University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 11-14-2014 Decolonizing Shakespeare: Race, Gender, and Colonialism in Three Adaptations of Three Plays by William Shakespeare Angela Eward-Mangione University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the English Language and Literature Commons, and the Theatre History Commons Scholar Commons Citation Eward-Mangione, Angela, "Decolonizing Shakespeare: Race, Gender, and Colonialism in Three Adaptations of Three Plays by William Shakespeare" (2014). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/5628 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Decolonizing Shakespeare: Race, Gender, and Colonialism in Three Adaptations of Three Plays by William Shakespeare by Angela Eward-Mangione A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of English College of Arts and Sciences University of South Florida Co-Major Professor: Hunt Hawkins, Ph.D. Co-Major Professor: Sara Deats, Ph.D. Marty Gould, Ph.D. Lisa Starks-Estes, Ph.D. Date of Approval: November 14, 2014 Keywords: Adaptation, Early Modern Drama, Post-colonial Drama, Counter-Discursive Metatheatre Copyright © 2014, Angela Eward-Mangione ACKNOWLEDGMENTS I am profoundly grateful to my dissertation co-chairs, Dr. Sara Munson Deats and Dr. Hunt Hawkins for their inspiration, guidance, encouragement, and feedback. I also thank my other dissertation committee members, Drs. Marty Gould and Lisa Starks-Estes for their insightful and helpful comments and guidance. The dissertation also benefited from Katherine McGee, who offered thoughtful readings of the work at various stages. I also thank the English Department’s Dissertation Support Group, especially Jessica Cook, for coordinating our supportive meetings. The staff at the University of South Florida Writing Center and Library also offered vital assistance with research and writing. Work on this dissertation proceeded during a few professional and personal transitions, and I thank my many colleagues and friends who traveled with me throughout this process. It is impossible to name all of the individuals who offered encouragement, guidance, and support, but I wish to extend a heartfelt thanks to Marc Olmsted, Dr. Heather Meakin, Dr. Joseph Moxley, Dr. Anca Mirsu-Pan, Dana Rine, Jim Thigpen, Lila Potter, Michelle Whitmire, Rebecca Campbell, Cheryl Castellari, David Cope, Dr. Dianne Donnelly, Dr. Jim Lee, Paul Linn, Charles Allen, Abby Landmeier, Noreen Rodriguez, Nelson Mangione, Karol Mangione, Chris Mangione, and Tiffany Mangione. I also thank my mother, Janet Lawrence, and her husband, Ed Lawrence, for taking me to the conference where I first presented a paper related to the topic of my dissertation. My husband has also been an unending source of encouragement and support, from our days of courtship and engagement when he endured my insistence on framing quotes from Shakespeare’s plays and sonnets and placing them on each table at our wedding reception, to the days of this dissertation when I read and wrote for hours, days, weeks, and months. I could not have completed this dissertation without his encouragement and support. TABLE OF CONTENTS ABSTRACT .................................................................................................................................... ii INTRODUCTION: THE ROLE OF IDENTIFICATION IN INTERPRETATION: COUNTER-DISCURSIVE METATHEATRE AS CRITICISM ............................................. 1 CHAPTER ONE: “A PLAY ON THE THEME OF RACE”: RACE, GENDER, AND COLONIALISM IN NOT NOW, SWEET DESDEMONA ............................................ 20 CHAPTER TWO: “UHURU!”: CALIBAN’S SELF-CONSCIOUS COUP IN AIMÉ CÉSAIRE’S UNE TEMPÊTE...................................................................................... 62 CHAPTER THREE: ALIENATION ON IMPERIAL AXES IN ANTONY AND CLEOPATRA AND A BRANCH OF THE BLUE NILE ....................................................... 110 CONCLUSION: THE FUTURE OF POST-COLONIAL STUDIES OF SHAKESPEARE .................................................................................................................. 146 WORKS CITED ......................................................................................................................... 152 i ABSTRACT What role did identification play in the motives, processes, and products of select post- colonial authors who “wrote back” to William Shakespeare and colonialism? How did post- colonial counter-discursive metatheatre function to make select post-colonial adaptations creative and critical texts? In answer to these questions, this dissertation proposes that counter- discursive metatheatre resituates post-colonial plays as criticism of Shakespeare’s plays. As particular post-colonial authors identify with marginalized Shakespearean characters and aim to amplify their conflicts from the perspective of a dominated culture, they interpret themes of race, gender, and colonialism in Othello (1604), Antony and Cleopatra (1608), and The Tempest (1611) as explicit problems. This dissertation combines post-colonial theory and other literary theory, particularly by Kenneth Burke, to propose a rhetoric of motives for post-colonial authors who “write back” to Shakespeare through the use of counter-discursive metatheatre. This dissertation, therefore, describes and analyzes how and why the plays of Murray Carlin, Aimé Césaire, and Derek Walcott function both creatively and critically, adapting Shakespeare’s plays, and foregrounding post-colonial criticism of his plays. Chapter One analyzes Murray Carlin’s motivations for adapting Othello and using the framing narrative of Not Now, Sweet Desdemona (1967) to explicitly critique the conflicts of race, gender, and colonialism in Othello. Chapter Two treats why and how Aimé Césaire adapts The Tempest in 1969, illustrating his explicit critique of Prospero and Caliban as the colonizer and the colonized, exposing Prospero’s insistence on controlling the sexuality of his subjects, ii and, therefore, arguing that race, gender, and colonialism operate concomitantly in the play. Chapter Three analyzes A Branch of the Blue Nile (1983) as both a critique and an adaptation of Antony and Cleopatra, demonstrating how Walcott’s framing narrative critiques the notion of a universal “Cleopatra,” even one of an “infinite variety,” and also evaluates Antony as a character who is marginalized by his Roman culture. The conclusion of this dissertation avers that in “writing back” to Shakespeare, these authors foreground and reframe post-colonial criticism, successfully dismantling the colonial structures that have kept their interpretations, and the subjects of their interpretations, marginalized. iii INTRODUCTION: THE ROLE OF IDENTIFICATION IN INTERPRETATION: COUNTER-DISCURSIVE METATHEATRE AS CRITICISM In the Apotheosis scene of Dream on Monkey Mountain (1967), by Derek Walcott, Shakespeare, and what Helen Gilbert and Joanne Tompkins refer to in Post-Colonial Drama as “other chief promulgators of white western culture” (22), are tried and almost hanged before “the wife of the devil, the white witch . the white light” (319) is beheaded. Basil, the play’s figure of death, insists that these men should be banished from the archives of the bo-leaf and papyrus because they are white (312). He follows Shakespeare’s name as one of the many accused individuals with an additional list that includes Aristotle, Plato, Cicero, Galileo, Abraham Lincoln, and Florence Nightingale. Although Shakespeare is spared, the white witch—the mother of civilization, and the confounder of blackness . the colour of the law, religion, paper, [and] art” (319)—is beheaded, figuratively symbolizing the death of Shakespeare and the host of other white icons of Western culture. And yet, in his essay “Meanings,” Walcott advocates a theater where someone can perform Shakespeare or sing Calypso with equal conviction (Walcott qtd. in Lowenthal and Comitas 306). This optimistic view towards hybridity is not present in the trial of Shakespeare in Dream on Monkey Mountain, however, leading scholars to explore the view of Walcott and other post-colonial writers towards Shakespeare and his plays in an era of decolonization. To complicate this goal, as Stephen Greenblatt notes in Will in the World: How Shakespeare Became Shakespeare, aside from Shakespeare’s actual plays and poems, the 1 surviving traces of the playwright’s life are “abundant but thin” (12); thus scholars do not have much information about this controversial symbol of Western culture. What, then, did William Shakespeare do to deserve a dishonorable mention—and a figurative death—in Dream on Monkey Mountain? How did Shakespeare become a symbol of white law, religion, and art? I propose that in the mission of colonization “Shakespeare” was reframed and appropriated by the British Empire to tout British literature, culture, and white Europeans as superior to non-European people, culture, and literature. One result of the encounters between Shakespeare and colonized people has been the identification of colonized people with literary figures who signify dominated societies. As