Conversion, Revisionism, and Revision in Malcolm Cowley\u27s Exile\u27s Return

Malcolm Cowley\u27s first edition of \u27Exile\u27s Return: A Narrative of Ideas\u27 (1934) was an autobiographical narrative which traced Cowley and his friends on their ideological odyssey from bohemianism to Marxism. Cowley\u27s \u27Exile\u27s Return: A Literary Odyssey of the 1920s\u27 (1951) was written because Cowley, like other writers of his generation, was embarrassed by his decade of Marxist enthusiasm and, coupled with a national mood increasingly hostile to Communism, he now perceived his view of history in the first book as a literary flaw. However, once that view was judged inaccurate, it was easy for Cowley to convince himself that self was more important than accurate history, justifying the transformation of the book

Conversion, Revisionism, and Revision in Malcolm Cowley\u27s Exile\u27s Return

Malcolm Cowley\u27s first edition of \u27Exile\u27s Return: A Narrative of Ideas\u27 (1934) was an autobiographical narrative which traced Cowley and his friends on their ideological odyssey from bohemianism to Marxism. Cowley\u27s \u27Exile\u27s Return: A Literary Odyssey of the 1920s\u27 (1951) was written because Cowley, like other writers of his generation, was embarrassed by his decade of Marxist enthusiasm and, coupled with a national mood increasingly hostile to Communism, he now perceived his view of history in the first book as a literary flaw. However, once that view was judged inaccurate, it was easy for Cowley to convince himself that self was more important than accurate history, justifying the transformation of the book

Repossessing the Past: Discontinuity and History in Alfred Kazin\u27s A Walker in the City

The structure of Kazin\u27s A Walker in the City is based upon two quests: the child self is seeking an American identity and access to history; the adult self is seeking to recapture the lost, earlier self and to escape from history. The article discusses narrative strategy and the relationship between concepts of history and the re-creation of the self in twentieth century autobiography

The spaces of relational learning and their impact on student engagement

In this paper, we are interested in developing a rich understanding of what matters about space, particularly for enhancing student engagement and belonging. We will suggest that this first requires an exploration into the relational aspects of learning in order to begin to model the often complicated and diffuse inter-relationships between its cognitive, experiential and emotional dimensions; and second to explore in more depth how these impact on, and are impacted by, material space. We will do this by first outlining what we mean by relational learning, and by student engagement and belonging. We will then propose a relational understanding of material space, aiming to locate learning environments within the larger ‘space’ of learners’ perceptions and experiences more generally. This will be further explored through analyzing a case study that suggests some helpful pointers. Finally, we will offer an outline conceptual model that aims to locate some of the differing qualities of material space across the various dimensions of relational learning. Whilst this model is proposed not as a solution but as a means of encouraging debate, we argue that developing learning spaces that support engagement and belonging as well as effective learning are an important issue for the higher education sector. This is because evidence shows that students’ sense of belonging has a direct impact on their retention and success (Thomas, 2012)