فهرست مطالب فرح قادری

In the 1990s, the first wave of trauma theories was raised to extend the boundaries of psychological trauma studies into other fields, including literary theories and literature. Jeannette Walls (1960-), an American author and journalist, writes about her characters’ resistance to life’s adversities in her novels. Despite the existing studies on her most well-known novel The Glass Castle (2006), her other novel, The Silver Star (2013), has been marginalized since its publication. Thus, this study addresses The Silver Star and examines the “trauma and recovery” of the two main characters, Charlotte and Liz. It deploys Judith Herman’s trauma theory which focuses on the symptoms, effects, and recovery process of “post-traumatic stress disorder”. Following the experienced traumatic moments, Charlotte and Liz bear three main symptoms of post-traumatic stress disorder, including “hyperarousal”, “intrusion”, and “constriction”. As a primary effect of PTSD, they also disconnect themselves from their family and society while desperately seeking help to be recovered. The study argues that Walls represents social support as the most influential element in the “recovery” process of PTSD. The findings show that the recovery process varies according to the support that each character receives; Charlotte is not able to progress in the recovery process without receiving sufficient support from others while Liz recovers by getting enough support to construct a sense of safety.

Due to its diasporic features and being 'in-between' competing Pakistani-American discourses, Mohsin Hamid (1971--)'s The Reluctant Fundamentalist (2007) has the potential to deconstruct the dominant perceptions about influential incidents like the September 11, 2001 terrorist attacks on the World Trade Center. The major concept which is dislodged in this novel is the paradigm shift which occurs in the West and especially the United States after the event. The United States claims that its strategic alteration toward the Muslim immigrants in the post 9/11 era is a reaction against the fundamentalism and terrorism engendered by them; whereas, Hamid's critical reading against the grain, regards the post 9/11 alterations in the reception of Muslim migrants as anterior to the global fundamentalism and terrorism, rather than posterior to them. Put differently, the marginalized and oft-neglected narrative of a Muslim migrant author of the post 9/11 tumults, recognizes the United States as the origin of the global fundamentalism and terrorism and not the victim of them as widely claimed. The redefinition of this change in American policies in post 9/11 is depicted through the perspective of Changez, the novel's protagonist. He is a Muslim Pakistani young man, a Princeton graduate, and employed by a prosperous economic company. Hamid's redefinition of the post 9/11 paradigm shift is investigated along three axes and three important binary oppositions are deconstructed in his novel; the cosmopolitan/nationalist United States, the religious/ economic fundamentalism, and the military/economic terrorism.

The present study explored the development of language teacher immunity among Iranian in-service English as a Foreign/Second Language (EFL) teachers (N=15) working at public high schools. Drawing on semi-structured interview data, the study found that low self-confidence, students’ demotivation, low income, limited facilities, lack of enough time to teach English, parental expectations, and negative attitudes toward English were the main triggers of language teacher immunity among the participants. Reflecting on those disturbances, the participants employed certain coping strategies such as prior preparation, establishing a good rapport with learners, and exercising agency in providing required facilities and negotiating objectives with learners’ parents. The strategies adopted by the participants revealed that reflective practice should be an integrated undertaking involving reflection on personal, sociocultural, and educational factors rather than being limited to practice per se. The study introduced imposed maladaptive immunity as a transitional stage from exercising agency to setting into a state of complete indifference due to lack of support from macro-level educational policy makers. Finally, the study implied that language teacher education programs should raise EFL teachers’ awareness of the developmental stages of language teacher immunity as an integrated reflective practice.