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Boyle, T.C.
(2022)
T.C. Boyle, or Thomas Coraghessan Boyle, is probably best known for his 1995 novel Tortilla Curtain , which quickly became a staple of high school and college syllabi. Tortilla Curtain deftly illustrates what Boyle does best: acerbically tracing the irrationality that governs human thought and the resulting contradictory and often unethical behavior (mostly in relation to xenophobia, environmentalism, and the intersections of gender). Despite often casting a critical eye over US American society, Boyle's works are accessible reads with fast-paced and eventful plots. This combination has produced a number of international bestsellers. In fact, Boyle is so popular in Germany that translations of his works have been published before the original versions came out in English. However, his talent for depicting the impotence of reason in the face of base desires, selfishness, group dynamics, and indoctrinated ideologies is also a weakness: at times, Boyle's satire reproduces what it means to criticize, coming close to naturalizing the hedonistic, prejudiced, and emotionally charged behavior of his characters.
While academic mobility has generally been positioned in the literature as a ready, at-will movement of people and ideas, this chapter demonstrates how the conditions of mobility and immobility “all at once” impact knowledge production and exchange. By offering a more nuanced window into the experiences of scholars in exile, this chapter challenges dominant discourses of academic mobility and draws on lessons learned from within liminal spaces of knowledge production to elicit more response within higher education communities. Context-rich examples reveal the interpersonal tensions and cultural shifts—including gender, ethnic and race-based stereotypes and discrimination—that affect intellectual outputs, further problematizing the conceptualization of knowledge production in human capital terms. Lessons gleaned from Scholars at Risk (SAR) and related programmes suggest support structures that amplify scholars’ agency; more broadly, higher education should consider ways of adapting to its diverse knowledge producers, rather than supporting the acclimation to its current environment.
This paper reads ‘The Detainee’s Tale as told to Ali Smith’ (2016) as an exemplary demonstration of the work of world literature. Smith’s story articulates an ethics of reading that is grounded in the recipient’s openness to the singular, unpredictable, and unverifiable text of the other. More specifically, Smith’s account enables the very event that it painstakingly stages: the encounter with alterity and newness, which is both the theme of the narrative and the effect of the text on the reader. At the same time, however, the text urges to move from an ethics of literature understood as the responsible reception of the other by an individual reader to a more explicitly convivial and political ethics of commitment beyond the scene of reading.
Idolatry
(2021)