71 ACKNOWLEDGING THE INTERFERENCE BETWEEN REALISM AND MYTH IN WILLIAM FAULKNER’S “ABSALOM, ABSALOM!” Daniela DURALIA  Abstract: This paper is the result of a research study involving second-year Montreal college students. It reveals that William Faulkner’s novel, “Absalom, Absalom!”, although already much discussed and analysed, requires further investigation into the multitude of literary techniques the author employs in his creation of the fictional world of Yoknapatawpha. This pedagogical step aims at getting students better acquainted with the interface between realism and myth, and with the effects of their fusion, ensuring a better understanding of the abstract meaning created throughout the novel. Faulkner’s work includes an awareness of the Southern American situation before and after the Civil War, the author’s life and vision, and the novel’s structure and plot. This background information together with the reader’s metacognitive awareness of the events presented in the novel (linking complex ideas in the novel, aspects, and facts, and manipulating the knowledge previously acquired) represent the foundation of a thorough understanding of the writer’s intentions. Acknowledging Faulkner’s use of time in the weaving of myth and realism leads to a mental representation of the effects and ideas conveyed. Keywords: realism, myth, time, background. Introduction The constructivist pedagogical model applied during a thorough study of the novel Absalom, Absalom!, from narrative techniques, such as shifting viewpoints, disrupting chronology, the use of characters, particular language and style, and particular voice, to references to other cultures, such as religion, classical Roman and Greek stories, allowed the teacher to notice the students’ confusion about Faulkner’s use of the past concept, such as past events in the story or Southern historical events and situation revolving around Civil War, as well as distinguishing between the mythical world and reality in the novel. The current study continues in the same constructive pedagogical environment, based on the interaction among students and the teacher’s guidance and lecturing. In order for the students to better observe Faulkner’s use of past in the novel and distinguish between the two above-mentioned themes, the teacher has students recall the Southern American situation before and after the Civil War. The teacher also includes stories recounted by the characters to convey the necessary background information to students, while also trying to create a mental representation of the effects Faulkner creates using time, such as present and past as well as myth and reality encoded in the text. An interactive class environment is a mandatory condition for students to discover meaning beyond the text. Even if they possessed historical knowledge and understood the  West University of Timişoara, Romania, d_duralia@yahoo.com