement over the old English language teaching books. Several revisions have also been suggested because they believe these books have cultural shortcomings and do not allow students to become familiar with the target culture. As a final point, some implications are presented regarding the evaluation of English textbooks in Iranian contexts.