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• Experiments with Realism in Irish Language Short Stories by Daithí Ó Muirí

  Sorcha de Brún

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  163

  Relying on Joseph McMinn’s statement that the connection between realist and non-realist fiction is not a hierarchical relationship, this essay maintains that realism in Irish language fiction is, and has always been, an energizing force for experimentation. This is nowhere more evident than in the work of writer Daithí Ó Muirí (1954-), a native English speaker now residing in an Irish speaking area in Ireland. Much of Ó Muirí’s work is experimental due to his use of allegory and fantasy, yet many of the stories remain rooted in the realities of the world, particularly in his representations of masculinities and in works concerning the impact of war, violence, and displacement on men’s lives. The essay examines Ó Muirí’s first three collections, Seacht Lá na Díleann (1998), Cogaí (2002), and Uaigheanna agus Scéalta Eile (2002), in which he explores subjects that are classically realistic: war, death, religion, and relationships between men and women. The essay explores how Ó Muirí’s work often combines realism and magic realism, and shows that Ó Muirí’s fiction provides a fresh if somewhat bleak narrative of 21^st century realism in Irish language prose fiction.

• John Williams’s Stoner and Literature as Dark Matter in the Age of Educational Managerialism

  Joakim Wrethed

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  125

  The tension between Bildung and more utility-oriented dimensions of education is nothing new. For instance, Friedrich Nietzsche addressed the issue in a series of lectures despising nineteenth-century tendencies to let education be controlled by external forces. The contemporary literature teacher may feel inclined to endorse some of Nietzsche’s sentiments. What will remain of the subject of literature in the age of massification, learnification, and criterion-referenced teaching in secondary and tertiary education? Through an analysis of certain aspects of John Williams’s Stoner, the article considers a few central questions: why is the devoted literature teacher forced into a hypocritical position, pretending to do a set of stated things (learning outcomes), while actually doing (or wanting to do) something completely different? Is it not precisely what cannot be put into words that is the actual driving force of the study of literature? The article suggests that this Gordian knot cannot be untied and should not be cut, but also that the attempts to untie it are in themselves vitalizing forces that ought not to be neglected within literary studies and teaching. (JW)