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Rhetoric and Resistance in Black Women's Autobiography
Rhetoric and Resistance in Black Women’s Autobiography Copyright 2003 by Johnnie M. Stover. This work is licensed under a modified Creative Commons Attribution-Noncommercial-No De- rivative Works 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/. You are free to electronically copy, distribute, and transmit this work if you attribute authorship. However, all printing rights are reserved by the University Press of Florida (http://www.upf.com). Please con- tact UPF for information about how to obtain copies of the work for print distribution. You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). For any reuse or distribution, you must make clear to others the license terms of this work. Any of the above conditions can be waived if you get permis- sion from the University Press of Florida. Nothing in this license impairs or restricts the author’s moral rights. Florida A&M University, Tallahassee Florida Atlantic University, Boca Raton Florida Gulf Coast University, Ft. Myers Florida International University, Miami Florida State University, Tallahassee New College of Florida University of Central Florida, Orlando University of Florida, Gainesville University of North Florida, Jacksonville University of South Florida, Tampa University of West Florida, Pensacola Rhetoric and Resistance in Black Women’s Autobiography ° Johnnie M. Stover University Press of Florida Gainesville/Tallahassee/Tampa/Boca Raton Pensacola/Orlando/Miami/Jacksonville/Ft. Myers Copyright 2003 by Johnnie M. -
Afrindian Fictions
Afrindian Fictions Diaspora, Race, and National Desire in South Africa Pallavi Rastogi T H E O H I O S TAT E U N I V E R S I T Y P R E ss C O L U MB us Copyright © 2008 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data Rastogi, Pallavi. Afrindian fictions : diaspora, race, and national desire in South Africa / Pallavi Rastogi. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-8142-0319-4 (alk. paper) ISBN-10: 0-8142-0319-1 (alk. paper) 1. South African fiction (English)—21st century—History and criticism. 2. South African fiction (English)—20th century—History and criticism. 3. South African fic- tion (English)—East Indian authors—History and criticism. 4. East Indians—Foreign countries—Intellectual life. 5. East Indian diaspora in literature. 6. Identity (Psychol- ogy) in literature. 7. Group identity in literature. I. Title. PR9358.2.I54R37 2008 823'.91409352991411—dc22 2008006183 This book is available in the following editions: Cloth (ISBN 978–08142–0319–4) CD-ROM (ISBN 978–08142–9099–6) Cover design by Laurence J. Nozik Typeset in Adobe Fairfield by Juliet Williams Printed by Thomson-Shore, Inc. The paper used in this publication meets the minimum requirements of the Ameri- can National Standard for Information Sciences—Permanence of Paper for Printed Library Materials. ANSI Z39.48–1992. 9 8 7 6 5 4 3 2 1 Contents Acknowledgments v Introduction Are Indians Africans Too, or: When Does a Subcontinental Become a Citizen? 1 Chapter 1 Indians in Short: Collectivity -
Final Dissertation
SSStttooonnnyyy BBBrrrooooookkk UUUnnniiivvveeerrrsssiiitttyyy The official electronic file of this thesis or dissertation is maintained by the University Libraries on behalf of The Graduate School at Stony Brook University. ©©© AAAllllll RRRiiiggghhhtttsss RRReeessseeerrrvvveeeddd bbbyyy AAAuuuttthhhooorrr... From the Plantation Zone: The Poetics of a Black Matrilineal Genealogy for the Americas A Dissertation Presented by Eileen S. Chanza Torres to The Graduate School in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in English Department (Transamerican Studies) Stony Brook University May 2013 Copyright by Eileen S. Chanza Torres 2013 Stony Brook University The Graduate School Eileen S. Chanza Torres We, the dissertation committee for the above candidate for the Doctor of Philosophy degree, hereby recommend acceptance of this dissertation. Susan Scheckel – Dissertation Advisor Associate Professor, English Department E. Anthony Hurley – Dissertation Advisor Chair, Africana Studies Department Helen M. Cooper – Chairperson of Defense Emerita Professor, English Department Dawn P. Harris – Outside Reader Assistant Professor, Africana Studies Department This dissertation is accepted by the Graduate School Charles Taber Interim Dean of the Graduate School ii Abstract of the Dissertation From the Plantation Zone: The Poetics of a Black Matrilineal Genealogy for the Americas by Eileen S. Chanza Torres Doctor of Philosophy in English (Transamerican Studies) Stony Brook University 2013 In the Humanities, studies on the legacy of enslaved Black women are often split along ethnic, cultural, linguistic and national lines. My dissertation brings together literatures and visual arts from Puerto Rico, Martinique, Suriname, the Dominican Republic and the U.S. representing a myriad of linguistic and cultural traditions that turn to the legacy of the historical Black female body as their myth of creation. -
A Writer's Calendar
A WRITER’S CALENDAR Compiled by J. L. Herrera for my mother and with special thanks to Rose Brown, Peter Jones, Eve Masterman, Yvonne Stadler, Marie-France Sagot, Jo Cauffman, Tom Errey and Gianni Ferrara INTRODUCTION I began the original calendar simply as a present for my mother, thinking it would be an easy matter to fill up 365 spaces. Instead it turned into an ongoing habit. Every time I did some tidying up out would flutter more grubby little notes to myself, written on the backs of envelopes, bank withdrawal forms, anything, and containing yet more names and dates. It seemed, then, a small step from filling in blank squares to letting myself run wild with the myriad little interesting snippets picked up in my hunting and adding the occasional opinion or memory. The beginning and the end were obvious enough. The trouble was the middle; the book was like a concertina — infinitely expandable. And I found, so much fun had the exercise become, that I was reluctant to say to myself, no more. Understandably, I’ve been dependent on other people’s memories and record- keeping and have learnt that even the weightiest of tomes do not always agree on such basic ‘facts’ as people’s birthdays. So my apologies for the discrepancies which may have crept in. In the meantime — Many Happy Returns! Jennie Herrera 1995 2 A Writer’s Calendar January 1st: Ouida J. D. Salinger Maria Edgeworth E. M. Forster Camara Laye Iain Crichton Smith Larry King Sembene Ousmane Jean Ure John Fuller January 2nd: Isaac Asimov Henry Kingsley Jean Little Peter Redgrove Gerhard Amanshauser * * * * * Is prolific writing good writing? Carter Brown? Barbara Cartland? Ursula Bloom? Enid Blyton? Not necessarily, but it does tend to be clear, simple, lucid, overlapping, and sometimes repetitive. -
Teaching the Short Story: a Guide to Using Stories from Around the World. INSTITUTION National Council of Teachers of English, Urbana
DOCUMENT RESUME ED 397 453 CS 215 435 AUTHOR Neumann, Bonnie H., Ed.; McDonnell, Helen M., Ed. TITLE Teaching the Short Story: A Guide to Using Stories from around the World. INSTITUTION National Council of Teachers of English, Urbana, REPORT NO ISBN-0-8141-1947-6 PUB DATE 96 NOTE 311p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 19476: $15.95 members, $21.95 nonmembers). PUB 'TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Collected Works General (020) Books (010) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Authors; Higher Education; High Schools; *Literary Criticism; Literary Devices; *Literature Appreciation; Multicultural Education; *Short Stories; *World Literature IDENTIFIERS *Comparative Literature; *Literature in Translation; Response to Literature ABSTRACT An innovative and practical resource for teachers looking to move beyond English and American works, this book explores 175 highly teachable short stories from nearly 50 countries, highlighting the work of recognized authors from practically every continent, authors such as Chinua Achebe, Anita Desai, Nadine Gordimer, Milan Kundera, Isak Dinesen, Octavio Paz, Jorge Amado, and Yukio Mishima. The stories in the book were selected and annotated by experienced teachers, and include information about the author, a synopsis of the story, and comparisons to frequently anthologized stories and readily available literary and artistic works. Also provided are six practical indexes, including those'that help teachers select short stories by title, country of origin, English-languag- source, comparison by themes, or comparison by literary devices. The final index, the cross-reference index, summarizes all the comparative material cited within the book,with the titles of annotated books appearing in capital letters. -
A Brief History of Pakistani Fiction and Portrayal Of
CHAPTER-1 : A BRIEF HISTORY OF PAKISTANI FICTION AND PORTRAYAL OF SOCIETY IN PAKISTANI ENGLISH FICTION 1 1.1 INTRODUCTION Percy Bysshe Shelley in his masterpiece A Defence of Poetry has said that poets are ―the unacknowledged legislators of mankind.‖- (Shelly, A Defence of Poetry).The function of a legislator is to lay down the law, a settled course of action that men may follow. All literary works show us various aspects of the society from politics, economics and culture, via various genres of literature from time to time. Literature is considered to be the criticism of life because it mirrors the society, people and the time in which it is produced. Conventionally, literature holds a mirror to life. Corroborating this idea of connection of society and literature, Hippolyte Taine, a French critic gives a scientific approach to the study of literature through his theory of race, milieu and moment. According to this theory Men, Milieu and Message, cannot be separated from literature. As mentioned by the Encyclopedia Britannica: ―Race, milieu, and moment, according to the French critic Hippolyte Taine, are three principal motives or conditioning factors behind any work of art.‖- (―Race,Milieu and Moment‖, Encylopedia Britanica) The philosopher analyses the scientific approach to the work of literature to find out the motivational factor which created that work. To validate what Taine writes, there are many examples of works of literature such as portrayal of social problems during Victorian age in the novels of Charles Dickens and Thomas Hardy, the satirical presentation of society of restoration in the comedy of manners of Oscar Wilde and the portrayal of Indian society in the works of Raja Rao, Bhabhani Bhattacharya, Mulk Raj Anand, R.K.Narayan and Ruskin Bond. -
2011 Spring Course Descriptions2
English Department Course Descriptions - Spring 2011 www.ksu.edu/english/courses ENGL 030 Writing Laboratory Section A: By Appointment--Deborah Murray and staff Once classes begin, come to ECS 122D to choose your appointment time. Laboratory practice of the writing process. Regular sections are for students enrolled in Expository Writing 1 or 2. (Walk-in sections are for undergraduate students who wish to improve their writing.) Hours are not applicable toward degree requirements. ENGL 210 Honors English Section A: MWF 9:30--Stacia Gray Obtain Permission from the Honors Program in Leasure 007. Critical reading and writing for students enrolled in the Honors Program. The Spring 2010 section will concentrate on themes of Literacy and Identity. Assignments will vary in rhetorical purpose from expressive (narrative and informative) writing to persuasive (argumentative) writing. ENGL 220 Fiction into Film Section A: MWF 10:30—Sarah Hancock; Section B: MWF 11:30--Abby Knoblauch; Section C: TU 8:05-9:20--Staff Why do we often say, “The book was better than the movie?” How can films capture the essence of novels or stories, and can we fairly compare them? In this class we will answer these questions by reading novels and stories from different periods and genres and comparing them to film versions, practicing close reading and critical analysis and learning the basics of literary and film study along the way. Assignments may include essays, exams, and other writing exercises. Participation in class discussion is required. Students will view films for the course outside of class. English 220 is a General Education course. -
V.S. Naipaul: from Gadfly to Obsessive
V.S. Naipaul: From Gadfly to Obsessive Mohamed Bakari* All the examples Naipaul gives, all the people he speaks to tend to align themselves under the Islam versus the West opposition he is determined to find everywhere. It is all tiresome and repetitious. Edward W.Said The Man and the Prize : The announcement of the 2001 Nobel Laureate for Literature in October that year elicited the kind of reaction that was predictable, given the reputation and the choice, that of Sir Vidhiadar Surajparasad Naipaul. Of Indian ancestry, V.S. Naipaul is a grandchild of Hindu Brahmins who found their way to the Caribbean island of Trinidad as indentured labourers to escape the grinding poverty of Utterpradesh. Naipaul’s was just one of a stream of families that were encouraged to migrate to the West Indies from the former British colonies of India and Chinese enclaves in Mainland China. Slavery had been abolished in the British Empire in 1832 and the former African slaves were no longer available to the sugarcane plantations and labour had to be sought from somewhere. In their natural ingenuity the British devised the new institution of indentured labour, which was really a new euphemism for a new form of servitude. Whereas the slaves were forcibly repatriated against their will, the new indentured labourers had the carrot of landownership dangled in front of them, to lure them to places they had no idea of. The new immigrants added a new dimension to an already complex racial situation, by adding the Asian layer to the Carib, European and African admixtures created by Alternatives: Turkish Journal of International Relations, Vol.2, No.3&4, Fall&Winter 2003 243 waves of migration. -
Course Overview: Since 1901, the Most Prestigious International Prize for Literature Has Been the Nobel
The Nobel Prize in the Anglophone World MWF-9-10 Instructor: Brian Doherty 35795 Course Overview: Since 1901, the most prestigious international prize for literature has been the Nobel. Quite a few winners have come from the English-speaking world that at one time was considered to be part of the British Commonwealth. The survey of these writers and their concerns will bring us to five continents and into various historical and social terrains. Reading will consist of poetry, drama, novels and short stories, as well as non-fiction (notably the acceptance speeches of the authors covered.) Required Texts: Course Reader with Poems by Rabindranath Tagore, W.B. Yeats, Seamus Heaney, and Rudyard Kipling available in course reader, along with some essays and short stories. J.M. Coetzee. Waiting for the Barbarians. 3 Nadine Gordimer. July’s People. 3 Alice Munro. Open Secrets. 3 V.S. Naipaul. Miguel Street 3 Wole Soyinka. Aké: The Years of Childhood. 4 Death and the King’s Horseman. 2 Derek Walcott. Selected Poems. 4 Patrick White. Voss. 6 Grading Policy: Research Project on author. 30% Presentation of Research Project 10% Quizzes on Readings 10% Class Participation 10% 2 short (2-3 pages) papers 20% One longer (6-8 pages) paper 20% Attendance in Class is required. Students may miss up to 4 classes with no penalty. For each missed class beyond 4, there will be a 7 point deduction from the student’s cumulative grade. This includes absences for any reason. Plus and minus grades will be used in the class. A = 93-100; A- = 90-92.9; B + = 88-89.9; B = 83=87.9; B- = 80-82.9; C+ = 78-79.9; C = 73-77.9; C- = 70-72.9; D = 65-69.9. -
Comparative Literature 1
Comparative Literature 1 Comparative Literature Department Website: http://complit.uchicago.edu Program of Study The major in Comparative Literature leads to a BA degree and is designed to attract students who wish to pursue interdisciplinary course work focused on the study of literature, textual artifacts, and translation, written in various languages and in various parts of the world. Some students come to the University of Chicago with a strong background in languages other than English and want to work in two or more literatures (one of which can be English). Some students have a strong interest in literary theory and wish to address poetics, study of genre or translation, and/or questions of transnational circulation and production of knowledge that go beyond the boundaries of national literature offered in other literature departments. Or, some students wish to pursue in-depth study of the interrelationship of literature, culture, and other arts and fields of knowledge, as well as issues that transcend the traditional demarcations of literary history and area studies. Our students work with the Director of Undergraduate Studies to design a plan of course work that will suit their individual goals while taking advantage of the rich offerings of the University. Program Requirements The requirements outlined below are in effect as of Autumn Quarter 2018 and will apply to all students in the Class of 2020 and beyond. Students interested in majoring in Comparative Literature should review the following guidelines and consult with the Director of Undergraduate Studies in Comparative Literature. These guidelines are to assist students in developing a balanced and cohesive plan of study which would be most accommodating and beneficial to the student’s academic development. -
Harriet E. Wilson's Our
View metadata, citation and similar papers at core.ac.uk brought to you by CORE HARRIET E. WILSON’S OUR NIG: A TRIAL FOR WRITING “MY OWN STORY” II Keiko Noguchi I. Neither of the two key elements of the domestic novel, marriage and home, is given to the heroine of Our Nig. The “true womanhood” with its emphasis on piety, purity, obedience, and domesticity1 is either unavailable to, or unable to support, a black woman in a patriarchal racist society based on slavery rules. The problem, then, focuses on the way how the heroine establishes herself in such a hostile society. One of the cheif themes of the story, in fact, lies in Frado’s struggle to acquire independence. According to Harryette Mullen, nineteenth- century black women writers strived to incorporate “an oral tradition of resistance” into their literature, since the two traditional literary forms available to them, the male slave narrative and the white female sentimental fiction, are inadequate to express their experience (245). They assert oral power of black women to resist the oppressors and to insist upon their selfhood, while male writers of slave narratives underscore the physical power to attain manhood as Douglass does in the scene of his fight with Mr. Covey. When submission and self-effacement were endorsed as female virtues, black women resorted to “orality”—talking back, arguing, or revealing secrets of their masters, all of which were regarded as “saucy” or “impudent” by the ruling class—to surface their voice and thereby to establish their identity (Mullen 245-46)2. II. -
States of Affect: Trauma in Partition/Post-Partition South Asia
STATES OF AFFECT: TRAUMA IN PARTITION/POST-PARTITION SOUTH ASIA By Rituparna Mitra A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of English – Doctor of Philosophy 2015 ABSTRACT STATES OF AFFECT: TRAUMA IN PARTITION/POST-PARTITION SOUTH ASIA By Rituparna Mitra The Partition of the Indian subcontinent – into India and Pakistan in 1947 – was one of the crucial moments marking the break between the colonial and postcolonial era. My project is invested in exploring the Partition not merely in terms of the events of August 1947, but as an ongoing process that continues to splinter political, cultural, emotional and sexual life-worlds in South Asia. My dissertation seeks to map analytical pathways to locate the Partition and the attendant formations of minoritization and sectarian violence as continuing, unfolding processes that constitute postcolonial nation-building. It examines the far-reaching presence of these formations in current configurations of politics, culture and subjectivity by mobilizing the interdisciplinary scope of affect-mediated Trauma and Memory Studies and Postcolonial Studies, in conjunction with literary analysis. My project draws on a wide range of cultural artifacts such as poetry, cantillatory performance, mourning rituals, testimonials, archaeological ruins, short stories and novels to develop a heuristic and affective re-organization of post-Partition South Asia. It seeks to illuminate through frameworks of memory, melancholia, trauma, affect and postcoloniality how the ongoing effects of the past shape the present, which in turn, offers us ways to reimagine the future. This dissertation reaches out to recent work developing a vernacular framework to analyze violence, trauma and loss in South Asia.