A map, as of the 28th February 2015, of Chapter Three of the book I am slowly working on.
Chapter Three: Political Critique and the University in Roberto Bolaño’s 2666
In Chapter 2, C was presented as aesthetic critique This chapter is on political critique Form/content dichotomy is false but there are still strengths of focus Summary of 2666 Text is metafictional Reference to utopia “great imperfect torrential work” Bolaño's novel as crypto-didacticism Fiction that aims to teach University is represented in this novel Sharae Deckard notes the book's “didactic set pieces” Subjectification process is pedagogical Queries politics and teaching function of this pedagogy/didacticism Two parts to chapter: Part I: didacticism/pornography/commitment Part II: representation of the university/strategies of condescension Crypto-Didacticism, Utopia and 2666 Crypto-didacticism Subform of encyclopaedic novel Moral purpose amid overloaded structure Readers tend to reject this through collective denial They are privileged enough to understand text Bourdieu Pynchon as potential generic precursor of crypto-didacticism Gravity's Rainbow: contemporary tech predicated on genocide 2666: 400 women raped and murdered Most criticism takes this as ethical core Farred Boxall Readings of ethics in complex fictions imply didacticism 2666 encodes didacticism amid overloading Reader must invest intellectual capital to understand Type of reader-active approach of university English Text also encodes jibes at this approach Literary studies works against this approach Arriving at endpoint without “work” undoes pedagogy Utopian and pedagogical function against explication Theoretical paradigms for reading politically critical fictions Adorno and commitment Response to Sartre Committed vs. autonomous art Content to be fetish Or falsely denounce ineradicable connection with reality Commitment is unreasonable demand of discipline Problem of empathy as pornography Carolyn J. Dean's critique Bolaño's avoidance 2666 in the utopian tradition More's text as parodic schooling based on historic England Fictions of process: unfinished, dislocation and reformulation Comparison to 1Q84 Dislocation: Santa Theresa/Ciudad Juárez Mapping of city necropolis Societal independence of art (or not) Mirrors '68 and university Quis custodiet ipsos custodes?: Critiquing the critics and the university in 2666 University in 2666 is twinned with the police Ideological and repressive state apparatus (Althusser) Idea of harmless eccentric literary critics is destroyed Misogynists Racists Ethics and hypocrisy linked to central tenet of novel Therefore, does matter Why? Farred's critique of “neoliberalism” Critique of “excellence” and “competition” Definition of “neoliberalism” University as always vocational University in 2666 divided against itself Is failure as revolutionary praxis Is also failure as utopian project Was never pure Aesthetic vs. political critique in the novel 2666 pre-compromises formalist readings Also pre-invalidates sociological approaches “Ethical” lit crit as strategy of condescension Critics + Liz Norton Zadie Smith's On Beauty Temporal disjunction of the novel's title Amulet reference Time fluctuation Bolaño's novel doesn't teach art, it teaches the academy In this way, though, it becomes itself utilitarian Keep writing?