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Narrating Narrating: Twisting the Twice-Told Tale

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Abstract

There is a structural/genetic continuity between everyday oral narrative and elaborate literary narratives, with listeners gradually becoming an audience. Literary stories which narrate some character's oral narrating keep us aware of this continuity, and build bridges between advanced literate and oral forms, reappropriating orality for literature, and constructing advanced interactional forms precisely through a return, with a difference, to the origins of narrative interaction. The paper examines some aspects of oral narration in written fiction, and suggests the general proposition that retelling is a crucial concept in narrative analysis, as narratives always retell earlier narratives.
... I should point out that the popular literary term twice-told tale is not synonymous with repetition structure. In fact, researchers appear to use it quite loosely and diversely: twice-told tale may refer to stories that an audience is already familiar with (Norrick 1997), to the intertextual relationship between texts by the same author (Ullrich 2004), to remakes of an existing text (Leitch 2002), to a second transmission of a story by a different narrator in the same text (García Landa 2008), and more. all of them concerned with other, often mixed types of repetition and forms of similarity in the narrative text (see below). ...
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Concepción López-Andrada (Comp.). Un viaje a través de las culturas letradas subversivas y de resistencia © Ediciones CELEI. © Centro de Estudios Latinoamericanos de Educación Inclusiva | CELEI | Chile. ISBN: 978-956-386-020-7 CC 4.0 Internacional-Reconocimiento-No Comercial-Compartir Igual. Materia: alfabetización crítica; educación lectora; sociología de la lectura; didáctica; política educativa; derecho a la lectura. Páginas: 210 ABRIL, 2020 (Primera Edición) Concepción López-Andrada (Coord.). Un viaje a través de las culturas letradas subversivas y de resistencia
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Un viaje a través de las culturas letradas subversivas y de resistencia propone una aproximación a la lectura y a la escritura en tanto prácticas plurales, poliédricas y complejas las cuales enmascaran y superponen una y otra vez a los múltiples sujetos que allí se pueden inscribir y que, únicamente a través de las huellas, cicatrices, fisuras e hilvanes que los textos deslizan, es posible husmear. Puesto que quien lee como quien escribe desarrolla un ejercicio subversivo y múltiple, el trabajo que aquí se presenta viene a problematizar el modo en que la escritura y especialmente los modos de lectura se desdoblan y extienden bajo diferentes contextos educativosociales, políticos e institucionales, en pugna permanente entre la instrumentalización, la búsqueda de la «calidad» o «efectividad» de los procesos lectores, y las cultura de la escuela, la cual debería poner el acento en la singularidad de las y los estudiantes. Los capítulos que conforman este libro pueden ser leídos por mediadores y facilitadores de lectura, profesionales de bibliotecas escolares y públicas, estudiosos de los fenómenos de lectura y escritura, profesoras y profesores de aula, agentes involucrados en decisiones institucionales para el desarrollo de programas lectores, e investigadoras e investigadores de disciplinas afines. Por medio de los capítulos que integran esta publicación del Fondo Editorial del Centro de Estudios Latinoamericanos de Educación Inclusiva (CELEI) es posible cuestionar y pensar críticamente la praxis individual y colectiva en torno a las culturas letradas.
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