21st Century Literature Research Articles

튀르키예 아동문학에 나타난 디아스포라 의식: 소설 『전쟁에서 도망친 나무』를 중심으로

For more than a decade, Syria has been embroiled in a civil war that has pitted Syrian rebels against government forces. Syrian refugees who have crossed the border have found shelter in neighboring countries, including Türkiye. As the country hosting the largest number of Syrian refugees in the world, 21st-century Turkish literature has seen the emergence of a significant body of diasporic literature that explores the lives and stories of Syrian refugees. In this study, we wanted to examine various refugee issues, focusing on the novel If I were a bird, I'd fly home, which vividly depicts the pain and inner conflicts that Veşir, a refugee boy who fled from Syria to Türkiye, experiences in diaspora. The novel describes the search for a new identity as a refugee, the lack of basic human needs such as food, discriminatory attitudes towards refugees and economic poverty. In particular, the novel explores the difficult lives of refugees who have been forced to flee their homeland due to civil war and are now in an unfamiliar environment through the unadorned eyes of a child.

Pedagogy in the 21st century literature classroom: Teachers’ teaching mechanisms, challenges, and coping mechanisms

Pedagogy in the 21st century literature classroom: Teachers’ teaching mechanisms, challenges, and coping mechanisms

Podcasts as supplementary tools in enhancing teaching-learning in the 21st century literature from the Philippines and the world

This research aimed to determine the mastery level of learners in 21st Century Literature from the Philippines and the World before and after the implementation of podcasts. The study titled "Podcasts as Supplementary Tools in Enhancing Teaching-Learning in 21st Century Literature from the Philippines and the World" is considered a quasi-experimental research design. This design utilizes methods and procedures to collect data in a study structured similarly to an experiment. Specifically, the study employed the one-group pretest-posttest design. This study employed a probability sampling technique. The respondents of the study were Grade 11 students in the academic track of Science, Technology, Engineering, and Mathematics (STEM). They encountered 21st Century Literature from the Philippines and the World as a subject matter available in the university, which is the only literature-related subject that STEM students are taking. The researchers used a pretest and posttest to collect the quantitative data needed for the study. After collecting data from the respondents, the researchers analyzed the quantitative data using statistical methods. The study revealed that the majority of students studying 21st Century Literature from the Philippines and the World improved their mastery level after using podcasts as supplementary tools in addition to the reading materials provided by their adviser. The students showed engagement and mastery in answering the tests based on the results presented, as there was an increased or significant difference between the pretest and posttest results. It was further found that the podcasts are effective. However, as cited in the scope and limitations of the study, it only investigates the development and evaluation of podcasts as an educational tool, as well as their potential to supplement traditional classroom teaching. Podcasts were not meant to replace lectures but to complement them. Furthermore, the null hypothesis was rejected. Therefore, a significant difference exists between the mastery level of students before and after the implementation of podcasts as supplementary tools. Lastly, this implies that for any instructional materials or teaching approaches to be implemented inside the classroom, their relevance and meaningful connections should be considered to engage the students more and thus promote lifelong learning.

A Comparative Review of Recent Research Progress in Prefabricated Buildings in China and Other Countries

Prefabricated building construction has emerged as a transformative technology in construction engineering and the building industries. However, owing to its research characteristics, the relevant literature on prefabricated buildings is diverse and fragmented. This study offers a comparative review of relevant 21st century literature on prefabricated buildings using VOSviewer1.6.18 software. The research progress and future opportunities about prefabricated buildings were comprehensively analyzed, which provides recommendations for its subsequent development. Through keyword searches on the Web of Science, 3214 documents were identified, and an overall analysis of co-citations and co-authorship was conducted. Additionally, a comparative co-occurrence analysis highlighted the differences between China and other countries. Further elaboration of research hotspots is provided, and three future research directions are proposed: (1) energy conservation and reducing the environmental impact of prefabricated buildings, (2) improving the performance of prefabricated building components, and (3) deepening the understanding of the behavior of prefabricated structures under seismic and dynamic conditions. This study provides practitioners and scholars in the field of construction engineering with a comprehensive overview of the literature on prefabricated buildings and paves the way for future advancements in the industry. The findings of this study can be used to promote prefabricated buildings in the architecture, engineering, and construction industries.

LIVED EXPERIENCES OF SENIOR HIGH SCHOOL STUDENTS IN PROCESSING LITERARY TEXTS: AN INQUIRY

The purpose of this phenomenological study is to determine the lived experiences, coping mechanisms, and insights of Senior high school students in processing various literary texts in some selected schools in the Division of Davao del Norte. With the increase of public-school students in senior high school in the Division of Davao del Norte, students experienced trouble in analyzing literary pieces given by their teacher, specifically those works that are covered in the 21st Century Literature subject. The study is conducted urgently in lieu of the widespread problem of the majority of the students’ lack of ability to effectively analyze literary texts. I used qualitative research in conducting the study because it is concerned with understanding the particular phenomenon being studied through natural observation and analysis rather than using a controlled measurement. In this study, the participants were the Senior High School Students of the school year 2023-2024. This study was conducted on fourteen (14) senior high school students in the selected public schools in the Division of Davao del Norte, equally divided into seven (7) participants for the In-Depth Interview (IDI), and another seven (7) participants for the Focus Group Discussion (FGD). The findings of the study have managed to mirror the lived experiences of Senior High School students in processing literary texts. As a Senior High School English teacher, My viewpoint on this phenomenon has expanded sufficiently, allowing me to glean richer insights from my participants specifically on how they cope with the experiences and challenges they have encountered from this study. The significant findings that they shared have greatly contributed valuable lessons that I, as an English teacher, find beneficial to internalize and implement in real-world scenarios.

Teacher’s Competence in Teaching 21st Century Literature: Basis for Faculty Development Program

The primary objective of this study was to assess the proficiency of educators instructing Twenty-First Century Literature from the Philippines and the World in senior high schools within Legislative District 2, Division of Isabela, during the academic year 2019-2020. Employing a quantitative research approach, the study adopted a descriptive-comparative method to analyze data. Data collection techniques comprised administering a test on the subject's content covering first-quarter and second-quarter topics and a survey focusing on instructional methodologies and assessment practices. The quantitative analysis centered on delineating respondents' profiles and evaluating their competence levels, emphasizing comparing significant differences in competence levels concerning the content when categorized by selected profile variables. Profile variables were analyzed using frequency and percentages, while the test results involved computing correct responses and corresponding percentages to gauge teachers' competence levels accurately. By employing a quantitative framework, this research seeks to provide insights into the effectiveness of pedagogical practices in teaching Twenty-First Century Literature from the Philippines and the World. Using statistical analysis facilitates a systematic examination of educators' competencies, enabling stakeholders to identify areas for improvement and implement targeted interventions. Ultimately, this study contributes to enhancing the quality of education delivery and promoting better student outcomes within the context of literature instruction in the specified academic setting.

Polish 19th century in the mirror of 21st century literature –meanders of neighbourhood

The article discusses various aspects of the presence of the 19th century in recent Polish literature.It shows the transformation of various aspects of the legacy of that century, related toromanticism and modernism. The 19th century, important as the foundation of Polish culture duringthe partitions, turned into a toxic legacy in modern times. Contemporary Polish writers re-imaginethat century to discover stories that were excluded from the mainstream national narrative. The textsunder discussion show that the 19th century is a „neighbour” surprisingly close to our present day.

Utopian Dreams and Dystopian Realities: Contrasting Visions in 21st Century Literature

Utopian Dreams and Dystopian Realities: Contrasting Visions in 21st Century Literature

Curriculum Delivery of English Language Macro-skills vis-à-vis Strategic Approach of Bukidnon Jesuit Mission School Teachers

This study explores the curriculum delivery of English language macro-skills in all Senior High Schools of Jesuit Mission Schools of Bukidnon Province. The participants of the study are all English teachers in Bukidnon Mission District teaching the 21st Century Literature from the Philippines and the World, English for Academic and Professional Purposes, Creative Nonfiction, Reading and Writing, Oral Communication, and Creative Writing. The study employed data triangulation to confirm research findings, reduce deficiencies, and provide credible and valid insights into the phenomenon. The quantitative result shows a high congruency of intended and observed curriculum in antecedent, transaction, and outcome; the 21st-century Literature from the Philippines and the World requires in-depth curriculum review and re-alignment in all areas, and Reading and Writing, and Creative nonfiction subjects suggest improvement in the Transaction. Three significant essences are produced in Moustaka Phenomenology as to how the curriculum is delivered: potentials in the developmental stage, pedagogical appropriation in the implementation stage, and actual results in the assessment stage. Twelve (12) syntheses derived from the data triangulation became the rationale for the contextualized development plan.

Introduction: The Return of Utopian Aesthetics and Politics in 21st-Century Literature. New Approaches in 'Radical' as well as 'Practical' Utopianism

Introduction: The Return of Utopian Aesthetics and Politics in 21st-Century Literature. New Approaches in 'Radical' as well as 'Practical' Utopianism

Family as a System in Crisis in Christoph Ransmayr’s Odysseus, Verbrecher. Schauspiel einer Heimkehr and Marina Carr’s Phaedra Backwards

As a part of the UIP-2020-02-3695 Analysis of Systems in Crisis and of New Consciousness in 21st Century Literature installation research project, which is being carried out at the Faculty of Humanities and Social Sciences in Osijek and is financed by the Croatian Science Foundation (https://askins21.ffos.hr/english/),1 this paper focuses on two contemporary plays of Western European literature: Odysseus, Verbrecher. Schauspiel einer Heimkehr (2010), written by the Austrian author Christoph Ransmayr, and Phaedra Backwards (2011), by the Irish playwright Marina Carr. In both plays, the authors use the original myths of Odysseus and Phaedra, reimagining them in a contemporary context in order to show the universality of their experiences, but above all to comment on the society and especially the family as a system marked by crises and conflicts instead of heroic deeds. In this light, the analysis focuses on the text and context within which the state of society and the family are explored. The research is primarily based on the sociological reflections on the system, crisis, and family, drawing on the theoretical approach of the German sociological theorist Niklas Luhmann and focusing on society and social systems. In the selected plays, the family as a specific type of system is examined as well as its dynamics in relation to social changes. In addition to the examination of thematic, compositional, and genre features of the plays, the comparative analysis will reveal their differences and similarities regarding several aspects: the self-concept in context of the family as well as the causes, manifestations, and consequences of the crisis. In other words, its effect on thecharacters and their transformations will be explored.

Representation of Non-Binary Identities in Feminist Literature of the Early 21st Century: A Literary Critique

This academic paper examines the representation of non-binary identities in early 21st-century feminist literature, focusing on the works Freshwater, An Unkindness of Ghosts, and Middlesex. The analysis explores the nuanced portrayals of non-binary characters, considering the intersections with race, class, and culture. The paper identifies evolving themes throughout the early 21st century, emphasizing the fluidity and complexity of gender in these narratives. Inclusivity is highlighted as foundational to feminist literature, contributing to empowerment and validation for non-binary readers. The impact extends beyond individuals, influencing societal attitudes, challenging stigmas, and catalyzing cultural change. The conclusion emphasizes the need for continued dialogue, intersectional exploration, and advocacy efforts to promote inclusivity in literature and contribute to broader social change.

On the Trail of World Literature - Winners and Losers

The report focuses on trends in 21st-century literature and the ways in which canonical notions of what is high literature are changing, who is the author of the canon, whether there is a canon today and whose it is, what it means to be victorious or vanquished, can we announce we're talking about winners. Also, against the background of all the more severe requests of authors in world literature with a hybrid identity – the article rethinks the place of ideas such as multiculturalism and political correctness; whether they offer wider horizons or limit the dialogue, whether literary means also have literary value or are imposed only by extra-literary factors, etc. Today, key novels of 21st century literature ask questions such as what it means to live between cultures; who learns in the process of this cross-cultural communication – only the migrant writers or also the host culture, is communication effective with different backgrounds and cultures. Among other pressing questions is how effective is multiculturalism today? Who is the winner and who is the loser, who is dominated and who is dominant…

RELATIONSHIP AND APPLICATION OF GENIUS HOUR IN TEACHING 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD ON STUDENTS’ LEARNING ACHIEVEMENT

This study aims to determine the relationship on the application of Genius Hour in teaching 21st Century Literature from the Philippines and the World and students learning achievement. Accordingly, this study gathered data from the respondents from the three (3) sections of Science, Technology, Mathematics, and Engineering (STEM) Grade 11 at Laguna State Polytechnic University Santa Cruz Senior High School Department (LSPU-SCC SHS Department), rendering a total of 110 responses. The main instruments used in this research were the self-madae questionnaire and the self-made rubrics. The data gathered using these instruments were statistically treated through Mean, Standard Deviation, Frequency, and Pearson R. This set of information were gathered through the application of Genius Hour, and the responses of the students were taken using the Google Form. Additionally, the researcher utilized the self-made rubric in order to determine students learning achievement. Based on the data analyzed, it was revealed that the students have a Very High level of application of their risk assessment, strengths and weaknesses, planning of approach, application of strategies, and reflection in relation to the application of Genius Hour in teaching Literature and Media under the subject 21st Century Literature from the Philippines and the World. Moreover, it also showed that the students also have Very High level of engagement with risk assessment, strengths and weaknesses, planning of approach, application of strategies, and reflection in relation to the application of Genius Hour in teaching in the same topic of the said subject. Further, the study also revealed that as per indicator Over-all Quality of Presentation, students learning achievement was Satisfactory, and as per indicators Effort, Inquisitiveness, Originality of Idea, and Over-all Learning, students learning achievement were proven Excellent. Based on the findings and conclusions drawn from this study, the researcher would like to recommend the following: 1) The teachers may consider the use of Genius Hour in teaching, not only on the subject 21st Century Literature in the Philippines and the World, but also on different subjects considering that Genius Hour is a student-centered teaching pedagogy, and 21st century classrooms are also learner-centered 2) The teachers and future researchers, considering that this study was conducted only using the online distance learning, may consider adapting the strategies to an in-person classroom setting 3) Stakeholders may consider the results of the study on their planning given that the students application of and engagement on Genius Hour both have significance on their learning achievements 4) Students may refer on this study in order for them to understand their need to wonder, ask questions, be inquisitive, and create their own research is vital for their learning and their future as an individual. This may also help them realize that their competencies are harnessed by different approaches their teachers apply in their class 5) Future researchers, contrary to how the researcher gathered information on the students application, may conduct in-person classes and gather data on the level of students application based on the teachers assessment and not on the learners perception 6) Future researchers may also utilize the variables that were used considering that all indicators and predictors were proven to provide a satisfying outcome for this study, specifically Application of Strategies, as it was proven to be very strongly significant in students learning achievement and, 7) Future researchers may use this study as it may serve as data bank for further enrichment of their readings of similar nature and thus may strengthen further the findings of the present research undertaking.

EFFECT OF SUPPLEMENTARY READING MATERIALS TO THE READING COMPREHENSION OF GRADE 11 GAS STUDENTS

This study aimed to find out the effect of supplementary reading materials to the reading comprehension of Grade 11 GAS students of San Cristobal Integrated High School for the school year 2020-2021. This research used supplementary reading materials to the experimental group in teaching the 21st Century Literature subject to measure their reading comprehension level. The respondents are composed of 60 Grade 11- GAS students where mostly are female and are on the age bracket of 16 to 17. The respondents reading comprehension level was measured using a thirty (30) item researcher-made pretest and posttest as the instruments of this research.The following are significant findings of the study: In terms of the respondents reading level, the experimental group obtained a mean score of 4.00 in their overall reading level. This implies that they are in frustration level before using the supplementary reading materials. Meanwhile, a mean score of 5.54 was obtained by the control group before using the modular instruction which reveals that the overall reading level of the control group is in instructional level. After the implementation of the study, the experimental groups overall reading level turned to instructional level having a mean score of 6.49 the control group, however, remains in instructional level with an overall mean score of 6.40. The results revealed that there is a significant difference between the pretest and post-test scores of the respondents in the experimental group after using the supplementary reading materials. However, a significant difference between the pretest and post-test scores of the respondents in the control group was also observed after using the modular instructions. After comparing the post-test of the experimental and control group, it was found out that there is no significant difference in the reading comprehension of the experimental and control group after using supplementary materials and modular instruction.

GROßSTÄDTE ALS TOPOI DER MIGRATIONSKRISE IN DEUTSCHSPRACHIGER LITERATUR AM ANFANG DES 21. JAHRHUNDERTS

The following paper offers a transgeneric analysis of three contemporary German literary texts which shows how the plot setting - which is in all these cases an urban environment, i.e. a city – can be described as a topos to address ongoing migration crises. These urban places of action and the depicted migration crises create a state of paradox and irony: big cities attract the population and represent a place that is desirable to live in, yet they seem to marginalize and ostracize the very groups that migrate towards them. The research presented in this paper stems from an ongoing research project that deals with the phenomenon of crisis in contemporary English, German and Croatian literature, with an emphasis on systems in crisis, where the systems are defined from a sociological perspective as the family, the local community, the state, the region, and so on. The research was conducted within the installation research project “UIP-2020-02-3695 Analysis of Systems in Crisis and of New Consciousness in 21st Century Literature” (2021.-2026) funded by the Croatian Science Fund. The aim of the project is to prove the hypothesis that what we have at hand is a predominantly subversive attitude on the part of literature towards the phenomenon of crisis and towards systems in crisis. The research done in the first year of the project (2021) shows that of the 126 German-language prose and drama texts included in the corpus, focusing on texts published from 2000 to 2021, 29 deal explicitly with crises in the local community or in the city and 23 with migration crises (cf. Novak et al. 2021, p. 3). The literary works selected for analysis, which offer urban areas as the setting of the narrative, show how, at the expense of the protagonists’/characters’ isolated experience, a shared, global view is illustrated that might indicate literary trends in dealing with contemporary problems in society, such as the attitude towards the ‘other’, the marginalized, or the ‘different’. Paradoxically, at the same time, through the way they subtly address these problematic attitudes, the literary texts become topoi that allow space for criticism. The novel and two plays that are the focus of this research have all been published in German since the year 2000 and are part of the project’s corpus. They have been selected as representative examples of how the urban, civilized, dominant community acts and reacts when it comes into contact with the ‘other’. They encompass both the individual and the collective, tragedy and comedy, but also social satire which addresses many problems of the world we consider to be structured and ordered, revealing that it is in reality a place of complex dynamics of centricity versus provinciality and inclusion versus exclusion. The paper takes a close look at Robert Menasse’s novel Die Hauptstadt (2017), Philipp Löhle’s play Wir sind keine Barbaren! (2015) and Lutz Hübner and Sarah Nemitz’s play Phantom (Ein Spiel) (2015). The transgeneric analysis of the selected literary texts shows how the migration crises in the big cities are not explicitly addressed, but rather pushed to the sides and margins – both literally and figuratively - and overlooked, and thus made even deeper within the system of the narrative (that is, in the narrative of both the prose as well as the drama text). In all three examples, the “we” is often emphasized as dominant, while “the others” are marginalized, both geographically and symbolically, due to this dominance. The migrants/refugees appear and remain on the geographical periphery, while also not even being recognized, and listened to, or else they become condemned to a life in symbolic parallel worlds. The community in all three examples acts globally in the economic and communication-strategic sense, but limits its self-image and the conception of “we” locally, and in doing so emphasizes the meaningfulness of their own tradition, while diminishing the existence of the others.

Трансформация классической лагерной прозы в новейшей отечественной литературе

Introduction. In the classic sense, forced labor camp prose includes fiction and documentary texts created by immediate participants of the events described (Stalin’s purges of the 1920s–1950s), and thus being usually autobiographical by nature. The bulk of such prose works were created in the 1950s–1970s by such writers as A. Solzhenitsyn, V. Shalamov, E. Ginsburg, Yu. Dombrovsky, A. Zhigulin, etc. Goals. The paper attempts an analysis of features inherent to manifestations of the forced labor camp theme in contemporary Russian fiction, and relates such texts to existing visions of such prose. Results. As is evident, there can be no camp prose — in the mentioned sense — in 21st-century Russian literature but the sociocultural trauma experienced by individuals (and communities) proves so deep and fundamental for their consciousness and subconsciousness that it persists in Russian literary discourse to date. Family memories, archival documents, search for identity, keen interest in national and regional history, official and social mythology give birth to various author’s strategies of addressing this sensitive issue and working with it. These yield narratives that greatly vary in authors’ ideological and aesthetic viewpoints and give rise to enormous — and sometimes violent — controversy in contemporary cultural environment.

Challenging the Love Triangle in Twenty-First-Century Fantastic Young Adult Literature

From Stephenie Meyers’ <em>Twilight</em> (2005-2008) to Suzanne Collins’ <em>The Hunger Games</em> (2008-2010), the love triangle is a controversial but pervasive feature of 21st-century fantastic YA literature. The setup and outcome rarely vary: a female protagonist must risk souring friendships to make a final choice between two eligible boys, inevitably disappointing the alternative suitor and the readers who favoured him. Drawing on theories of triangular desire and reader-response theory, this article considers the factors governing fantastic YA’s continuing use of the love triangle, its adherence to the final choice, and the barriers to alternative polyamorous outcomes which can offer continuity to friendships. Considering YA’s readers, writers, and market, this article argues that this resistance results from general anxiety about polyamory’s effect on the characters’ desirability from the reader’s perspective, and society’s particular aversion to male bisexuality. Meanwhile, constraints on writers include the logistical effort and page space required to develop a satisfying polyamorous relationship. Facilitated through a discussion of two of the few polyamorous triangles in mainstream YA fantasy and science fiction, found in Malinda Lo’s <em>Adaptation</em> series (2012-2013) and Tessa Gratton’s <em>Strange Grace</em> (2018), this article proposes that if popular negative perceptions of polyamory can be overcome, its inclusion can provide freeing possibilities for both readers and the genre itself.

Strategies in Teaching 21st Century Literature: Results from a Systematic Review of Literature

The concept strategy has been relevant in literature. Teachers use instructional strategies to motivate students to focus their attention, organize material for understanding and memorizing, monitor and analyze progress. Furthermore, instructional strategies provide a path to learning success. With several researches on the field of education, this systematic review analyzed thirty-nine (39) research articles to determine the fundamental strategies used by teachers in the teaching of literature. The review also determined the technological tools and revealed the gaps from the different research articles. Results showed that teachers use a variety of instructional strategies categorized as direct, indirect, interactive, independent, and experiential. Likewise, teachers around the world used technological tools in the teaching of literature such as multimedia and web tools, flipped classroom, and more. As revealed, the strategies and technological tools yielded a positive impact on student learning. It demonstrated significant advantages especially on the enhancement of students’ learning of 21st century literature. Challenges of implementing the technological tools were likewise identified and presented several implications.

Figurative Language Competence and Poetry Writing Skills of Senior High School Students

21st Century Literature from the Philippines and the World offers activities and topics that engage students in critical study and enjoyment of 21st Century Literature from the Philippines and throughout the world, embracing their different aspects, genres, components, structures, settings, and traditions. Meanwhile, poetry, like other genres of literature, is written to communicate ideas, convey emotions, and generate imagery. Poets select words based on their meaning and acoustics The purpose of this study was to assess and determine the relationship between figurative language competence and poetry writing skills of Senior High School (SHS) students. The studys respondents were fifty (50) randomly selected grade 11 students who had recently completed the SHS core subject 21st century Literature from the Philippines and the World. Based on the results gathered, the following was therefore brought into conclusion: 1) students figurative language competence is at the average level which signifies that they have knowledge about figurative language competence but there are still several sorts of figurative language that students should be more aware of 2) students poetry writing skills are high that signifies that they do good poems, and, 3) being a good poet does not always mean that he/she is a figurative language competent as well. One must be able to write poems following its structure and some of its elements because figurative language competence is not the sole determinant in writing or making a poetry. Therefore, schools may still promote the teaching of figurative language in poetry for the students to write better poems and future researchers may explore the relationship between the students poetry writing process and their poetry writing skills.