{"title":"Hennen van Merchtenen en de Voortzetting van de Brabantsche yeesten (ca. 1430-1450)","authors":"J. Reynaert","doi":"10.5117/nedlet2019.1.001.reyn","DOIUrl":"https://doi.org/10.5117/nedlet2019.1.001.reyn","url":null,"abstract":"\u0000 \u0000 \u0000 Hennen van Merchtenen and the Continuation of the Brabantsche yeesten (ca. 1430-1450): The attribution problem\u0000 \u0000 \u0000 In 1432, a Brabantine poet completed the first of two volumes which together would constitute the Voortzetting van de Brabantsche yeesten, a detailed account of the more recent history of the duchy of Brabant, meant as a complement to the authoritative history of Brabant, the Brabantsche yeesten, which Jan van Boendale had finalised about the middle of the fourteenth century. As a whole, the Voortzetting would cover the period from about 1350 until the birth of Philip the Good’s son, the later Charles the Bold, in 1433. The text is anonymous, but some historians have seriously considered an attribution to Hennen van Merchtenen, the author of a Chronicle of Brabant (Cornicke van Brabant), presented to duke John IV in 1415, in which Merchtenen committed himself to a much more important historical work, on condition that the necessary means were granted to him. Merchtenen was also a judicial officer in the service of the duke, and, because his traces in the archives disappear after 1418, it was assumed that he had died relatively shortly after that year. In this article, we contest this assumption and adduce a number of arguments concerning tenor and style in favour of one authorship for the Cornicke van Brabant and the Voortzetting.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41506235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"‘De Vorst is om ’t gemeen; ’t gemeen niet om de Vorst.’*","authors":"Tom Laureys","doi":"10.5117/NEDLET2019.1.003.LAUR","DOIUrl":"https://doi.org/10.5117/NEDLET2019.1.003.LAUR","url":null,"abstract":"\u0000 \u0000 \u0000 ‘The Monarch is there for the common; the common not for the Monarch.’ Governmental reflections in three Dutch revenge tragedies (1638-1645)\u0000 \u0000 \u0000 Although early modern Dutch revenge tragedies have for a long time been studied in the light of the idea that passions need to be restrained, there is an inseparable political dimension connected to such plays. In the three revenge tragedies discussed in this contribution (1638-1645), the royal sovereignty of the political rulers degenerates into tyranny. The sovereign paradigm, however, rouses dismay among several dramatis personae. Frequently, we hear critical and dissenting voices, which explicitly oppose the conception of sovereignty as it is advocated by the potentates. In this article, I consider the question whether in the criticism of the old, sovereign conception of power (souveraineté) an apology for a new, alternative policy is articulated, which Foucault termed gouvernementalité. Moreover, I argue that the revenge plays participate in the discursive context of Frederick Henry’s potential expansion of power in the period around 1640.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45918031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"De uitgeversrol in het succes van een Nederlandstalig literair auteur","authors":"F. D. Glas","doi":"10.5117/NEDLET2019.1.004.GLAS","DOIUrl":"https://doi.org/10.5117/NEDLET2019.1.004.GLAS","url":null,"abstract":"\u0000 \u0000 \u0000 Publishers’ marketing strategies in exploiting literary oeuvres. The case of the Dutch author Arthur van Schendel (1874-1946)\u0000 \u0000 \u0000 In two ways, publishers of Dutch literature were keen to promote the body of work of their prolific writers. On the one hand they tried to reach as broad as possible an audience for individual book titles, on the other they aimed to build a solid reputation for the writers on their lists. This paper looks into the publishers’ marketing strategies and maps the extent to which the publishers had room for influencing the literary reputations of their authors. It focuses on the work of Arthur van Schendel (1874-1946) whose books were published for the most part by the Amsterdam-based publishing company of Meulenhoff.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46949391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Lezers in de marges van Vondels Palamedes","authors":"A. Lassche, A. Visser","doi":"10.5117/nedlet2019.1.002.lass","DOIUrl":"https://doi.org/10.5117/nedlet2019.1.002.lass","url":null,"abstract":"\u0000 \u0000 \u0000 Readers in the margins of Vondel’s Palamedes: A census of seventeenth-century editions in public collections\u0000 \u0000 \u0000 This article explores how Joost van den Vondel’s politically charged play Palamedes (first published in 1625) was read in the seventeenth century. It presents the findings of a systematic and focused census of copies of 25 seventeenth-century editions that have been preserved in public collections. Inspection of 150 copies has resulted in identifying 32 copies with manuscript annotations. Viewed together these annotated copies show the importance of different forms of collective reading. Two general patterns can be distinguished, documenting on the one hand different forms of rhetorical and stylistic analysis, made for didactic or studious use. Another category reveals a persistent interest in decoding, remembering, and sharing the political meaning of the play. This category includes a set of annotations that probably derived from Vondel’s biographer Geeraert Brandt, which circulated in manuscript before appearing in print in 1705. As an exercise in census-research, this case also confirms the idea of the long life of the book, documenting extended use and enrichment of individual copies.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46329611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Literatuur leren onderzoeken in de klas","authors":"F. Dietz, dai, E. Stronks, L. A. van der Deijl","doi":"10.5117/NEDLET2018.3.002.VAN","DOIUrl":"https://doi.org/10.5117/NEDLET2018.3.002.VAN","url":null,"abstract":"\u0000 \u0000 \u0000 Literary research in the classroom. Research education using LitLab.nl and the Geschiedenis van de Nederlandse literatuur\u0000 \u0000 In Dutch secondary schools, pupils rarely learn how to research Dutch language and literature. While other school subjects promote the development of disciplinary research skills, the curriculum of Dutch lacks a similar focus. As a result, secondary school pupils are taught to treat the Dutch literary history as a collection of literary and historical facts rather than a status questionis of the current field of literary scholarship. In this article we argue that the connection between the Geschiedenis van de Nederlandse literatuur (GNL) and LitLab.nl – a digital laboratory for literary research on secondary schools – could support the development of a scientific research disposition and facilitate the shaping of pupils as literary researchers. We discuss the theoretical and didactic background of LitLab in order to demonstrate how an adjusted and more accessible version of the new GNL could be integrated in the curriculum by using LitLab as a medium.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46487852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Leren door literaire kennis","authors":"L. Bernaerts, Veerle Uyttersprot, K. V. D. Haven","doi":"10.5117/NEDLET2018.3.006.BERN","DOIUrl":"https://doi.org/10.5117/NEDLET2018.3.006.BERN","url":null,"abstract":"\u0000 \u0000 \u0000 Learning through literary knowledge: a transhistorical perspective\u0000 \u0000 \u0000 The teaching of literature in high school should always do justice to the specificity of literary knowledge, which requires and can improve a range of competences. The knowledge that emerges from reading literature cannot be reduced to a certain content or theme, it should be understood as an experiential knowledge that is shaped by the formal strategies of the work as well as the interaction between the original context and the context of reading. This article offers a transhistorical reading of the theme of migration in three literary works (Renout van Montalbaen, Spaanschen Brabander and La Superba) which demonstrates how a classroom reading can recognize the nature of literary knowledge in order to advance the student’s competences on several levels (personal development, cultural knowledge, aesthetic training, social competences). In that way, the article want to emphasize that the levels often set apart by literature pedagogy are actually strongly interlinked.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42361133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Karel, Reynaert – en de anderen?","authors":"F. Dietz, G.L.J. van Vliet","doi":"10.5117/NEDLET2018.3.004.VLIE","DOIUrl":"https://doi.org/10.5117/NEDLET2018.3.004.VLIE","url":null,"abstract":"\u0000 \u0000 \u0000 Karel, Reynaert – and the others? The broadness of the concept ‘literature’ in secondary education\u0000 \u0000 \u0000 Current scholarship on historical Dutch literature – as reflected by the Geschiedenis van de Nederlandse literatuur (GNL) – is characterized by its broad definition of ‘literature’. This article examines whether the ambition to look beyond the literary canon impacted on historical literature education in secondary schools. On the basis of a survey among former pupils of 72 secondary schools in the Netherlands and an analysis of the download data of the website scholieren.com, we reveal that secondary schools generally prescribe a small set of canonical books. We also conduct a case study on Tekst in Context – a series of historical texts for pupils – which includes the analysis of its content and sales figures, and interviews with secondary school teachers. We demonstrate that Tekst in Context on the one hand supports a dynamic approach to the literary canon (since it includes some unknown texts and reflects on the changeability of esthetic judgements), but most of all enhanced the canonical status of texts (as most Tekst in Context issues focus on canonical texts, and these issues are by far the most popular ones). So the dynamic canon approach, as supported by the GNL, hardly impacted on current secondary education.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5117/NEDLET2018.3.004.VLIE","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44099494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Een web van twintigste-eeuwse literatuur","authors":"S. Bax, E. Mantingh","doi":"10.5117/NEDLET2018.3.003.BAX","DOIUrl":"https://doi.org/10.5117/NEDLET2018.3.003.BAX","url":null,"abstract":"\u0000 \u0000 \u0000 A web of 20th century Dutch literature. Towards a new approach for teaching 20\u0000 \u0000 \u0000 \u0000 th\u0000 \u0000 \u0000 \u0000 century literary history\u0000 \u0000 \u0000 This article presents the first results of work-in-progress of a teacher development team that works on teaching Dutch 20th century literature. The starting point of this project was: so-called modern literature has to be dealt with as a phenomenon that is historical to students in secondary education. Our analysis of the main problems that teachers experience with 20th century literary history has led to a set of principles that will serve as guidelines for the design of a model for teaching 20th century literature. We present a first draft of this model that aims to offer a series of lessons in a digital framework resembling a network of texts. This web of 20th century literature will combine two perspectives: at the one hand a contextual perspective on the literary text (‘text in context’), in which a central literary text is compared to contemporary historical texts and developments, at the other hand a longitudinal perspective (‘text in frame’), in which the text is compared to texts and developments from different time periods by using transhistorical themes or frames. The development of the first series of lessons according to our guidelines provides insights that will contribute to a next version of the web under construction.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5117/NEDLET2018.3.003.BAX","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43412887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"De kunst van het onderwijzen","authors":"T. Witte","doi":"10.5117/NEDLET2018.3.007.WITT","DOIUrl":"https://doi.org/10.5117/NEDLET2018.3.007.WITT","url":null,"abstract":"\u0000 \u0000 \u0000 The art of teaching. About the promising future of literature education\u0000 \u0000 \u0000 Literature as a serious art form is losing ground. Also in secondary education, literature has lost its sacrosanct position. Young people are reading fewer and fewer books. This also means that the functional illiteracy of socially vulnerable groups increases and the writing and reading skills of students is often below par. To reverse the tide, it is important to re-legitimize literature education. An overview of the functions of literature education shows that teaching of literature is of essential importance for language development, cultural socialization and personal education of students, and fits very well with the general aims of (secondary) education. Teachers see the decline in reading habits and motivation of many students as one of the greatest didactic problems. To turn the tide, it is therefore also important that the teaching of literature is at its best: that it motivates students to read books, that it enables them to develop their literary competence, and that it contributes to their cultural socialization. To this end, a didactic theory is set out in seven axioms that enables literature and reading of books to be firmly anchored in the curriculum. The article concludes with the axiom that for good (literature) education a strong professional community of teachers, teacher trainers and university specialists is necessary.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5117/NEDLET2018.3.007.WITT","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45835898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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