International Journal of Practical and Pedagogical Issues in English Education

International Journal of Practical and Pedagogical Issues in English Education

Traumatic Experience and Delayed and Unconscious Responses in David Mitchell’s Ghostwritten

Document Type : Original Article

Author
Mirsal Gabbar Muhammed
Department of English language and Literature, Urmia University, Urmia, Iran
10.22034/ijpie.2024.462258.1024
Abstract
This study analyzes the novel Ghostwritten by David Mitchell through the lens of trauma theory, a relatively new approach to literary analysis. Ghostwritten has been studied from a variety of perspectives, including postmodernism and globalization, but trauma theory has not yet been applied. The purpose of this study is to examine how the novel depicts trauma’s effects on individuals. Utilizing Cathy Caruth’s trauma theory, this study focuses on three central concepts: “delayed and unconscious responses”. The analysis indicates that the novel depicts trauma as an experience that defies representation and comprehension, with inadequate language conveying the full extent of such experiences. In addition, the novel emphasizes the paradox of testimony, in which trauma survivors are urged to speak about their experiences but find it difficult to do so in a meaningful and coherent manner. Thus, the findings of this study contribute to the ongoing dialogue about trauma and its depiction in literature.
Keywords
Trauma theory
Cathy Caruth
Delayed and unconscious responses
David Mitchell
Ghostwritten

Subjects

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  • Receive Date 29 April 2024
  • Revise Date 21 May 2024
  • Accept Date 02 June 2024