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The Difficulties of Teaching Non-Western Literature in the United States

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The Difficulties of Teaching Non-Western Literature in the United States “non-Western” litera- ture1 in the United States as embodied , WESTON TERUYA in my own experience teaching non-Western literature to a group of racially and ethni- cally diverse, mainly The FROM REMAINS WHAT working-class stu- dents at a large urban Difficulties comprehensive pub- lic university. 2 Given of Teaching that my students are themselves by and large future second- Non-Western ary school English teachers, the dilemma Literature in Kandaswamy articu- lates takes on particu- lar urgency, since they the United will soon be passing on their knowledge and learning strat- States egies to their own By Ian Barnard students. Although Kandaswamy is not specifically address- ing the teaching and In my experience, when confronted with studying of literature, she does point to the difference, students often adopt one of two difficulties that teachers and students face approaches to make that difference seem when confronted with difference in the less threatening. Either they try to reduce context of neo-liberal educational institu- difference to sameness by immediately tions in the United States. These educa- focusing on possible points of commonality tional institutions are bound to the history to their own experience or they treat of U.S. imperialism by cherished ideologi- difference as fundamentally disconnected cal imperatives that include binary con- from their own experience. structions of politics, morality, and culture; (Kandaswamy 9) humanism; and individualism. Humanist values embody liberal platitudes about how y goal in this article is to build everyone is really the same, a flattening out on Priya Kandaswamy’s discus- of difference that evacuates history and sionM of students’ response to difference power in order to assure the humanist that in Radical Teacher #80 by unfolding the his subjectivity is universal. (As feminism pitfalls of teaching and responding to has demonstrated, humanism is invariably 44 RADICAL TEACHER • NUMBER 87 gendered as male, despite its pretensions masks critical, political, and moral relativ- to universality.) U.S. mythology about ism as respect for difference. individualism includes an implicit belief in These responses were enacted in com- the effectiveness and unlimited potential plex and telling forms in the particular of individual agency and an understanding class I am discussing here, an under- of conflict as struggle between individuals, graduate senior seminar designed for rather than as a product of history and English majors and future secondary material power relations. Frequently, it is school English teachers as a capstone the most well-meaning of teachers and college experience. The course requires students who collude in the imperial- the study of “world short fiction,” and the ist enterprise through their unconscious texts I chose to fulfill this component of adherence to these values. And often the the requirements included Taiwanese- personal is heavily invested in the politi- born author Chen Jo-Hsi’s short story cal, so the kinds of responses to difference “Chairman Mao is a Rotten Egg,” set in identified by Kandaswamy arise where China during the Cultural Revolution, multiple axes of subjectivity intersect, Ghanaian writer Ama Ata Aidoo’s post- including not only ideological condition- colonial narrative “No Sweetness Here,” ing and ignorance, but also simple devel- and an excerpt from Tirdad Zolghadr’s opmental immaturity, and anxiety around contemporary Iranian memoir/novel, A one’s own sense of self. As Masood Ashraf Little Less Conversation. My observations Raja points out, the “mere act of entering are based on students’ informal and for- a postcolonial literature class can be quite mal written analyses (in some cases, first a challenging event, especially because of drafts, in other cases, revised essays) of the international, anti-foundational, and these texts following our class discussion anti-imperial nature of the postcolonial of them during my first experience teach- texts. Under such circumstances, where ing this particular configuration of the students are likely to perceive the class course. I framed the oral discussions in as a threat to their own personal identity, the contexts of postcolonial theory, femi- learning can be seriously hampered” (33). nist theory, and queer theory. In my facili- The two dichotomous responses to dif- tation of the class discussions, I attempted ference chronicled by Kandaswamy are to encourage students to question ste- equally troubling because, although dif- reotypes. However, despite these efforts, ferent from one another, they carry with and despite the great diversity in terms of them the same racist/colonialist under- ethnicity, race, age, and educational back- tones. In the elision of difference, the ground amongst the 20 students in the Western subject becomes the univer- class, in their own writing the students sal subject and Otherness is contained tended to read the texts in the same prob- through assimilation to that supposedly lematic ways, for reasons I will attempt to universal Western subject. When differ- articulate in due course. ence is treated as absolute, the fetishized In the first response to difference noted Other becomes exotic and unknowable, by Kandaswamy, students “reduce differ- and could never be like “us”—a logic that, ence to sameness by immediately focusing however inadvertently, reinscribes colo- on possible points of commonality to their nialist stereotypes and paternalistically own experience” (9). Students may make NUMBER 87 • RADICAL TEACHER 45 ...DIFFUSING DIFFERENCE BY a story familiar in STRESSING COMMONALITY and value some- order to under- STEMS PARTLY FROM thing we do not stand it. So, for TEACHERS’ PEDAGOGICAL relate to? My stu- instance, they IMPERATIVE...THAT STUDENTS dents are wont to might show how SHOULD BE ABLE TO “RELATE use the phrase “I the characters and TO” SOMETHING IN ORDER FOR can’t relate to it” situations are just LEARNING TO TAKE PLACE. as reason for dis- like those in the liking a particular United States. They usually feel that they text, whereas “I can relate,” whether in are contesting racism and colonialism reference to a published literary text or a by showing that “everyone is the same.” fellow student’s piece of writing, is auto- However, as feminist critics, postcolonial matically assumed to be a compliment. theorists, poststructuralists, and others While I recognize that we may inevitably have argued, this is a false universalism, experience texts in relation to the self, I since it merely validates the identities of also believe that we can learn and teach dominant groups by positing their expe- students that experiencing something as rience as universal, while continuing to alien to the self should not necessarily be erase the specificity of the experiences and grounds for denigration or dismissal. subjectivities of marginalized subjects. It But the construction of alienness is also encourages ethnocentric engagements itself another trap. In the second prob- with the Other, where students impose lematic response to difference, according their own values onto the texts/worlds to Kandaswamy, students “treat differ- they are reading and writing about, since ence as fundamentally disconnected from these values are “universal” and “everyone their own experience” (9). They frequently is really the same.” Thus, for example, in enact this type of response by treating writing about “Chairman Mao is a Rotten a story or the characters in it as totally Egg,” several of my students assumed that alien. The most obvious pitfall of this a character’s loss of individual identity in construction of non-Western literature, the story was a terrible thing, imposing in particular, is that students create an their own socially constructed hopes and us-them dichotomy. Because of their own desires onto the characters, seemingly often unconscious beliefs and disposi- oblivious to the ways in which other cul- tions about the United States, they often tures may, for instance, privilege com- end up positioning the United States as munity over individuality. This common more advanced, enlightened, democratic, reading and response strategy of diffus- etc. than non-Western countries. So, for ing difference by stressing commonality instance, some students in my class saw stems partly from teachers’ pedagogical Ama Ata Aidoo’s story about a Ghanaian imperative (that students now buy into) teacher’s alienation in the rural commu- that students should be able to “relate to” nity where she taught as an illustration something in order for learning to take of how sexist and homophobic Africa is place. As I have suggested, this episte- compared to the United States. My point mological and pedagogical axiom often is not to deny the prevalence of African encourages personal and political self- sexism and homophobia, or to silence centeredness. Why can’t we learn about students’ critiques of this sexism and 46 RADICAL TEACHER • NUMBER 87 homophobia, but rather to gesture to the United States, they simultaneously police ways in which such binary constructions other individuals’ and cultures’ “authen- reproduce colonialist understandings and ticity.” So, for example, when we read attitudes, an argument that Chandra Tirdad Zolghadr’s evocation of middle- Mohanty has made at some length in class life in contemporary Tehran, stu- relation to Western feminism’s represen- dents were quick to determine what was tations of the Third World. “authentically” Iranian in the story and The overt demonization of the non- to usually read the story as condemning West, however, is a less common response what was not “authentic,” or to desire amongst my students, many of whom are that the story make such a condemnation. fairly politically sophisticated and quite The excerpt we read from A Little Less critical of U.S. state policies and ideolo- Conversation revolves around a cosmopol- gies. More often the disconnection they itan protagonist who has recently moved see between the literary texts and their back to Tehran, the city of his birth, and own experience leads them to patronize offers a mix of scathing and fond observa- the Other.
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