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• Mad og medier
Samtalekøkkener og celebrity chefs
- Identitet i senmoderne europæisk mediemad
Mediemad – medieret madformidling (madprogrammer på tv, kogebøger, websider…) -har siden 1990 udviklet sig fra at være primært at være nytte-og oplysningsstof til at blive et ekstremt eksponeret felt, hvor livsstil og identitet er blevet helt centrale begreber. Kokken – og dennes iscenesættelse - er i denne forvandlingsproces blevet mindst lige så vigtig som opskrifterne. Det er bemærkelsesværdigt, at det er en meget broget skare af personligheder, der har brugt denne platform som identitetsmæssig ”legeplads”. Fra den spanske Ferran Adrià’s molekulærgastronomiske artistpersona til Jamie Oliver’s kulinariske new lad og fra Nigella’s domestic goddess til Claus Meyer’s naturromatiske Ny Nordiske kok.
Gennem eksempler fra forskellige mediegenrer (magasinet, tv-programmet, kogebogen, hjemmesiden) vil vi i dette kursus analysere de måder, mad og identitet sammenflettes i Europa i samtalekøkkenets tidsalder, herunder vil en række identitetskonstituerende emner blive taget op såsom køn, seksualitet, oprindelse, globalisering, kulturel kapital, social interaktion…
Da dette forskningsfelt er relativt nyt, vil kurset i høj grad være baseret på en kollektiv udforskning gennem diskussion af materiale fra et bredt udvalg af lande, og de studerende forventes her at bidrage med eksempler fra deres respektive sprogområde.
Undervisningssprog: dansk
• How to Study European Cultural History
How to Study European Cultural History; topic
As a past field of scholarship, cultural history can claim European antecedents at least as far back as Jacob Burckhardt’s Kultur der Renaissance in Italien (1860); as a present-day field of scholarship, cultural history incorporates a wide range of subjects, and an equal variety of thematic concepts, including memory, culture, power, modernity, identity and postcolonialism. Yet as Peter Burke suggests in What is Cultural History? (2005) there are limits on the reach, definition and explanatory power of the subject. In particular, three questions: how culture should be defined (for instance, the distinction between culture from society); how methodologies might be refined (for example, rules for ‘subjective’ sources); and how fragmentation might be avoided (as in, the reintegration of qualitative and quantitative methods). The purpose of this lecture and seminar series is to reflect on the achievements and limitations of European cultural history, and to consider, in light of twenty or more years of intensive development and practice, how the subject might now proceed. In the lecture series we ask some of the leading practitioners and theoreticians in the field to think critically about Burke’s question ‘what is cultural history?’, to reflect on the ways in which their own research and thinking answers that question, and to suggest fruitful avenues for the development of cultural history as a scholarly practice. In the connected seminar series we consider some of the texts by leading practitioners in the field, beginning from the idea that cultural history has developed primarily out of the European tradition founded by, among others, Burckhardt, Huizinga and Elias, and exploring too the international expansion of the field which has flourished for instance in the radical critique of Subaltern Studies.
Undervisningssprog: engelsk
• The Impact of English on European Languages
Since the French anglomanie of the late 18th century, followed by the German love-hate relationship with English beginning a century later, the world and its languages have been increasingly influenced by English. Today, not only European languages are under the spell of English; ironically, a safe indication that a language is (still) alive is its active interrelation with English.
In this course we will look at the pros and cons of the influence of English on the languages spoken by the participants – and we will try out methods to gauge that influence. Much talk about the (negative) impact of English on other languages, not least those taught at our department, is based on sentiment rather than empirical facts. It is therefore the ambition of the course to map the international state of affairs and enable students to systematically investigate the present relations between English and other languages, including their own. The aim of such investigations is to determine in which ways the power of English is a threat to the language(s) in question, and to which extent English may be seen as a catalyst for language enrichment.
The course syllabus (i.e. reading list) will primarily consist of English-language materials, but relevant titles in any other other language should be included in individual syllabuses and may be discussed in class.
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