![]() This volume in the Options for Teaching series is organized to assist teachers at different levels of instruction and in different disciplinary settings. Teaching Narrative Theory provides a comprehensive resource for instructors who aim to help students identify and understand the distinctive features of narrativity in a text or discourse and make use of the terms and concepts of the field. Overview The last two decades have seen a burst of renewed interest in narrative theory across many academic disciplines as scholars analyze the power of storytelling in print and other media. Approaching Richter’s artistic struggles with form and technique in the long wake of modernism and Rushdie’s struggles to find a narrative form-as well as a form for living-to respond to the Iranian fatwa issued against him, they show how both men formulated different new approaches to anthropology for the twenty-first century. They offer a surprising and contrasting pair of case studies of two figures who engaged with contemporary breakdowns: Salman Rushdie and Gerhard Richter. The authors continue their prior explorations of the contemporary in past works: How to conceptualize, test, and give form to breakdowns of truth and conduct, as well as how to open up possibilities for the remediation of such breakdowns. Drawing on the conceptual repertoires of Max Weber, Michel Foucault, and John Dewey, among others, Paul Rabinow and Anthony Stavrianakis reflect on and experiment with how to give form to anthropological inquiry and its aftermath, with special attention to the ethical formation and ramifications of this mode of engagement. Designs on the Contemporary pursues the challenge of how to design and put into practice strategies for inquiring into the intersections of philosophy and anthropology.
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