picture adapted from Post_Imperial Web

     English literatures are all the literatures written in English in 1.) the U.S. and U.K., and in 2.) the English-speaking countries in areas ranging from Africa,  South Asia, South-East Asia, East Asia (e.g. Hong Kong), South Pacific area (e.g. Australia & New Zealand), the Caribbean area, to North America (e.g. Canada).   (See Map above.)  To distinguish the latters from the formers, we call the latters -- world literatures written in English, or postcolonial (Third World) literature in English, or New English literatures.   

      Since world literatures written in English cover so many nations with their distinct national/racial cultures, it is hardly possible to generalize about them, not to mention teaching them all in one course.  These literatures, however,  do have common concerns, their nations having all experienced imperialism and colonization, and their peoples, immigration and frequently more than once.   Among the common concerns there are: influences of colonization, possibilities of decolonization and defining national identity, power relations (between the colonizer and the colonized, dominant group and minorities, different genders of different races).   These national literatures,  moreover, are linked to each other by the large flows of immigrants of Chinese, African and/or Indian descent--what is called Chinese, African and Indian diasporas (離散族群). 

      To do a focused survey of world literatures in English, this course chooses literatures (short stories, novel excerpts and poems)  in South Africa, the Indian subcontinent (including Pakistan and India), and the Caribbean area (including Trinidad, Barbados and Jamaica), as well as those by diasporic/immigrant writers from these areas such as Salman Rushdie, Jean Rhys, Michael Ondaatje, V.S. Naipaul., etc.  (See the black areas on the Map.)   Our central questions are: 

•   What is colonization?  Is de-colonization possible?  How are colonizers (e.g. Columbus) and colonial writings (e.g. Robinson Crusoe & Jane Eyre) revised by post-colonial writers?

  How is national identity defined after the end of official colonization?  How is nation-building frustrated by internal racial conflicts and neo-imperialism?  How do national/racial conflicts affect children, women and minorities? 
  What gets involved in immigration?  Identity crisis or cultural exchange/transformation, social mobility/climbing or different forms of racism?

     While focusing on literary works (novels, short stories and poems) , we will make use of popular culture products-- e.g. films(e.g. Salaam Bombay, Wide Sargasso Sea ), documentaries, and popular songs (e.g. Bob Marley, rap music, Indian music) --to help us visualize, enter and understand their cultures.  You are also encouraged to bring in other relevant texts from popular culture of these areas.  As our horizons get broadened by entering these three worlds, we will learn in class to draw concept maps to sort out and relate the books, ideas and cultures we learned—all in an attempt to place ourselves in some meaning relations with the world today!!!   

* Distance-Learning Practice
* Connecting to the Big Wide World through News and Documentaries Project
 
 

Textbook: A Reader, Films and Documentaries (Used in Class)

  Requirements and Grading Policy: (Subject to change)
    Reading before class and active participation in class is essential.  Any late or absence will affect your final grade.   Three absences constitute reason for failing the course.  If you have to be absent, please let the teachers know beforehand. No plagiarism!

Active participation and One group report-- 20%
Bi-weekly online discussion -- 20% (excepting the time you come for in-class group discussion.)
Distance-Learning Practice: Watching video lectures six times before class, online and in-class group discussion -- 10%
Connecting to the Big Wide World  (oral and written) -- 10%
A take-home exam -- 40%