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This book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction.
List of contents
1. Unsettling Complacency 2. Reconstructing Subjectivity Part I. Wandering 3. Sebald’s Natural Histories: Towards Ethical Responsibility in Writing and Teaching About Trauma 4. Following Sebald’s Unsettling Course: Syndetic Pilgrimage in Architectural Education and Practice 5. A Terrible Pleasure: Reading Sebald’s Austerlitz Part II: Encountering 6. Being Taught by Sebald’s Narrator in The Rings of Saturn: Transcendental Violence and the Work of Mourning 7. Colonizing Lands and Cultures: The London of Jemmy Button 8. Architecture and Archive: Postmemory Mediation in W. G. Sebald’s Austerlitz Part III. Unsettling Gazes 9. Unsettling Belonging: Reflections on Auto/biographical Structures of Ethical Self-Encounters 10. W. G. Sebald and Orientalism: Constructing and Unsettling the European Gaze toward Muslims 11. At Last Becoming Your Shell: Encountering Unsettling Figures of Animals and Nature in Sebald 12. Reading the Trace, Threshold, Waste, and Failure: Figures of Dreaming in Sebald’s Austerlitz Part IV: At the Roche Limit 13. Unsettling Time and Place: Sebald in Outport Newfoundland 14. Writing the Unwritable: Sebald, Haraway, and Creative Disobedience 15. Unsettling Place at the Threshold of Being: The Architectures of the Self in Austerlitz 16. After Hope: Empire, Ecocide, and Sebald's Steller's Bildung
About the author
Teresa Strong-Wilson is an Associate Professor in the Department of Integrated Studies in Education at McGill University, Canada.
Ricardo L. Castro is an Associate Professor (Post-Retirement) in the Peter Guo-hua Fu School of Architecture at McGill University, Canada.
Warren E. Crichlow is Associate Professor in the Faculty of Education at York University Toronto, Canada.
Amarou Yoder is a secondary language arts teacher in the United States and an independent teacher-scholar.
Summary
This book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction.
