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Representations of Generationality and Genealogy in Contemporary British Asian Narratives

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Representations of Generationality and Genealogy in Contemporary British Asian Narratives Narrating Generations: Representations of Generationality and Genealogy in Contemporary British Asian Narratives Inaugural-Dissertation zur Erlangung des Doktorgrades der Philosophie des Fachbereichs 05 der Justus-Liebig-Universität Gießen vorgelegt von Jutta Karen Weingarten aus Gießen 2012 ! ! Dekan: Prof. Dr. Magnus Huber 1. Berichterstatter: Prof. Dr. Ansgar Nünning 2. Berichterstatterin: Prof. Dr. Astrid Erll Tag der Disputation: 21. November 2012! ! ! ! ! ! To my family and friends ! ! ! ! ! ! Table of Contents 1. Introducing Generation Studies to Literary and Cultural Studies 1 1.1. Sending ‘Generation’ on the Journey to Contemporary British Asian Literature 1 1.2. State of the Arts: Generation Studies and British Asian Literature 10 1.3. On the Structure, the Theoretical Approach, and the Methodological Framework of this Study 19 2. The Interdisciplinary Origins of the Concept of ‘Generation’ and its Uses in Generation Studies 23 2.1. Terminological Disambiguation: Genealogy and Generationality 25 2.1.1. Genealogy: The Succession of Kindred Generations 26 2.1.2. Social Generation and Generationality: The Contemporaneity of Generations 39 2.2. Intersections of Genealogy and Generationality 50 2.2.1. Migration as Family Project: Conceptualizations and Applications of Generationality and Genealogy in Migration Studies 52 2.2.2. Acceleration and Rivalry for Time: Temporality in Generational and Genealogical Relations 57 2.2.3. From Generational to Transgenerational Memory: ‘Generation’ as Key Concept in Memory Studies 62 2.2.4. Subcultural Generations and the Importance of Youth in Generation Studies 72 3. Generation Narratives 79 3.1. Representations of Generations as Generic Feature in Literary Genres 79 3.1.1. The Genealogical Novel and the Family Novel 79 3.1.2. The Bildungsroman and the Generatiography 88 3.2. Generating Narratives and Narrating Generations: Narratological Contributions to Generation Studies 95 3.2.1. Generating Generation Narratives: Narration and Focalization 96 3.2.2. Narrative Generation of Generationalities and Genealogies: Perspective and Perspective Structure 104 3.2.3. Representing the Non-Contemporaneity of the Contemporaneous: Temporal Order and Narrated Time 108 3.2.4. Narrated Generations: Setting, Character, and Plot 111 ! ! 4. Transgenerational Memory and the Genealogical Other in Meera Syal’s Anita and Me (1996) 121 4.1. The Kumars of Tollington 123 4.2. The Formation of a Migrant Generationality and the Genealogical Other 134 4.3. Anita and Me as a Genealogical Novel of Transformation 142 5. Genealogical Inhibition of a Generationality in Nadeem Aslam’s Maps for Lost Lovers (2004) 147 5.1. The Doubled Cultural Trauma of Post-Partition Migration 148 5.2. Failure of Intergenerational Communication 152 5.3. Suppression of Dissenting World-Views through a Closed Perspective Structure 155 5.4. Creation of a Postgeneration to Suspend Social Change 175 6. The Formation of a Subcultural Generation in Gautam Malkani’s Londonstani (2006) 179 6.1. Suburban Rudeboys 182 6.2. The Rudeboy’s Mechanisms of Inclusion and Exclusion 191 6.3. Desis as a Subcultural Generation 198 6.4. Narrating the Generational Formation from a Genealogically Excluded Perspective 205 7. Genealogical Research and Generational Location in British Asian Life Writing: Sathnam Sanghera’s The Boy with the Topknot (2009) 208 7.1. The Boy with the Topknot as Generatiographical Life Writing 209 7.2. Creating Intersections of Genealogical Research and Generational Location 215 7.3. The Genealogical Other and Changing Self-Conception 231 7.4. Reconciliation of Generational Location and Genealogical Ties 234 8. Conclusion: The Concept of ‘Generation’ in Contemporary British Asian Literature 237 9. Bibliography 244 ! ! 1. Introducing Generation Studies to Literary and Cultural Studies 1.1. Sending ‘Generation’ on the Journey to Contemporary British Asian Literature The naming of generations has recently become more of a labelling or branding than a characterization of communal relationships.1 German newspapers and magazines, quick to spot trends and fashions, report on the “Generation Bachelor” (cf. Maeck 2012), the “Generation Facebook” (cf. Matthes 2012; Leistert/Röhle 2011), and the like to describe developments in different public spheres. Ranging from communication behaviour to university education, the term ‘generation’ appears to offer an explanatory model for all kinds of groups or communities that are assumed to share a specific experience. In this prescientific use, ‘generation’ as social grouping offers potential for identification and the formation of a collective identity similar to Benedict Anderson’s Imagined Communities (1998), in which the nation is defined as “an imagined political community”: “It is imagined because the member of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, yet in the minds of each lives the image of their communion” (Anderson 1998: 6). Comparable to Anderson’s conceptualization of a nation, a generation can bring forth a collective identity in its members although they never know their fellow generation-members.2 Yet the quick succession in which the popular media label new generations raises questions of the longevity of the assumed imagined communities and the validity of the allegedly shared experience they presuppose. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 1 As will become clear in the course of this introduction, this thesis understands the concept ‘generation’ to be comprised of the two aspects of generationality and genealogy. When using generations without the inverted commas, which indicate its usage as a concept, both aspects are included in the one term. Thereby too many repetitions of the phrase ‘genealogy and generationality’ are avoided. Furthermore, in this study ‘generational’ is used as adjective when referring to relations based on a generationality (cf. Reulecke 2008: 119). 2 In this everyday usage of ‘generation’ as basis for a collective identity, Jürgen Straub’s (1998: 100) criticism on the use of the concept ‘collective identity’ is apposite and underscores the critique of an overuse of ‘generation’: “Stereotype und normierende Konstruktionen kollektiver Identiät finden sich insbesondere dort, wo die Kollektive groß und unüberschaubar werden – anonyme Großgruppen wie ‘Geschlechter’, ‘Klassen’ oder ‘Nationen’ sind berüchtige Beispiele. Solche Großgruppen laufen zwangsläufig Gefahr, als ‘unechte Wir-Gruppen’ zu fungieren.” Questioning the validity of the collective identity that is ascribed for example to the media-generations mentioned above highlights the importance of critically challenging this use of the concept ‘generation’. ! 1 INTRODUCTION A discussion in an introductory seminar course on “Genealogies and Generations in British Literature” 3 serves to illustrate how the ephemerality of the identification potential turns out to be problematic. Thus, firstly, the once popular “Generation Praktikum” (cf. Stolz 2005) or “Generation Golf” (cf. Poschard 2009) do no longer evoke recognition of the implications and characteristics ascribed to these generations. And, secondly, today’s students do not necessarily identify themselves as members of the ‘Generation Bachelor’, even though the label is supposed to describe their life- worlds. Only after reflecting on the negative connotations of the ‘Generation Bachelor’ in its media representation and an attempt at correcting the image associated with this particular generation did the students contemplate the influence their grouping based on an assumed shared experience in the new Bachelor system could have for them. That their belonging to this generation actually has no significant influence on their lives and does not describe their personal life-world led the seminar participants to conclude that a critical closer examination of the generations proclaimed by the popular media is essential in order to evaluate the potential for identification they offer. Moving on from the students’ own personal life-worlds, a similar discussion about the benefit and use of the term developed in the exemplary literary analysis of Zadie Smith’s White Teeth (2000). Specifically the notion of ‘the migrant experience’, often presented as a unified collective memory, e.g. in museum exhibitions,4 raised central questions about the practice of labelling ‘first-’ and ‘second-generation immigrants’. This common distinction of literary characters, adopted from migration studies (cf. chapter 2.2.1), reduces individuals to their geographical birthplace in relation to the country they live in. Therefore, the distinction between first- and second-generation migrants is comparable to the unreflecting application of the concept ‘generation’ !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 3 This seminar was held at Justus-Liebig-University Giessen during the summer term 2012 in the module “Introduction to Literary and Cultural Studies” in the Department of English and American Literature and Culture. 4 In an exemplary fashion, this is the case in the collection of The Library of Congress “American Memory” (<http://memory.loc.gov/ammem/afctshtml/tsme.html>) where migration after World War I is presented as a unified, collective experience in which personal memories and experiences are levelled by the national institutionalization of this memory. An alternative to the The Library of Congress is presented by the British equivalent in The National Archives (<http://www.nationalarchives.gov.uk/education/lesson11.htm>),
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