"Faulkner and Formalism: Returns of the Text" collects eleven
essays presented at the Thirty-fifth Annual Faulkner and
Yoknapatawpha Conference sponsored by the University of Mississippi
in Oxford on July 20-24, 2008. Contributors query the status of
Faulkner's literary text in contemporary criticism and scholarship.
How do scholars today approach Faulkner's texts? For some,
including Arthur F. Kinney and James B. Carothers, "returns of the
text" is a phrase that raises questions of aesthetics, poetics, and
authority. For others, the phrase serves as an invitation to return
to Faulkner's language, to writing and the letter itself. Serena
Blount, Owen Robinson, James Harding, and Taylor Hagood interpret
"returns of the text" in the sense in which Roland Barthes
characterizes this shift his seminal essay "From Work to Text." For
Barthes, the text "is not to be thought of as an object . . . but
as a methodological field," a notion quite different from the New
Critical understanding of the work as a unified construct with
intrinsic aesthetic value. Faulkner's language itself is under
close scrutiny in some of the readings that emphasize a
deconstructive or a semiological approach to his writing.
Historical and cultural contexts continue to play significant
roles, however, in many of the essays. The contributions by
Thadious Davis, Ted Atkinson, Martyn Bone, and Ethel Young-Minor by
no means ignore the cultural contexts, but instead of approaching
the literary text as a reflection, a representation of that
context, whether historical, economic, political, or social, these
readings stress the role of the text as a challenge to the power of
external ideological systems. By retaining a bond with new
historicist analysis and cultural studies, these essays are
illustrative of a kind of analysis that carefully preserves
attention to Faulkner's sociopolitical environment. The concluding
essay by Theresa Towner issues an invitation to return to
Faulkner's less well-known short stories for critical exposure and
the pleasure of reading.
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