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Translating Linguistic Conflicts: a Decolonial TRANSLATING LINGUISTIC CONFLICTS: A DECOLONIAL PERSPECTIVE ON MULTILINGUAL CARIBBEAN LITERATURE By SHAWN CATHERINE GONZALEZ A dissertation submitted to the School of Graduate Studies Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in Comparative Literature Written under the direction of Nelson Maldonado-Torres And approved by _____________________________________ _____________________________________ _____________________________________ _____________________________________ New Brunswick, New Jersey May 2018 © 2018 Shawn Catherine Gonzalez ALL RIGHTS RESERVED ABSTRACT OF THE DISSERTATION Translating Linguistic Conflicts: A Decolonial Perspective on Multilingual Caribbean Literature By SHAWN CATHERINE GONZALEZ Dissertation Director: Nelson Maldonado-Torres Bringing together perspectives from literary multilingualism and decolonial theory, my dissertation addresses how multilingualism in Caribbean literature, particularly the use of marginalized linguistic practices, contributes to debates about literary study between languages. I argue that multilingual Caribbean literature addresses the legacies of colonialism, a factor that is often obscured in discussions about language conflict in the field of comparative literature. While comparative literature debates generally focus on the nation- state as their unit of analysis, multilingual Caribbean writers draw on the region's colonial history and offer insight into a range of multilingual practices operating within and beyond the nation-state framework. I accomplish this shift in perspective by analyzing literary texts that represent specific linguistic conflicts situated within global linguistic hierarchies and considering these literary works in conversation with decolonial theorizations of translation and multilingualism. I argue that literary writers contribute to decolonial linguistic projects both by proposing new relationships between languages and by harnessing the contact between these languages as a source of linguistic and literary creativity. Chapter one analyzes two translation anthologies Multiples and Palabras de una isla/ Paroles d'une île to explore how a decolonial, Caribbean framework grounds discussions of ii radical translation practice in specific literary projects and the hierarchical linguistic conflicts they represent or ignore. Chapter two turns to literary multilingualism, an outlook that urges us to reconsider the linguistic divisions often taken for granted in translation perspectives. I explore linguistic difference both within and between languages in three Dominican literary works: Pedro Antonio Valdez's young adult novel Palomos, Josefina Báez's theatrical prose work Levente no. Yolayorkdominicanyork, and Juan Bosch's short story “Luis Pie.” The third chapter further problematizes the space between languages by considering literary conflicts between Caribbean Creoles and European languages. I analyze the theatrical works “Mémoires d'île” by Ina Césaire and “Fallen Angel and the Devil Concubine” by Patricia Cumper and her collaborators, in order to argue that these works strategically create opacity between Caribbean Creoles and European languages. In the final chapter, I further explore the role of opacity in M. NourbeSe Philip's Zong! and Harold Sonny Ladoo's No Pain Like This Body. By analyzing these texts, I argue that opacity can operate as a decolonial reading methodology. iii Acknowledgments Over the course of my time at Rutgers, I have had the privilege of working with mentors and colleagues who have challenged me to grow as a reader, writer, and educator. I would particularly like to thank my dissertation committee for their encouragement to pursue this project over the last several years. I am deeply grateful to my dissertation director, Nelson Maldonado-Torres, for sparking a series of questions about decolonial theory that developed from early seminar papers into this project. His continued encouragement has been invaluable as I worked on each stage of the qualifying exams and the dissertation. Since I arrived at Rutgers, Yolanda Martínez-San Miguel has been a model both of comparative literary scholarship and of teaching practice. I truly appreciate her willingness to provide feedback and push my thinking further at every stage of my graduate career. I am also grateful to Anjali Nerlekar for her enthusiastic support of my project and her generous questions and suggestions. Her insight into issues of multilingualism and translation, both in the Caribbean and outside of the region, greatly influenced the shape of this work. I would also like to thank Camilla Stevens for serving as my external reader as well as supporting my research over the years. I am indebted to each of the committee members for their individual feedback and am truly fortunate to benefit from their collaboration, which has challenged me to ask new questions and pursue additional interdisciplinary conversations. I am deeply grateful to several other members of the Comparative Literature community who have influenced my intellectual growth at Rutgers. I had the great privilege of training as a teaching assistant with Richard Serrano and was inspired by his example and feedback to continue developing my own teaching practice. I would also iv like to thank Karen Bishop for her encouragement to publish a translation of a short story by Guillermo Samperio. This translation practice was influential in forming my research questions. I am grateful to the directors of Comparative Literature over the past several years, Andrew Parker, Michael Levine, and Elin Diamond, for their guidance as well as to Marilyn Tankiewicz for her continued assistance. I would also like to thank the Center for Latin American Studies for providing support through the CLAS Fund for pre- dissertation research in the Dominican Republic in 2014. I truly appreciated the opportunity to pursue research and language study that shaped my dissertation project. I truly appreciate my fellow graduate students in Comparative Literature and English who have read my work and provided feedback, including Miranda McLeod, Alexa Valenzuela, and Maria Elizabeth Roldan. In particular, Enmanuel Martínez has helped me shape my research questions and develop my arguments over years of writing and thinking together. My deepest thanks go to Carolyn Ureña for her continued support and for sharing her expertise at every stage of my graduate career. I would like to thank my mentors and colleagues in the Predoctoral Leadership Development Institute for exposing me to the broader field of higher education and expanding my vision for my future as an educator. I am also grateful for my colleagues and students at Philadelphia Futures and the College Access Center of Delaware County for challenging me as a teacher and a writer. I likewise thank my mentors at Educational Testing Services whose continued feedback on my writing has strengthened my commitment to the process of revision and shaped the way I provide feedback to my students. Finally, I deeply appreciate those outside of Rutgers who have supported me at v every stage of my education. I would like to thank Aurora Camacho de Schmidt for challenging and supporting me as a reader, a writer, and a language learner. Several dear friends, especially Lauren Davis, Benjamin Kinsella, and Sonal Parasrampuria, have helped me remember why I am pursuing the doctoral degree and have strategized with me endlessly at every stage of the project. I thank my family members who have shared my education with me, including John and Catherine Doherty; Anne Berg; Orlando, Rosetheresa, and Bridget Gonzalez; and John, Patrick, Joseph, and Ryan Doherty. I am especially thankful for my husband Timothy Gonzalez and his encouragement, friendship, and love throughout this process. As I conclude my time as a student, I am deeply grateful to my parents, John and Joann Doherty, for instilling in me a love of reading, for making countless sacrifices for my education, and for being my first and best teachers. vi Table of Contents Abstract of the dissertation…………………………………………………………….….ii Acknowledgments………………………………………………………………………..iv Introduction ......................................................................................................................... 1 National Histories of Literary Multilingualism .............................................................. 5 A Decolonial Perspective on the History and Critical Potential of Multilingualism ...... 7 Literary Theorizations of Multilingualism .................................................................... 14 Chapter One: Defining Radical Translation ...................................................................... 23 Contrasting Visions of Translation ................................................................................ 31 Shifting Place Names in Multiples ............................................................................... 38 Local Linguistic Conflict in Palabras/Paroles............................................................... 52 Multilingualism and Decolonial Translation ................................................................ 61 Chapter Two: Literary Creation Between Languages ....................................................... 66 Musical Multilingualism in Palomos ............................................................................ 71 Migratory Multilingualism in Levente no. Yolayorkdominicanyork
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