Study on the influence of new American fiction on Azerbaijani literary thought and intercultural relations

Authors

DOI:

https://doi.org/10.62697/rmiie.v5i1.294

Keywords:

New American prose, modernism, literary modernity, translation studies, comparative literature, transnational modernism, narrative innovation

Abstract

The emergence of New American Fiction at the beginning of the twentieth century constituted a turning point in the formation of modern literary consciousness on a global scale, fostering a shift from nineteenth-century collective realism toward narrative forms focused on psychological introspection, structural fragmentation, and the problematization of existential experience, in line with the aesthetic ruptures of modernism. Authors such as Ernest Hemingway, William Faulkner, Thomas Wolfe, and F. Scott Fitzgerald redefined literary subjectivity and narrative conventions, generating an impact that transcended cultural and national boundaries. This study examines the aesthetic and philosophical foundations of New American Fiction and its influence on the shaping of Azerbaijani literary modernity, analyzing how the reception of American modernist aesthetics, mediated through processes of translation, critical interpretation, and comparative analysis, stimulated new orientations in Azerbaijani fiction from the 1960s onward. Through an analysis of contemporary historiographical and theoretical contributions, typological parallels are identified between American and Azerbaijani literary experiences, highlighting processes of intercultural exchange, formal innovation, and the philosophical search for authenticity, and demonstrating that transnational literary dialogue played a decisive role in the configuration of national artistic identities and in the evolution of modern literary systems throughout the twentieth century.

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Published

2025-12-26

How to Cite

Asadov, A. (2025). Study on the influence of new American fiction on Azerbaijani literary thought and intercultural relations. Revista Mexicana De Investigación E Intervención Educativa, 5(1), 245–257. https://doi.org/10.62697/rmiie.v5i1.294