135041 PS Literar. Wechselbeziehungen (PS): Introduction to postcolonial literature and theory (2017W)
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Fr 01.09.2017 00:01 bis Fr 22.09.2017 23:59
- Abmeldung bis Di 31.10.2017 23:59
Details
max. 30 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Dienstag
03.10.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
10.10.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
17.10.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
24.10.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
31.10.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
07.11.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
14.11.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
21.11.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
28.11.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
05.12.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
12.12.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
09.01.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
16.01.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
23.01.
12:15 - 13:45
Seminarraum 2 Sensengasse 3a 1.OG
Dienstag
30.01.
12:00 - 14:00
Seminarraum 2 Sensengasse 3a 1.OG
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Active participation and homework (40%), oral presentation (20%), argumentative essay, 3500-4000 words (40%) due March 31, 2018
Mindestanforderungen und Beurteilungsmaßstab
Expected participation in class: 3 absences allowed in order to get credit
Expected homework: at least 6 short essays on weekly topics, app. 500-600 words
Oral presentation and leading of class discussion
Final essayAssessment criteria for written work:-Conditions (timely delivery, correct extent, presentable shape, presence of all components of a written work): Here no points can be awarded, but might be deducted!-Contents (in particular the soundness of the argument, supported with evidence from primary and secondary sources; the ability to read text closely and interpret both form and content; the ability to identify, analyse and understand the context and make connections; the ability to reflect critically on the relations between primary texts and relevant secondary texts, instead of just citing secondary texts as a source of authority and interpretation; clear formulation, structure and organization of the argument; detection of the central points; correctness of methodology; originality; creativity; scope or relevance of the secondary literature used and their methodologically consistent incorporation): Here about 60% of the points will be awarded.-Format (esp. layout and clarity of presentation; formatting; citation practice; consistency and care): Here about 20% of the points will be awarded.-Language (particularly scholarly terminology and correct use of technical terms; clear and understandable language; correct spelling, grammar, and composition; care about style): Here about 20% of the points will be awarded.In all three areas at least 50% of the points must be achieved in order to obtain credit.
Expected homework: at least 6 short essays on weekly topics, app. 500-600 words
Oral presentation and leading of class discussion
Final essayAssessment criteria for written work:-Conditions (timely delivery, correct extent, presentable shape, presence of all components of a written work): Here no points can be awarded, but might be deducted!-Contents (in particular the soundness of the argument, supported with evidence from primary and secondary sources; the ability to read text closely and interpret both form and content; the ability to identify, analyse and understand the context and make connections; the ability to reflect critically on the relations between primary texts and relevant secondary texts, instead of just citing secondary texts as a source of authority and interpretation; clear formulation, structure and organization of the argument; detection of the central points; correctness of methodology; originality; creativity; scope or relevance of the secondary literature used and their methodologically consistent incorporation): Here about 60% of the points will be awarded.-Format (esp. layout and clarity of presentation; formatting; citation practice; consistency and care): Here about 20% of the points will be awarded.-Language (particularly scholarly terminology and correct use of technical terms; clear and understandable language; correct spelling, grammar, and composition; care about style): Here about 20% of the points will be awarded.In all three areas at least 50% of the points must be achieved in order to obtain credit.
Prüfungsstoff
Subalternity and postcolonialism; colonial and anti-colonial discourses; theorizing of race and racism; postcolonial re-writing history and writing back; postcolonial theorizing of language and textual strategies (abrogation, appropriation); postcolonial feminism; postcolonial hybridity and trans-cultural writing; re-writing cultural identity in postcolonial diasporic writing; postcolonialism and globalization
Literatur
PRIMARY LITERATURE
Flaubert, Letters from Egypt (1849)
Anthony Trollope, Aboriginals (1873)
Edward Said, Orientalism (1978) (excerpt)
Doris Lessing, “The Old Chief Mshlanga” (1951)
Peter Abrahams, Tell Freedom (1954) (excerpt)
Frantz Fanon, The Wretched of the Earth (1963) (excerpt)
Aime Cesaire, Discourse on Colonialism (1955)
Salman Rushdie, “Commonwealth Literature Does Not Exist” (1983), Imaginary Homelands (1991)
Salman Rushdie, “The Empire Writes Back with a Vengeance” The Times, July 3, 1982
E.C. Osondu, “Waiting” from The Caine Prize for African Writing (2009)
Laila Lalami, “The Odalisque” from Hope and Other Dangerous Pursuits (2005)
G. Ch. Spivak, “Can the Subaltern Speak?” (1988)
Frantz Fanon, “The Fact of Blackness”, from Black Skin, White Masks (1952)
Dambudzo Marechera, “Black Skin What Mask” (1978)
Homi Bhabha, The Location of Culture (1994)
Chinua Achebe, “An Image of Africa: Racism in Conrad’s Heart of Darkness” (1975)
----., Things Fall Apart 1958 (excerpts)
----., “The African Writer and the English Language” (1965) from Morning Yet on Creation Day (1975)
----, “Politics and Politicians of Language in African Literature”, from Education of a British-Protected Child (2009)
Ngugi wa Thiong’o, “The Language in African Literature” from Decolonising the Mind (1986)
Braj B. Kachru, “The Alchemy of English” from The Alchemy of English: The Spread, Functions and Models of Non-Native Englishes (1986)
Meenakshi Mukherjee, “Divided by a Common Language” from The Perishable Empire (2000)
Raja Rao, Kanthapura (1938) (excerpts)
Jamaica Kincaid, Annie John (1986) – excerpt
---, “On Seeing England for the First Time” (1991)
--- A Small Place (1988)
V.S. Naipaul, “Columbus and Crusoe” (1967)
Lauretta Ngcobo, And They Didn’t Die (1990), Chapters 1-2
V.S. Naipaul, The Mimic Men (1961) – excerpt
V.S. Naipaul, “Our Universal Civilization”, The New York Times, Nov. 5, 1990
Hanif Kureishi, “My Son the Fanatic” from Love in a Blue Time (1997)
Jhumpa Lahiri, “When Mr. Pirzada Came to Dine” from The Interpreter of Maladies (1999)
Chika Unigwe, “The Secret” from The Caine Prize for African Writing (2005)SECONDARY LITERATURE
John McLeod, Beginning Postcolonialism (2000)
Bill Ashcroft, Gareth Griffiths and Helen Tiffin, The Empire Writes Back (1989)
Bill Ashcroft, Gareth Griffiths and Helen Tiffin, Post-Colonial Studies: Key Concepts (2000)
The Post-Colonial Studies Reader, ed. by Bill Ashcroft et al. (2006)
Robert Young, Postcolonialism: A Very Short Introduction (2003)
Justin Edwards, Postcolonial Literature (2008)
C. L. Innes, The Cambridge Introduction to Postcolonial Literatures in English (2007)
Flaubert, Letters from Egypt (1849)
Anthony Trollope, Aboriginals (1873)
Edward Said, Orientalism (1978) (excerpt)
Doris Lessing, “The Old Chief Mshlanga” (1951)
Peter Abrahams, Tell Freedom (1954) (excerpt)
Frantz Fanon, The Wretched of the Earth (1963) (excerpt)
Aime Cesaire, Discourse on Colonialism (1955)
Salman Rushdie, “Commonwealth Literature Does Not Exist” (1983), Imaginary Homelands (1991)
Salman Rushdie, “The Empire Writes Back with a Vengeance” The Times, July 3, 1982
E.C. Osondu, “Waiting” from The Caine Prize for African Writing (2009)
Laila Lalami, “The Odalisque” from Hope and Other Dangerous Pursuits (2005)
G. Ch. Spivak, “Can the Subaltern Speak?” (1988)
Frantz Fanon, “The Fact of Blackness”, from Black Skin, White Masks (1952)
Dambudzo Marechera, “Black Skin What Mask” (1978)
Homi Bhabha, The Location of Culture (1994)
Chinua Achebe, “An Image of Africa: Racism in Conrad’s Heart of Darkness” (1975)
----., Things Fall Apart 1958 (excerpts)
----., “The African Writer and the English Language” (1965) from Morning Yet on Creation Day (1975)
----, “Politics and Politicians of Language in African Literature”, from Education of a British-Protected Child (2009)
Ngugi wa Thiong’o, “The Language in African Literature” from Decolonising the Mind (1986)
Braj B. Kachru, “The Alchemy of English” from The Alchemy of English: The Spread, Functions and Models of Non-Native Englishes (1986)
Meenakshi Mukherjee, “Divided by a Common Language” from The Perishable Empire (2000)
Raja Rao, Kanthapura (1938) (excerpts)
Jamaica Kincaid, Annie John (1986) – excerpt
---, “On Seeing England for the First Time” (1991)
--- A Small Place (1988)
V.S. Naipaul, “Columbus and Crusoe” (1967)
Lauretta Ngcobo, And They Didn’t Die (1990), Chapters 1-2
V.S. Naipaul, The Mimic Men (1961) – excerpt
V.S. Naipaul, “Our Universal Civilization”, The New York Times, Nov. 5, 1990
Hanif Kureishi, “My Son the Fanatic” from Love in a Blue Time (1997)
Jhumpa Lahiri, “When Mr. Pirzada Came to Dine” from The Interpreter of Maladies (1999)
Chika Unigwe, “The Secret” from The Caine Prize for African Writing (2005)SECONDARY LITERATURE
John McLeod, Beginning Postcolonialism (2000)
Bill Ashcroft, Gareth Griffiths and Helen Tiffin, The Empire Writes Back (1989)
Bill Ashcroft, Gareth Griffiths and Helen Tiffin, Post-Colonial Studies: Key Concepts (2000)
The Post-Colonial Studies Reader, ed. by Bill Ashcroft et al. (2006)
Robert Young, Postcolonialism: A Very Short Introduction (2003)
Justin Edwards, Postcolonial Literature (2008)
C. L. Innes, The Cambridge Introduction to Postcolonial Literatures in English (2007)
Zuordnung im Vorlesungsverzeichnis
BA M4
Letzte Änderung: Mo 07.09.2020 15:34
Postcolonial theory, which developed in the 1980s, is today one of the most productive analytical tools for the study of culture. Rather than being an abstract theory, it is a dynamic discourse that emerged from the cultural and social experience of the colonial and postcolonial citizen. Through a close reading of literary texts, the course will study colonial discourse as a textual enterprise of domination and postcolonial discourse as a form of resistance against the Eurocentric assumptions of English literature and culture and as a way of redefining the postcolonial self and the world. The reading selection covers the most representative English-language postcolonial authors from Africa, East Asia, the Caribbean, United States and Britain, focusing mainly on short stories and biographical essays. Literary texts will be used as the basis for the explication of key terms of postcolonial theory such as “orientalism”, “anti-colonial resistance”, “hybridity”, “otherness”, “subalternity”, “linguistic appropriation” and “mimicry”. The texts are roughly chronologically subdivided into these topics: imperial (colonial) writing, anti-colonial discourses, racial discourses, theorizations of linguistic resistance, postcolonial historical revisionism, feminism and postcolonialism, hybrid identities, migrancy and displacement, neo-colonialism and globalization.Goals:
identify, analyse and understand the key philosophical, historical, political and aesthetic issues of postcolonial literature apply close reading skills and critical thinking to a variety of literary texts reflect critically on the relations between primary texts and relevant secondary texts discriminate between ideas and justify personal positions produce well-structured, relevant arguments with an appropriate intellectual frameworkMethods: lecture, discussion, homework