By David Bradshaw(eds.)
Taking an leading edge and multi-disciplinary method of literature from 1947 to the current day, this Concise significant other is an quintessential advisor for an individual looking an authoritative knowing of the highbrow contexts of Postcolonial literature and tradition.
- An imperative consultant for a person looking an authoritative realizing of the highbrow contexts of Postcolonialism, bringing jointly 10 unique essays from prime overseas students together with C. L. Innes and Susan Bassnett
- Explains the tips and practises that emerged from the dismantling of ecu empires
- Explores the ways that those rules and practices motivated the period's keynote matters, similar to race, tradition, and id; literary and cultural translations; and the politics of resistance
- Chapters disguise the fields of identification reviews, orality and literacy, nationalisms, feminism, anthropology and cultural feedback, the politics of rewriting, new geographies, publishing and advertising, translation experiences.
- Features an invaluable Chronology of the interval, thorough normal bibliography, and courses to additional examining
Chapter 1 Framing Identities (pages 9–28): David Richards
Chapter 2 Orality and Literacy (pages 29–55): G. N. Devy and Duncan Brown
Chapter three The Politics of Rewriting (pages 56–77): C. L. Innes
Chapter four Postcolonial Translations (pages 78–96): Susan Bassnett
Chapter five kingdom and Nationalisms (pages 97–119): John McLeod
Chapter 6 Feminism and Womanism (pages 120–140): Nana Wilson?Tagoe
Chapter 7 Cartographies and Visualization (pages 141–161): David Howard
Chapter eight Marginality: Representations of Subalternity, Aboriginality and Race (pages 162–181): Stephen Morton
Chapter nine Anthropology and Postcolonialism (pages 182–203): Will Rea
Chapter 10 Publishing Histories (pages 204–228): Gail Low
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Extra info for A Concise Companion to Postcolonial Literature
The survival of oral traditions as repositories of knowledge becomes an important issue in this context. If the state cannot provide schools in the villages, if persons who understand the local culture cannot be identified and be sent to village schools, if no relevance exists between what is taught and the life as it is lived in the villages, it is but natural that the children’s creativity will not blossom. Moreover, if the knowledge systems of a given community are not taken into account while designing the pedagogy, education can only serve to perpetuate the interests of the dominant society.
Reflections on Exile and Other Essays. London: Granta. —— (2003) . Orientalism. Harmondsworth: Penguin. Sartre, Jean-Paul (1965). Anti-Semite and Jew [Réflexions sur la question juive 1948]. Translated by George Joseph Becker. New York: Schocken. Selvon, Sam (2006) . The Lonely Londoners. Harmondsworth: Penguin. Senghor, Leopold Sedar (1964). Selected Poems. Translated by John Reed and Clive Wake. London: Oxford University Press. Sivanandan, A. (1999). ‘Globalism and the Left’. Race & Class, 40: 2–3, 5–19.
Black Skin, White Masks [Peau noire, masques blancs, 1952]. Translated by Charles Lam Markham, foreword by Homi K Bhabha. London: Pluto. Freud, Sigmund (2001) . Totem and Taboo: Resemblances Between the Mental Lives of Savages and Neurotics. London: Routledge. Lamming, George (1994) . In the Castle of My Skin. Ann Arbor: University of Michigan Press. Le Sueur, James D. (2005). Uncivil War: Intellectuals and Identity Politics During the Decolonization of Algeria. : University of Nebraska Press.