“Don’t be alarmed. It’s to do with sex.” Sherlock Holmes fanfiction and freedom of the imaginary domain
- Authors: Van der Nest, Megan
- Date: 2020
- Subjects: Fan fiction , Fans (Persons) -- Fiction , Holmes, Sherlock , Literature and the internet , Sex in literature
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/124208 , vital:35576
- Description: In this thesis I argue that, for the individual fan, reading and writing fanfiction texts, and engaging with the online fandom communities within which these texts are produced, is a potentially valuable experience. This is because the kind of social and creative spaces found in these communities allow for, and celebrate, the free imaginative play with romantic and sexual desires, identities, and relationships. To articulate the importance of these spaces, I draw on Drucilla Cornell’s concept of the imaginary domain, defined as the psychic space each individual uses to explore different sexual desires and personae, which exploration is necessary for the development of full personhood. I also argue that the growing visibility and influence of fandom in modern society means that it could serve as a mechanism for social change, particularly in the acceptance and support of multiple sexual identities and forms of love. Selected texts, drawn from the Sherlock fandom, are discussed as representative of the approach taken within fanfiction communities towards various aspects of sexuality and sexual ethics. This approach combines the enthusiastic exploration of sexual desires without shame or fear of judgment with an ongoing, critical interrogation of sexual ethics.
- Full Text:
- Date Issued: 2020
- Authors: Van der Nest, Megan
- Date: 2020
- Subjects: Fan fiction , Fans (Persons) -- Fiction , Holmes, Sherlock , Literature and the internet , Sex in literature
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/124208 , vital:35576
- Description: In this thesis I argue that, for the individual fan, reading and writing fanfiction texts, and engaging with the online fandom communities within which these texts are produced, is a potentially valuable experience. This is because the kind of social and creative spaces found in these communities allow for, and celebrate, the free imaginative play with romantic and sexual desires, identities, and relationships. To articulate the importance of these spaces, I draw on Drucilla Cornell’s concept of the imaginary domain, defined as the psychic space each individual uses to explore different sexual desires and personae, which exploration is necessary for the development of full personhood. I also argue that the growing visibility and influence of fandom in modern society means that it could serve as a mechanism for social change, particularly in the acceptance and support of multiple sexual identities and forms of love. Selected texts, drawn from the Sherlock fandom, are discussed as representative of the approach taken within fanfiction communities towards various aspects of sexuality and sexual ethics. This approach combines the enthusiastic exploration of sexual desires without shame or fear of judgment with an ongoing, critical interrogation of sexual ethics.
- Full Text:
- Date Issued: 2020
Silence, like breathing
- Authors: Van der Nest, Megan
- Date: 2012
- Subjects: South African poetry (English) -- 21st century , Creative writing (Higher education) , Diaries -- Authorship , English language -- Writing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:5980 , http://hdl.handle.net/10962/d1015246
- Description: In this collection of free verse lyric poems I have drawn inspiration from childhood memories, as well as from the natural world and encounters with the people around me. Each poem focuses on a small moment, presenting an emotive portrait of a memory or an experience. These small moments lead, cumulatively, to deeper insights into myself and the world around me. The collection is divided into four seasons, in part because the work is strongly influenced by the natural world, but also because the progression of the seasons mirrors something of the personal journey reflected in the poems.
- Full Text:
- Date Issued: 2012
- Authors: Van der Nest, Megan
- Date: 2012
- Subjects: South African poetry (English) -- 21st century , Creative writing (Higher education) , Diaries -- Authorship , English language -- Writing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:5980 , http://hdl.handle.net/10962/d1015246
- Description: In this collection of free verse lyric poems I have drawn inspiration from childhood memories, as well as from the natural world and encounters with the people around me. Each poem focuses on a small moment, presenting an emotive portrait of a memory or an experience. These small moments lead, cumulatively, to deeper insights into myself and the world around me. The collection is divided into four seasons, in part because the work is strongly influenced by the natural world, but also because the progression of the seasons mirrors something of the personal journey reflected in the poems.
- Full Text:
- Date Issued: 2012
"Tell me how you read and I will tell you who you are": children's literature and moral development
- Authors: Van der Nest, Megan
- Date: 2010
- Subjects: Children's literature -- Philosophy Children's literature -- Moral and ethical aspects Children's literature -- History and criticism Literature and morals Ethics in literature Reader-response criticism Moral conditions in literature Literature -- Study and teaching
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2722 , http://hdl.handle.net/10962/d1002852
- Description: It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.
- Full Text:
- Date Issued: 2010
- Authors: Van der Nest, Megan
- Date: 2010
- Subjects: Children's literature -- Philosophy Children's literature -- Moral and ethical aspects Children's literature -- History and criticism Literature and morals Ethics in literature Reader-response criticism Moral conditions in literature Literature -- Study and teaching
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2722 , http://hdl.handle.net/10962/d1002852
- Description: It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.
- Full Text:
- Date Issued: 2010
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