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Showing 2 results for Lefebvre
Sayyed Ahmad Parsa, Mansour Rahimi,
Volume 29, Issue 91 (12-2021)
Abstract
The prison poems of Ahmad Shamlou are significantly different from the classical form of prison literature in terms of structure, function, content, and discourse. In the present research, we have tried to study Ahmad Shamlou’s prison poems with an integrated approach using discoursal and semiotic tools. In order to interpret the function of prison as a punitive tool, we have taken Foucault’s views and to explain the relationship between power and disciplinary space and prison punishment, the issue of authority and domination has been briefly discussed based on the ideas of some sociologists and philosophers such as Max Weber and Thomas Hobbes. Lefebvre’s views on space have been used in the interpretation of prison environment. The results indicate that unlike the classical prison poets, Shamlou first discredits the punitive and disciplinary function of the prison by not admitting the charge and considering the punishment illegitimate. Second, the prison environment in Shamlou’s prison poems is a discoursal space in which the poet has tried to use the dialectical capacity of the space by successively escaping to the outside world, emptying the prison of its physical and defined identity as an enclosed space, and portraying it as a required developmental experience in the path to achieve the goal.
Ensiyeh Darzinejad, Ms Kosar Darzinejad,
Volume 31, Issue 94 (6-2023)
Abstract
Nefrin-e-Zamin (The Curse of the Land) is a novel by Jalal Al-e-Ahmad about a teacher who narrates his presence in a nameless village. The novel displays the transition from tradition to modernity. It takes place during land reforms of the then government. The present article is an analysis of the novel from the perspective of Henri Lefebvre. Lefebvre challenges the alleged static features of space and introduces it as vibrant and multi-layered. From this stance, the village is an active and dynamic space redefined in the course of the story. The teacher’s entry into the village, as a stranger, becomes a means to depict the multifaceted nature of the village. Lefebvre’s three-part dialectic, comprising the teacher’s perceived, conceived, and lived experiences in the village – represented in spatial practice, representations of space, and representational spaces – are investigated in this study. The teacher’s visual, auditory, olfactory, gustatory, and tactile perceptions of the village space are studied in detail. The correspondence or discrepancy of the teacher’s mental conception and his lived social experience in the village are discussed next in this paper. The fragmentation of the homogeneous space of the village and its hierarchization to exercise the power of the ruling class of the village are also investigated. Finally, the paper looks into the right of the villagers and strangers to the city and its two subcategories – the right to participate and the right to occupy. The teacher, the steward, and the painter from Shurab are the strangers in the village whose right to the city is important. From Lefebvre’s viewpoint, the village is not a neutral and passive space; rather a dynamic and multifaceted space that has significance and undergoes change and reinterpretations.
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