This module surveys the development of the magical realist style throughout the late twentieth century and into the twenty-first. In doing so, it traces emergent voices from political positions which are marginalised in Western society – voices which must alter the realist contract in order to express their difference and resist the global dominance of European realism. Through a study of the magical realist style, we will debate issues relating to gender, race, ethnicity, postcolonialism, cultural identity and nationality.

Typical Texts:
One Hundred Years of Solitude - Gabriel Garcia Marquez (1967)
Midnight's Children - Salman Rushdie (1981)
Beloved – Toni Morrison (1987)
Venus as a Boy - Luke Sutherland (2004)
Her Body and Other Parties – Carmen Maria Machado (2018)
The Mermaid of Black Conch – Monique Roffey (2020)
When We Were Birds – Ayanna Lloyd Banwo (2021)

Levitation by means of hot chocolate, a man turning to gold in modern-day Soho, a quiet girl who remembers past lives, a mermaid with a grudge, a boy who can hear the thoughts of 1001 other children… Dazzling details of ordinary enchantments fill the pages of magical realist fiction. Feel the boundaries of your sense of reality shift under the mesmerising effect of this style of writing, which merges the fantastical with the everyday. Respond by creating your own critical or creative work.

Benito, Jesus et al (2009) Uncertain Mirrors: Magical Realisms in US Ethnic Literatures Amsterdam: Rodopi.
Bowers, M.A. (2004) Magic(al) Realism. London: Routledge.
Faris, Wendy B. (2004) Ordinary Enchantments: Magical Realism and the Remystification of Narrative Nashville: Vanderbilt University Press. Available as ebook.
Hegerfeldt, Anne C. (2005), Lies that Tell the Truth: Magic Realism Seen Through Contemporary Fiction from Britain, Amsterdam: Rodopi. Available as an ebook.
Jung, C.G. (2009) [1959] The Archetypes and the Collective Unconscious. Second ed. Trans. R.F.C. Hull. London: Routledge.
King, John (1987) Modern Latin American Fiction: A Survey. London: Faber and Faber.
Martin, Gerald (1989) Journeys through the Labyrinth: Latin American Fiction in the Twentieth Century. London: Verso.
Swanson, P. (2010) The Cambridge Companion to Gabriel García Márquez. Cambridge University Press.
Rice, Philip and Patricia Waugh (1996) Modern Literary Theory: A Reader. London: Arnold.
Takolander, Maria (2007) Catching Butterflies: Bringing Magical Realism to Ground. Peter Lang publishing.
Tally, J. (2007) The Cambridge Companion to Toni Morrison. Cambridge University Press.
Warnes, Christopher (2009) Magical realism and the postcolonial novel: between faith and irreverence. Basingstoke:¿Palgrave Macmillan,¿
Young, David and Keith Hollaman eds. (1984) Magical Realist Fiction: An Anthology. New York: Longman
Zamora, Lois Parkinson and Wendy B. Faris (1995) Magical Realism: Theory, History, Community. London: Duke University Press.

Library, VLE, Film Theatre

1. demonstrate detailed knowledge of the key issues and debates in the study of magical realist literature, especially its political and historical relevance, through refined skills of enquiry and enquiry and analysis
2. Reflect on contributions to class learning.
3. show advanced application of relevant critical and theoretical perspectives in your own analysis of texts, drawing on independent research.
4. write a literary-critical essay using critical and theoretical material to analyse, contextualise and compare texts
OR
produce a sustained piece of magical realist literature, demonstrating an advanced knowledge of the style

Learning journal: to consist of two equally weighted elements. (LOs: 2 )¿¿

A reflection upon a contribution to class learning on the module, using authentic forms such as podcasts, presentations, vlogs, leading group sessions¿(these may be done in pairs or alone), blogs, poster presentations. Reflection should show the detail of what the student intended to convey, how and why. Reflection should also show how the contribution was received and what the student would do differently next time.¿

Second entry in the journal will be a reflection upon a ‘verbal pitch’: student must pitch their ideas for their final assignment to a tutor. Reflection should detail the plans for the assignment, the tutor’s feedback, and how the student intends to action that. ¿

Essay or creative writing piece – a literary-critical essay or a piece of creative writing in the magical realist style . Topic to be agreed with tutor. (LOs: 1,3,4)

Teaching will be delivered by weekly workshops which will involve segments of lecture, discussion activities, student participation and analytical practice.