1 EAST CAROLINA UNIVERSITY INTL 6510 International and Intercultural Discourse (formerly Seminar in International Professional Practice) Spring 2006 Seodial Frank. H. Deena Classroom: BATE 2024 T 6:30-9:30 PM Office: Bate 2130 Tel. 328-6683 Email: [email protected] Website: http://core.ecu.edu/engl/deenas/

Office hours: TTh 1-3 PM, and by appointment. Scheduled conferences with students.

Course Description: This course is designed to engage students in an international and intercultural discourse towards the enhancement of global and multicultural understanding, especially in a postcolonial and postmodern context. Through cross-cultural teaching, learning, and references the course intends to produce a rich and universal experience of intertextuality, interdisciplinarity, and multiculturalism. Texts, films, documentaries, lectures, discussions, and speeches will be used to enhance the learning experience, especially in the areas of global cultures and worldviews.

Students will be expected both to participate in and to lead class discussions. The “Learning through Discussion” method (described below) should be followed for preparation for class discussions. Global: 1. Of, relating to, or involving the entire earth; worldwide: global war; global monetary policies. 2. Comprehensive; total: “a... global, generalized sense of loss” (Maggie Scarf). International: 1. Of, relating to, or involving two or more nations: an international commission; international affairs. 2. Extending across or transcending national boundaries: international fame. Intercultural: 1. Of, relating to, involving, or representing different cultures: an intercultural marriage; intercultural exchange in the arts.

Multicultural: 1. Of, relating to, or including several cultures. 2. Of or relating to a social or educational theory that encourages interest in many cultures within a society rather than in only a mainstream culture. 2 Required Texts: Achebe, Chinua. Things Fall Apart. 1959. New York: Anchor Books, 1994. Fisher, Glen. Mindset. 1988. Yarmouth, Maine: Intercultural Press, 1997. (second edition) Marquez, Gabriel Garcia. One Hundred Years of Solitude. 1967. New York: Perennial Classics, 1998. Phillips, Caryl. A Distant Shore. New York: Alfred A. Knopf, 2004. Rushdie, Salman. Midnight’s Children. 1980. New York: Penguin Books, 2000.

Required Readings/Viewings: (Nobel speeches from Marquez, Walcott, Naipaul, and Morrison) Nobel Winner sites: http://nobelprize.org/literature/laureates/ Said, Edward. Orientalism DVD http://www.mediaed.org/videos/MediaRaceAndRepresentation/EdwardSaidOnOrientalism The Chronicle Online - Scholars remember Edward Said http://www.chronicle.duke.edu/vnews/display.v/ART/2003/10/01/3f7abdff3b4c8 Highlights of Phillip Mohabir’s life as “Bridge Builder.” Rushdie, Salman. Midnight’s Children (DVD—internet link with permission from Columbia University) Munich directed by Stephen Spielberg Gandhi directed by Richard Attenborough Marquez, Gabriel Garcia. “A Very Old Man with Enormous Wings.” http://www.geocities.com/cyber_explorer99/garciamarquezoldman.html Tolstoy, Leo. “How Much Land Does a Man Need?” http://mizii.com/jesusi/authors/tolstoy/works/how_much_land.htm

Additional assigned readings/videos may become a reality.

Evaluation: 1. Discussion and Participation (30%) a. Scrapbook with Responses: 10% Due before or on Tuesday of week fourteen. b. Class Attendance and Participation: 20% Your attendance grade drops by a letter for every absence. See “Learning through Discussion” for more information.

2. Research Paper or Grant Proposal: 30% An original critical paper (research paper, 15-20 pp. MLA, works cited included) on a theme/issue from a single text, or on a theme/issue from several texts, sometimes including other related texts outside the syllabus (a paper with a specific thesis, aimed at a journal/conference OR a power point presentation on a theme/issue from a single text, or on a theme/issue from several texts, sometimes including other related texts outside the syllabus (a presentation with a specific thesis—well-developed with no less than 60 slides) OR a grant proposal—due before 3 or on Tuesday of week fourteen. The substance of the paper or proposal should form the basis for the oral presentation to be given during the last two class meetings.

3. Leading Discussion and Serving as Respondent: 20% Lead a discussion on a text/topic, and serve as a respondent to another. Also involve in discussion with students from a foreign university. See written description below.

4. Final Exam: 20%

Late: All late assignments will be penalized with a loss of a letter grade (B to C). No late assignment will be accepted after the Friday of the week in which assignments are to be submitted. THERE WILL BE NO MAKE-UP ASSIGNMENT FOR THE EXAM, SCRAPBOOK, PROJECT, OR PAPER.

Groups: Discussion will be done in small and large groups.

WEEK 1: (JAN. 10) INTRODUCTION AND OVERVIEW OF COURSE Introduction to the course and preliminary discussion of field experiences and student interests. Introduction to some global and multicultural issues in race, class, gender, economics, politics, education, and religion. Concepts include colonialism, postcolonialism, ethnicity, globalization, urbanization, homogeneous, heterogeneous, and multiculturalism. SIGN UP FOR INFORMAL CONFERENCE Lecture and Discussion on Culture Shock “Colonization in Reverse” by Louise Bennett (Jamaica) http://shs.westport.k12.ct.us/chia/Caribbean/handouts/Exile/colonization_in_reverse.htm See transcript at http://www.fb10.uni- bremen.de/anglistik/kerkhoff/DubPoetry/Bennett/LouColonizing.html Things Fall Apart by Chinua Achebe pages 3-94

WEEK 2: (JAN. 17) CULTURE, RELIGION, AND WORLDVIEWS What is culture? What is religion? What is worldview? How do they impact our current global world? Worldviews include deism, naturalism, pantheism, moral relativism, reincarnation, secular humanism, Marxism, feminism, postmodernism, nihilism, existentialism, Islamism, Hinduism, Buddhism, and Christian theism.

Things Fall Apart by Chinua Achebe pages 95-209 Discussion Leader _ _ and Respondent _ ___

Mindset Chapter 1 WEEK 3: (JAN. 24) GABRIEL GARCIA MARQUEZ—LATIN AMERICAN POLITICS 4 One Hundred Years of Solitude by Gabriel Garcia Marquez pages 1-174 Discussion Leader ______and Respondent ______

Mindset Chapter 2

WEEK 4: (JAN. 31) CONTINUATION OF CULTURE, RELIGION, AND WORLDVIEWS/GABRIEL GARCIA MARQUEZ—LATIN AMERICAN POLITICS What is culture? What is religion? What is worldview? How do they impact our current global world? Worldviews include deism, naturalism, pantheism, moral relativism, reincarnation, secular humanism, Marxism, feminism, postmodernism, nihilism, existentialism, Islamism, Hinduism, Buddhism, and Christian theism.

One Hundred Years of Solitude by Gabriel Garcia Marquez pages 175-337 Discussion Leader ______and Respondent ______

Mindset Chapter 3

WEEK 5: (FEB. 7) GABRIEL GARCIA MARQUEZ—LATIN AMERICAN POLITICS One Hundred Years of Solitude by Gabriel Garcia Marquez pages 339-458 Discussion Leader ______and Respondent ______

Mindset Chapter 4

WEEK 6: (FEB. 14) WORDS OF PEACE IN AN INTERNATIONAL AND INTERCULTURAL WORLD/GABRIEL GARCIA MARQUEZ Nobel speech by Marquez: Discussion Leader ______and Respondent ______

“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez Discussion Leader ______and Respondent ______

Mindset Chapter 5

WEEK 7: (FEB. 21) EAST AND WEST/ORIENTALISM Midnight’s Children by Salman Rushdie Discussion Leader ______and Respondent ______

Mindset Chapter 6

WEEK 8: (FEB. 28) EAST AND WEST/ORIENTALISM Midnight’s Children by Salman Rushdie Discussion Leader ______and Respondent ______

Mindset Chapter 7 Said, Edward. Orientalism DVD 5

POSSIBLE RESEARCH PAPER TOPIC DUE

WEEK 9: (MARCH 7) EAST AND WEST/ORIENTALISM Midnight’s Children by Salman Rushdie Discussion Leader ______and Respondent ______

Mindset Chapter 8 Munich Outline of paper due–including paper topic/title, thesis statement, main points, and sources (primary and secondary) to be used

WEEK 10: (MAR. 14) SPRING BREAK! SPRING BREAK!! SPRING BREAK!!! Have Fun! Go to the Caribbean! Go on a cruise! Do something for or with Someone!

WEEK 11: (MAR. 21) EAST AND WEST/ORIENTALISM Gandhi Discussion Leader ______and Respondent ______

“How Much Land Does a Man Need?” by Leo Tolstoy Discussion Leader ______and Respondent ______

Mindset Chapter 9

WEEK 12: (MAR. 28) LITERATURE, CULTURE, AND THE WORLD A Distant Shore by Caryl Phillips pages 1-170 Discussion Leader ______and Respondent ______

Nobel speech by Naipaul: Discussion Leader ______and Respondent ______

FIRST DRAFT OF PAPER DUE Have two typed copies of your completed paper, works cited included, ready for editing arrangement. Two students will edit your paper by arrangement. Students can consult with Writing Center.

WEEK 13: (APRIL 4) RACE, ETHNICITY, AND DIASPORA A Distant Shore by Caryl Phillips pages 173-277 Discussion Leader ______and Respondent ______

Nobel speech by Walcott: Discussion Leader ______and Respondent ______Students will collect edited copies, do corrections, and IF SO DESIRE, will request professor's limited comments on their papers, before submitting final copies. 6

WEEK 14: (APRIL 11) MORRISON AND MOHABIR, LOVE Highlights of Phillip Mohabir’s life as “Bridge Builder.”

Nobel speech by Morrison: Discussion Leader ______and Respondent ______

FINAL RESEARCH PAPER DUE APRIL 11, 2006 ON OR BEFORE CLASS TIME REVIEW FOR FINAL EXAM

WEEK 15: (APRIL 18) BUILDING BRIDGES Highlights of Phillip Mohabir’s life as “Bridge Builder.” Nobel speech by Morrison: Discussion Leader ____ and Respondent _____

SCRAPBOOK DUE BEFORE OR BY APRIL 18, 2006 ON OR BEFORE CLASS TIME Final Response is your response to this course. Your reaction to any issue discussed in this course. Keep all your assignments in a file/folder for your records.

WEEK 16: (APRIL 25) FINAL EXAMINATION Final Examination

WEEK 17: (MAY 2) COMPREHENSIVE EXAMINATION MAIS Comprehensive Examination

NB. Additional information/definition/clarification will be given at different times during the semester. Please do not hesitate to seek my help. Good Luck!

1a. Scrapbook with Responses: By Tuesday of week 15, you are to submit your scrapbook that you will be working on during the semester. The book will consist of resourceful materials such as words/terms/quotes and their meanings, news, photographs, research findings, articles, etc. related to the course. You must have one response per week.

“Learning through Discussion.” The assigned readings will form the basis for class discussion. In preparation for class discussion, you should write brief journal entries that will form the basis for learning the material. (From time to time I will look at your entries. You will find that, tedious as it may seem, the following method will not only help you learn the material more easily, but will be of help in subsequent writing.

Each entry should include the following items, in this order: 7 Terms and Concepts: For purposes of class discussion, note any words, concepts, and ideas which, at the completion of your reading assignment, you find to be important to understanding the text. I suggest that you also write down any words that were unfamiliar to you or whose meaning was not clear. The Author’s Conclusion: You can assume that any author will be trying to convince you of something, of some point of view or interpretation. Summarize it briefly in your own words. A short paragraph is usually called for.

The Author’s Argument: In this section you should trace the argument the author makes in coming to a conclusion. It is more specific than simply identifying the “main points” in a piece of writing. Consider the following:  What assumptions underlie the author’s point of view?  What evidence does she/he give?  What is the logic of the presentation? You are not to evaluate the argument here, but merely outline it as the author has presented it. This section may take several brief paragraphs. It is useful to note page numbers from the original text here. If you want to refer the class back to the article in your discussion or writing, it will save you time.

Place in Course Content: How does this reading relate to the other materials (lectures, prior readings, discussions, movies) you have dealt with in this course? Where are the agreements, the disagreements? How close does this material come to describing anything you experienced or are experiencing?

1b. Attendance and participation: Attendance and participation will be graded on a letter scale. Your attendance grade drops by a letter for every absence. Poor attendance always affects grades adversely. Avoid arriving late and departing before class is officially ended.

Avoid eating in class, but if you have to eat in class, please ensure that your eating does not detract from the focus of the class. Please turn off cell phones!

2. Research paper: The research paper is a substantial work of writing and research about a text, theme, or issue. It is a semester-long project due in its final form on APRIL 11, 2006. It should be 15-20 pages in length (including works cited page, 12 point font size), and you should consult at least 8 secondary sources.

At the core of the paper should be an original, viable argument of your own about the text/topic you have chosen. You should also place your argument in the intellectual debate concerning that work by consulting and citing secondary sources. (Come up with your own ideas first, then use secondary ideas).

STEPS: As early as possible, determine which work to concentrate on, read that work, define a topic and 8 preliminary thesis with my guidance, and consult relevant secondary sources.

HELPFUL HINTS: Narrow topic and use clear and well-expressed thesis. Develop thesis. Two spaces after every period. A long quote is more than four lines and should be indented 10 spaces, two tabs, or one inch. Double space. Generally, introduce with colon, and end with period, two spaces and source. A short quote is four lines and less and should be incorporated in paragraph with quotation marks to indicate beginning and end. It ends with quotation marks, space, source in parenthesis, and period. Introduce, integrate, and interact with quotes. Vary your use of quotes and the active words that introduce the quotes. Place header at top right. Place works cited on separate page. Use cover page or its equivalent. Check your spelling, grammar, and punctuation. Review coherence, transition, and organization. Document correctly all borrowed materials (Plagiarism). Generally, use present tense when discussing fiction. Avoid plot summary. Use left justification only.

Good luck!

3. Leading Discussion and Serving as Respondent: 20% Each student is required to lead a discussion on one of the texts/topics or on the pieces for that week, and to serve as respondent for another. Leading discussion will require complete familiarity with the text–thesis, main points, examples, cross-references, special techniques, and connections. Hints for an interesting and lively discussion would include: be thoroughly prepared, focus on central points and support points with examples, present with interest, creativity, and enthusiasm, use PowerPoint or multimedia–involve students in your discussion– comments, questions, readings–research, and make reference to other works and articles. Finally, enjoy what you are doing. You should spend the first part of your time presenting interesting and insightful points from the text/topic. Incorporate criticism from other critical texts (other sources are also welcome), then engage your colleagues in discussion.

The respondent’s job is to be familiar with the text/topic. During the discussion session/time, the respondent will be used as a second authority on the work. The two can engage in short oral or online dialogues, even debates, which will serve to define important issues for the rest of the class. But ultimately, both leader and respondent should seek to advance the discussion and involve the entire class in the discussion, since everyone should be familiar with the text/topic and criticism and should have something to say about them. The final authority is the leader.

This experience, once approached positively, should be engaging, exciting, interesting, and rewarding. “Learning through Discussion” can overlap and assist your preparation. 9 Consult with me at any point in your preparation.

Achebe, Chinua. Things Fall Apart. 1959. New York: Anchor Books, 1994.

Critical Articles: http://www.questia.com/PM.qst?a=o&se=gglsc&d=5000583611 http://www.questia.com/PM.qst?a=o&se=gglsc&d=5000583611 http://www.africa.ufl.edu/asq/v5/v5i2a2.htm http://www.africa.ufl.edu/asq/v4/v4i3a1.htm http://www.scholars.nus.edu.sg/landow/post/achebe/things.html http://www.scholars.nus.edu.sg/landow/post/nigeria/women.html http://www.uga.edu/~womanist/1995/mezu.html

Book Reviews: http://www.bookrags.com/notes/tfa/SUM.html http://www.buildingrainbows.com/review.php/reviewid/556 http://www.teenink.com/Past/2003/September/16981.html http://www.brothersjudd.com/index.cfm/fuseaction/reviews.detail/book_id/17/Things%20Fall %20.htm http://www.randomhouse.com/acmart/catalog/display.pperl?isbn=9780385474542 http://www.imdiversity.com/Villages/Global/arts_culture_media/Okonkwo.asp http://www.dpo.uab.edu/~adbailey/thisfallsapart.html http://ruthlessreviews.com/thingsfallapart.html http://www.cwu.edu/~tompkinr/Assignments/things%20fall%20apart.html

NPR Audio: http://www.npr.org/templates/story/story.php?storyId=1011863

Fisher, Glen. Mindset. 1988. Yarmouth, Maine: Intercultural Press, 1997. (second edition)

Marquez, Gabriel Garcia. One Hundred Years of Solitude. 1967. New York: Perennial Classics, 1998.

Critical Article: http://www.jackmagazine.com/issue8/renhistmarquez.html

Book Reviews: http://www.readinggroupguides.com/guides/one_hundred_years_of_solit.asp http://www.harpercollins.com/global_scripts/product_catalog/book_xml.asp? isbn=0060740450&tc=rg http://www.harpercollins.com/global_scripts/product_catalog/book_xml.asp? isbn=0060531045&tc=bd http://www.powells.com/cgi-bin/biblio?isbn=0060114185 http://www.nytimes.com/books/97/06/15/reviews/marque-solitude.html http://www.sulekha.com/bookreview.asp?book=284809 10 http://www.themodernword.com/gabo/review_OHYS_bate.html http://www.mouthshut.com/review/One_Hundred_Years_Of_Solitude_- _Gabriel_Garcia_Marquez-30645-1.html http://www.mouthshut.com/review/One_Hundred_Years_Of_Solitude_- _Gabriel_Garcia_Marquez-12912-1.html http://www.mouthshut.com/review/One_Hundred_Years_Of_Solitude_- _Gabriel_Garcia_Marquez-41931-1.html

Phillips, Caryl. A Distant Shore. New York: Alfred A. Knopf, 2004.

Critical Article: http://lion.chadwyck.com.jproxy.lib.ecu.edu/searchFulltext.do? id=R03444997&divLevel=0&queryId=../session/1137439087_24200&trailId=1083A2D8E7D& area=mla&forward=critref_ft#Hit2

Book Reviews: http://www.reviewsofbooks.com/distant_shore/ http://www.curledup.com/distants.htm http://www.randomhouse.com/vintage/catalog/display.pperl?isbn=9781400034505 http://www.nathanielturner.com/distantshore.htm http://www.sfgate.com/cgi-bin/article.cgi?f=/chronicle/archive/2003/11/02/RV2987132.DTL http://www.meppublishers.com/online/crb/issue1/index.php?topic=050402

NPR Audio: http://www.npr.org/templates/story/story.php?storyId=1670937

Rushdie, Salman. Midnight’s Children. 1980. New York: Penguin Books, 2000.

Crtical Article: http://www.questia.com/PM.qst?a=o&se=gglsc&d=5000358719

Book Reviews: http://www.brothersjudd.com/index.cfm/fuseaction/reviews.detail/book_id/163/Midnight's %20C.htm http://www.powells.com/biblio?isbn=0140132708 http://www.mouthshut.com/review/Midnight's_Children_-_Salman_Rushdie-35344-1.html http://www.mouthshut.com/review/Midnight's_Children_-_Salman_Rushdie-9881-1.html http://www.mouthshut.com/review/Midnight's_Children_-_Salman_Rushdie-37677-1.html http://groups.google.com/group/soc.culture.indian/browse_thread/thread/921004545ac08508/18b f41d931bc074a?lnk=st&q=midnights+children&rnum=5#18bf41d931bc074a http://www.nytimes.com/1981/04/23/books/rushdie-midnight.html Required Readings/Viewings: (Nobel speeches from Marquez, Walcott, Naipaul, and Morrison)

Nobel Winner sites: 11 http://nobelprize.org/literature/laureates/

Marquez Info on Marquez: http://nobelprize.org/literature/laureates/1982/index.html Nobel lecture: http://nobelprize.org/literature/laureates/1982/marquez-lecture-e.html -audio of lecture is available on site

Walcott Info on Walcott: http://nobelprize.org/literature/laureates/1992/index.html Nobel lecture: http://nobelprize.org/literature/laureates/1992/walcott-lecture.html -audio of lecture is available on site

Naipaul Info on Naipaul: http://nobelprize.org/literature/laureates/2001/index.html Nobel lecture: http://nobelprize.org/literature/laureates/2001/naipaul-lecture-e.html -video of lecture is available on site

Morrison Info on Morrison: http://nobelprize.org/literature/laureates/1993/index.html Nobel lecture: http://nobelprize.org/literature/laureates/1993/morrison-lecture.html -audio of lecture is available on site

Said, Edward. Orientalism DVD http://www.mediaed.org/videos/MediaRaceAndRepresentation/EdwardSaidOnOrientalism The Chronicle Online - Scholars remember Edward Said http://www.chronicle.duke.edu/vnews/display.v/ART/2003/10/01/3f7abdff3b4c8

Highlights of Phillip Mohabir’s life as “Bridge Builder.”

Rushdie, Salman. Midnight’s Children (DVD—internet link with permission from Columbia University)

Munich directed by Stephen Spielberg Reviews: http://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/20051222/REVIEWS/51214004/1001 http://movies.monstersandcritics.com/reviews/article_1071176.php/Movie_Review_Munich http://www.eonline.com/Reviews/Facts/Movies/Reviews/0,1052,89093,00.html http://www.startribune.com/1553/story/143019.html

Gandhi directed by Richard Attenborough Reviews: http://www.spiritualityhealth.com/newsh/items/moviereview/item_5012.html http://rogerebert.suntimes.com/apps/pbcs.dll/article? AID=/19820101/REVIEWS/201010327/1023 http://www.film.u-net.com/Movies/Reviews/Gandhi.html 12 http://www.geocities.com/oscarmovs/gandhi.html

Marquez, Gabriel Garcia. “A Very Old Man with Enormous Wings.” http://www.geocities.com/cyber_explorer99/garciamarquezoldman.html

Critical Article: Clark, John R. “ Angel in Excrement: García Márquez's Innocent Tale ('A Very Old Man with Enormous Wings')”. Notes on Contemporary Literature, (18:3), 1988 May, 2-3. 1988. http://gateway.proquest.com/openurl?ctx_ver=Z39.88- 2003&xri:pqil:res_ver=0.2&res_id=xr i:lion-us&rft_id=xri:lion:rec:mla:R02662933

Tolstoy, Leo. “How Much Land Does a Man Need?” http://mizii.com/jesusi/authors/tolstoy/works/how_much_land.htm