Edward W. Said: Resistance, Knowledge, Criticism
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CORE Metadata, citation and similar papers at core.ac.uk Provided by Loughborough University Institutional Repository Edward W. Said: Resistance, Knowledge, Criticism by Mark Anthony Taylor A Doctoral Thesis Submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy of Loughborough University 17th October 2016 © Mark Taylor 2016 Abstract The prodigious output of the controversial Palestinian-American public intellectual, academic, and political activist, Edward W. Said (1935-2003), continues to polarize the academic, intellectual, and political worlds, not least because of the inflammatory nature of his relationship to the vexed issue of Israel/Palestine. It is a contention of this thesis that this polarization has resulted in what are often less than critical examinations of Said’s work. In short, because Said and his work remain relevant and influential, a new method of reading is required, one which not only takes account of Said’s resolutely secular, ‘worldly’ approach to the issue of knowledge and its production, but applies the same rigour and method to the Palestinian’s work in all its literary-critical, political, and personal varieties. This thesis attempts to meet that aim by testing Said’s oeuvre within the rubric of his stated ambition to create a critical location from which the production of ‘non-coercive knowledge’ was attainable. In the context of his opposition to political Zionism and wider Western imperialism, whether Said produced, or even intended to produce, knowledge that was ‘non-coercive’ is an extremely important question, and one that will be answered in this thesis. Formed by an introduction and three main chapters, the scope of the thesis is broad. Following an exposition of the biographical ‘facts’ of Said’s life, Chapter One engages his late work, Out of Place. Ostensibly a memoir, Out of Place is subjected to the discipline of Said’s own critical concept of ‘worldliness’ and placed within the much broader political context of the author’s oeuvre. From this location it is possible to see Out of Place as one of a number of narratives competing in the political sphere. Chapter Two deals with the issue of Said’s relationship to some of the key thinkers and schools of thought that seemed to inform his work, questioning whether Said resisted inculcation in powerful concepts like humanism, structuralism, post-structuralism, and Marxism or, in fact, permitted these influences to disrupt his desired critical location of homelessness. The final part of the thesis engages with Said’s secular, provisional approach to knowledge. First, weaving through the tautly balanced concepts of beginnings and origins in Beginnings: Intention and Method, much of the chapter addresses Said’s attack on Western knowledge production in Orientalism, where i perversely he produces his own counter-monument to Western colonialism. The chapter ends with a Saidian reading of Said’s three principal modes of criticism: secular, contrapuntal, and democratic. The conclusion that emerges from a Saidian, ‘worldly’ reading of Said is perhaps both surprising and, yet, exactly as one might expect. Said was a human being, and human beings are flawed. Two lines emerge. The first intellectual line out of Said creates a restless critical and philosophical framework with the potential to undermine the second intellectual line out of Said, the political pragmatist always ready to produce coercive knowledge. ii Table of Contents Acknowledgements Page v Introduction Page 1 Definition of Terms Page 6 Materials Page 10 Structure and Method Page 12 Who is Edward Said? Page 13 Two Contexts: One Viewpoint Page 17 Chapter One Stories are not Just Stories Page 30 How out of Place is Out of Place? Page 30 Competing Narratives: A Hostile Site of Knowledge Production Page 31 No Place like Home Page 43 Feeling at Home in Being out of Place Page 50 Exile is what makes Me an Intellectual Page 56 Chapter Two The Anxiety of Influence Page 61 Dodging the Bullets Page 61 Said – Vico – Humanism: A Port in a Storm Page 63 Said, Saussure, and the Beginnings of Structuralism Page 72 Foucault, Structuralism, Post-Structuralism: Radical Beginnings and Intellectual Disappointment Page 83 Said: A Marxist Project? Page 94 Genealogy of Marxism: Teaching and Writing Page 101 Chapter Three Knowledge, in all its Provisionality Page 118 Beginnings: Intention and Method Page 118 Beginnings are not Perfect Page 129 Beginnings or Origins Page 132 Orientalism: A Monument of Counter-Knowledge Page 138 Orientalism: The Colonial Subject Writing Back to the Empire Page 140 Orientalism as Monolithic Counter-Structure Page 154 Said’s Paradigm: Platform or Prison? Page 161 As Intended, Three Flawed Modes of Criticism Page 166 Secular Criticism Page 167 Humanism and Democratic Criticism? Page 176 Contrapuntal Analysis: Binaries or Nuance? Page 183 iii Conclusion Page 188 Bibliography Page 193 iv Acknowledgements According to the aphorism, it takes an entire village to raise a child. A similar sentiment might be attached to the making of a doctoral thesis. Certainly, the terrific support of two distinct communities – family and friends, and academia – has been essential in bringing this project to maturity. I am extremely grateful to all those friends and family who have endured, and more often than not encouraged, my obsession with writing this thesis about a Palestinian intellectual. Almost all had not heard of Said. They have now. In particular, two people are owed a special mention. David Smith, a good friend, provided a restless critical eye and boundless enthusiasm. Above all, though, I am deeply indebted to my wife, Lorraine, who has sacrificed so much to keep me going to the end whilst receiving very little in return. Without Lorraine’s commitment to the cause this thesis would not exist. Thank you, for everything. I am also indebted to the academic ‘village’ at Loughborough University and beyond. From the start of our relationship to the bitter end, I have been extremely fortunate to profit from the erudition, care and patience of my superb supervisor, Dr Brian Jarvis. Brian not only helped me to think critically about the subject, but to think that I, this part-time researcher, could add something unique to the crowded field of research that has grown up around Edward Said. I must record the huge efforts of Prof. John Schad and Dr Andrew Dix, who, in their meticulous examination of the thesis, pushed me to a greater understanding of it. v Introduction For in the main – and here I shall be explicit – criticism must think of itself as life- enhancing and constitutively opposed to every form of tyranny, domination and abuse; its social goals are non-coercive knowledge produced in the interests of human freedom.1 These words, taken from the 1983 work, The World, the Text, and the Critic, crystalize a key aspiration held by the influential Palestinian-American academic, intellectual, and political activist, Edward Said (1935-2003). The goal is laudable and characteristically ambitious. Said’s other principal ambition was to witness a resolution to the Israel/Palestine conflict, one in which the Palestinian nation once again had a state they could call ‘home’, which was something they have not been able to do since the inception of the state of Israel in what was the British Mandate of Palestine on May 14th, 1948. Needless to say, the two ambitions mentioned here are not unconnected. Said did not live to see a reconstituted Palestinian state; whether he achieved his other ambition is one of the subjects of this thesis. It is easy and perhaps even fashionable to be cynical about phrases such as ‘life- enhancing and constitutively opposed to every form of tyranny, domination and abuse’, and concepts like ‘non-coercive knowledge’, particularly when they are associated with academics and intellectuals. It is safe to speculate, perhaps, that in Britain neither academics nor intellectuals are generally thought of as valiant defenders of personal or political freedoms. In the higher echelons of academia there is little sign of interaction between the ‘gatekeepers’ of knowledge and the wider public outside the institutions in which they work; at least, perhaps, until they are required by those in political power to bring their knowledge to bear in support of one policy or another. The situation is scarcely better in the United States. Said argued that, the literary academic has no worldly political status to speak of. I would say that a literary professional whose main base of operation is the university must realize that he or she exists in a condition of institutionalized marginality, so far as the system of political power is concerned.2 1 Edward W. Said, The World, the Text, and the Critic (Cambridge; Mass.: Harvard University Press, 1983), p. 29. 2 Edward W. Said, Power, Politics, and Culture: Interviews with Edward W. Said, ed. by Gauri Viswanathan (London: Bloomsbury, 2005), p. 19. 1 In Edward Said’s view, cultural and literary criticism – the core of his professional work - hardly troubled those outside the academy. Commenting on the thoughts of the American sociologist, Alvin Gouldner, Said argued that ‘intellectuals were no longer people who addressed a wide public; instead they had become what he called a culture of critical discourse’.3 Once neatly contained, and perhaps muzzled if not completely silenced, inside the Academy, resistance to things like domination or tyranny seem unlikely propositions. Resistance to what Antonio Gramsci defined as ‘traditional intellectuals, those who seem to be unconnected with social change and who occupy positions in society designed to conserve the traditional processes by which ideas are produced – teachers, writers, artists, priests, and the like’, is one of the qualities Said recognized in his archetypal intellectual, the Irish writer and pamphleteer, Jonathan Swift (1667-1745).4 One of the threads running through Said’s work is the idea that it is the duty of the intellectual – and he included all academics in this category - to resist this sort of institutionalized repression of intellectual activity.