guidance.

They will observe sessions taught by their designated teacher and possibly other teachers. Initially, for these sessions the students will concentrate on specific aspects of the teachers' tasks, and their approach to teaching a whole class. As they progress, their role will be as teaching assistants, by helping individual pupils who are having difficulties or by working with small groups. They may teach brief or whole sessions with the whole class or with a small group of students where they explain a topic related to the school syllabus. They may also talk about aspects of University life. They must keep a weekly journal reflecting on their activities at their designated school.

This module explores the notions of exile, travel, migration, and displacement by focusing on an international corpus ofand political issues at stake in the modernist revolution of the word. Students will also be encouraged to explore the ways in which modernism finds expression in the visual arts, particularly in Expressionism, Cubism, and Abstraction.

The module will begin by studying some of the major early postmodern writers such as Charles Olson and Alain Robbe-Grillet. This will be followed by a comparative analysis of second-generation postmodern literature in both Europe and the United States, including writers such as Italo Calvino and Thomas Pynchon. The module will also reference postmodern texts in other media such as film (the Free Cinema movement) and the visual arts (most notably, Pop Art). Almost from its inception, postmodernism has been subject to theorization and to a highly charged debate over its status as