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ANGL 3721 Postcolonial Literature Autumn 2012

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ANGL 3721 Postcolonial Literature Autumn 2012 ANGL 3721 Postcolonial Literature Autumn 2012 Professor: Andrea Cabajsky Office: Fine Arts 244-B Email: [email protected] Phone: 858.4244 Office Hours: T./Th. 9:00-12:00; or, by appointment Calendar Description: This course serves as a general introduction to postcolonial literature and 1 theory. We will examine the effects of decolonization on the literatures of Canada, Australia, South Africa, and others, including, where relevant, countries from the Francophonie. Detailed Description: This course will introduce you to a growing body of exceptional writing known as “Postcolonial Literature.” Although it is difficult to identify a point of origin for Postcolonial Studies, scholars generally agree that it originated in 1978 when the renowned theorist Edward Said published Orientalism, his ground-breaking examination of Western (mis)conceptions about the Orient. Said’s Orientalism became the catalyst for Postcolonial Studies, which explores the ways in which historically marginalized peoples and cultures have gained agency through their writing. Postcolonial literary strategies and reading practices connect the acquisition of literary agency with writers’ and readers’ larger efforts to explore the ramifications of colonial history and cultural decolonization. The books on our syllabus represent some of the most celebrated works published in recent years by some of the most acclaimed (and controversial) writers of the last four decades. These books might come to represent some of the most exciting, unforgettable, and even difficult texts you have had to read. There is no doubt that the authors of these texts deal honestly and expertly with historical and sociopolitical events or controversies that have defined their communities. Postcolonial Studies aims to encourage readers to think about their place in the world and to explore meaningfully and subtly why things have come to be the way they are. Postcolonial Studies also aims to encourage scholars and students to think about the ways in which ideas of place and home invariably intersect with other factors such as class, gender, race, culture, and history. In addition to examining literary texts, we will investigate responses to colonialism, anti-colonialism, and processes of decolonization in other forms of cultural production, namely critical essays, literary theory, and/or documentary films. Method of Instruction: A combination of lectures and class discussion, with a particular emphasis on developing students’ responses to the readings. There is a very strong emphasis in this course on weekly readings. Students not in a position to devote weekly periods of time to this course (as opposed to a large chunk of time at the end) should take this design feature of the course into consideration. Course Objectives: To introduce students to key terms and concepts in Postcolonial Studies To read a range of postcolonial fiction with reference to its historical-cultural context and its contemporary reception To examine the methods used by writers who deploy literature as a means of communicating or coming to terms with legacies of imperialism To discuss the efficacy of literary techniques that have been employed by writers to challenge dominant stereotypes about culture, race, class, gender, and/or history ANGL 3721 Postcolonial Literature Autumn 2012 Course Learning Outcomes: By the end of this course, students should: Be familiar with some key terms and concepts in Postcolonial Studies; Be able to cite literary methods used by postcolonial authors to challenge dominant assumptions; Be able to plan, write, and revise substantial critical essays about literature with original insights and effective argumentation, organization, evidence, and analysis; Be able to appreciate the value of literary study in fostering intellectual growth, socio- 2 cultural awareness, and responsible, engaged, active citizenship. Texts (in order they will be read): 1. Salman Rushdie, Midnight’s Children (India) 2. Zadie Smith, White Teeth (Britain) 3. Chinua Achebe, Things Fall Apart (Nigeria) 4. J.M. Coetzee, Waiting for the Barbarians (South Africa) 5. Eden Robinson, Monkey Beach (Canada) 6. Frantz Fanon, Black Skin, White Masks (Martinique) 7. Custom Course Pack containing literature, theory, and criticism (available on Clic) Evaluation: Attendance and Participation (5%) Seminar Presentation and Write-Up (15%) Midterm Exam (15%) Research Paper (30%) Final Exam (25%) Grading Scale: A+ 94-100 B 80-84 C- 68-69 A 90-93 B- 78-79 D+ 64-67 A- 88-89 C+ 74-77 D 60-63 B+ 85-87 C 70-73 E 0-59 Please note: 1. Please note the University’s Regulation 10.9.2, which stipulates that any presentation or exam missed or delayed without prior approval will be recorded as a failure (E). 2. Please note the English Department’s policy that late assignments will be penalized at a rate of 10% per day, up to a maximum of 30% per assignment. To this policy I add the following: you have until the day of the final exam to submit all outstanding assignments. If you fail to do so, you will receive a grade of 0 on that assignment. Needless to say, if you have not received prior approval, please do not come to me during the final exam to request an extension on an overdue assignment. The extension will not be granted. 3. Please ensure that you have read and understood the following document: Énoncé des droits et responsabilités des étudiantes et étudiants de l’Université de Moncton. You will find it in the Repertoire and on the University’s website. ANGL 3721 Postcolonial Literature Autumn 2012 Course Schedule: *The schedule below may change according to students’ needs. Preparation/Assignments Date Course Content Due Syllabus distributed in class If you lose your syllabus, September 11 Introduction 3 download a copy from my website or Clic September 13 Midnight’s Children September 18 Midnight’s Children Alternative Date: Sept. 19, September 20 Midnight’s Children 1.30-2.45; Sept. 19, 4.30-5.45; or Sept. 20, 4.30-5.45 Edward Said, from Find it on Clic, read in September 25 Orientalism: “The Scope of advance, bring to class Orientalism” Presentations September 27 White Teeth October 2 White Teeth October 4 White Teeth R. Radhakrishnan, “Is the Find on Clic, read, bring to October 9 Ethnic Authentic in the class Diaspora?” Presentations October 11 Things Fall Apart October 16 Things Fall Apart Chinua Achebe: “The African Writer and the Find them on Clic, read in English Language”; Ngũgĩ October 18 advance, bring to class wa Thiong’o: “The Presentations Language of African Literature” October 23 Waiting for the Barbarians Midterm Exam Topic October 25 Waiting for the Barbarians Submitted (Take-Home) Reading Break: Class October 30 Cancelled Reading Break: Class November 1 Cancelled Waiting for the Barbarians November 6 concluded / begin Monkey Midterm Exam Due in class Beach ANGL 3721 Postcolonial Literature Autumn 2012 Preparation/Assignments Date Course Content Due November 8 Monkey Beach November 13 Monkey Beach Short Story: “The One Find on Clic, read in advance, 4 November 15 About Coyote Going West” bring to class by Thomas King Find on Clic, read in advance, Thomas King, “Godzilla vs November 20 bring to class Post-Colonial” Presentations November 22 Black Skin, White Masks November 27 Black Skin, White Masks Wrapping Up Black Skin, November 29 Presentations White Masks December 4 Final Exam Prep Research Papers Due PARTICIPATION will be evaluated based on the following: regular timely attendance; bringing required texts to class; completing in advance the required reading (and no, reading on the bus on the way to campus does not count as “thoughtful” reading); above all, being respectful of your colleagues in the class. Please note the University’s Regulation 10.9.1, which stipulates that more than three unjustifiable absences will not be tolerated. Absences for medical reasons require a medical note. PRESENTATION (15 minutes): Once in the semester, you will be responsible for facilitating a class discussion on one article from the weekly readings. Students will sign up for articles on the second day of classes, so please review the syllabus and come to class ready to make your selections. If you prefer to be evaluated on assignments earlier in the term, then please sign up for one of the first presentations. If you prefer to wait as you situate yourself in relation to the readings, then please sign up for one of the later presentations. Think about alternatives as you may not get your first choice. The purpose of this exercise is to stimulate classroom discussion, to get you started on putting together your bibliography for your term paper (a research assignment), and also, more importantly, to demonstrate that you have read, understood, and are capable of structuring a meaningful response to, the article of criticism or theory that you have been assigned. I suggest that you begin your presentation by outlining what you believe to be the major arguments in the article. It would be helpful as well to spend some time talking about your process of reading the article. What personal resources did you bring to your reading? What outside resources did you consult? What parts of the article require further clarification for you? Beyond this, try to discuss your own critical engagement with the piece you have chosen. How did the article influence your own thinking? How (if at all) would you challenge the author’s conclusions? How does this article relate to the other texts we have read in class? Finally, pose a few questions to the class that you believe will stimulate further discussion of the article’s major ANGL 3721 Postcolonial Literature Autumn 2012 themes. Many students find making class presentations extremely challenging. If you need to read from a prepared text in order to feel comfortable, you are welcome to do so. Don’t forget to submit a write-up of your presentation on the day you present.
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