Magical Realism 2: The Debate Continues

Following on from the first course, Magical Realism, this module will support students to continue their exploration of magical realist works.

Studying a range of texts from around the globe translated into English, students will uncover the key concepts and themes found in works of Magical Realism.

This course will enable students to consider the way authors evoke magical realism to convey ideas of who we are, how we connect to each other and our environment, and how we respond to trauma, violence, otherness and death.

Students will debate why magical realism so difficult to define and consider its alternative forms of marvellous and magic realism.

Students will consider why writers such as Isabel Allende, Toni Morrison and Mizuki Tsujimura, use magical realism in their texts to critique society, the way we live, interact and respond to otherness.

The course will examine how these writers explore topics such as grief, loneliness, adolescence, death and illness, in such a way that they gain international readership and recognition.

Learning and teaching

There will be two-hour meetings once a week (20 contact hours in all), which will include discussions, lectures, and reflective writing tasks.

Learners will be encouraged to read/view the texts introduced, complete the weekly reflective tasks, and obtain feedback from the tutor and other members of the group.

Learning Central & Teams will contain relevant links to resources, class handouts, and PowerPoint presentations.

All learning materials will be made available to the students prior to class.

• Students will explore the following key issues and themes:
• The difficulties in defining magical realism, magic realism and marvellous realism.
• Identify key features of magic realist literature.
• Critically analyse and historically contextualise a range of magic realist literature from across the globe.
• Consider the way writers use magical realism to explore key political movements and philosophical questions pertaining to the meaning of life.
• Students will consider the portrayal of gender, identity, illness, disability, trauma, otherness and death in the set texts.
• Authors explored include Isabel Allende, Toni Morrison, Mizuki Tsujimura, Joanna Harris and Kikuko Tsumura.

Each week will be grounded in a particular text. Indicative examples include:

• Isabel Allende’s The House of the Spirits (1982) and Toni Morrison’s Beloved (1987).

Coursework and assessment

Formative assessment / feedback will occur on a weekly basis through class discussion and group work.

Assignment 1 (Book review or blog): 20% - Exact nature of the task will vary from year to year. 400 words. Week 5-6.

Assignment 2 (Essay): 80% - Exact nature of the task will vary from year to year. 1600 words. End of the module.

Reading suggestions

Primary Texts

• Isabel Allende The House of the Spirits (1982)
• Sanam Mahloudi The Persians (2024)
• Toni Morrison Beloved (1987)
• Mizuki Tsujimura Lonely Castle in the Mirror (2017)
• Joanna Harris Chocolat (1999)
• Kikuko Tsumura There is No Such Thing as an Easy Job (2021)
• Krystal Sutherland The House of Hollow (2021)
• Emily Habeck Shark Heart (2024)
• Monique Roffey The Mermaid of Black Conch: A Love Story (2020)

Secondary Reading

• Maggie Bowers Magic(al) Realism (2004)
• Wendy B. Faris Ordinary Enchantments (2004)
• Wendy B. Faris & Lois Parkinson Zamora (eds) Magical Realism: Theory, History, Community (1995)
• Wen-chin Ouyang & Stephen M. Hart A Companion to Magical Realism (2005)
• Amaryll Beatrice Chanady Magical Realism and the Fantastic: Resolved Versus Unresolved Antinomy (1985)
• Christopher Warnes Magical Realism and the Postcolonial Novel: Between Faith and Irreverence (2009)

Library and computing facilities

As a student on this course you are entitled to join and use the University’s library and computing facilities. Find out more about using these facilities.

Accessibility

Our aim is access for all. We aim to provide a confidential advice and support service for any student with a long term medical condition, disability or specific learning difficulty. We are able to offer one-to-one advice about disability, pre-enrolment visits, liaison with tutors and co-ordinating lecturers, material in alternative formats, arrangements for accessible courses, assessment arrangements, loan equipment and dyslexia screening.