what survives when what has been learned has been forgotten."
-B. F. Skinner
Before that happens, it's time to -- recollect and re-organize, compare and contrast,
create your own map and turn the knowledge into your own!!!
Altogether, you are supposed to answer 5 questions (3 short ones and two longer ones). Since you have a lot of choices, in giving your answersMapping I. Drawing lines and making shapes . . .
I. Search and Relate
Mapping 2. Figuring desire, carving landscape, entering different worlds and connecting them.
II. Major Issues:
A. Colonization and De-Colonization,
B. Children's Growth and Family Relationships in (Post-)Colonial society
C. Diaspora Identity and Gender,
D. Artistic Techniques
I. Do you know how to properly contextualize a text?
|I. Choose Three Texts and shows how its authorial, social, historical and/or literary contexts influence them. Each answer should be about three paragraphs; each 14 %.|
Suggestions: In choosing a context, don't choose a context as broad as colonialism;
You can look at the biography of one author/director and explain the importance of one event or period in his/her life that influences the work we have read by him/her. Then give two examples from the text to show how the author deals with the influences symbolically or vicariously through the characters and the story. You can get one historical date or period, one cultural element, or one literary intertext, and explain its importance to one of the texts you have read or watched. (Again, don't just say that it's important; explains its influences on the characters and the themes of the work.) Besides the individual author pages we link to the syllabus, the following culture pages may help: India & Pakistan; The Caribbean Area; Canada --National Identity & Race Relations; Toronto; Chinese Immigrants , 
II. Mapping 2. Do you know how to enter these different but related worlds and be engaged in some of their critical issues?
II. Major Issues: Choose 2 from the following questions and write for each an essay of at least four paragraphs.
--1) Indeed, "Christopher Columbus and Queen Isabella of Spain Consummate Their Relationship,""Children of the Sea" and Obasan are very very different. Be specific about their different socio-historical contexts and discuss the different kinds of colonial mentality.
Colonial resistance can be done in a literary/filmic work on both the linguistic and the thematic levels.
5) How are children (their education and gendering process and/or family relations) affected in a colonial or post-colonial society (e.g. Wide Sargasso Sea, Salaam Bombay, Sugar Cane Alley, The Hunting episode in Abeng, "The Concubine's Children," Obasan, etc.)? Choose two to analyze and compare.
6) Compare and contrast the different social positions of the boys and girls in Salaam Bombay, Sugar Cane Alley and/or Clare and Zoe in Abeng. What do they do and play which reveal their respective cultural and social backgrounds? Do you find similar kind of sexual or class inequality in them? (In answering this question, you also need to consider the different messages each text conveys and their social contexts.)
cultural and Gender Identity
Explain one distinct cultural and social element of the Areas/Nations
and anayze how it is used in a text:
9) The role of Caste and internal migrants in the Indian texts (e.g. Tagore's poems, "Anamalai," Salaam Bombay, and The God of Small Things)
10) The use of
11) The role of "family" in the texts about Chinese and Korean diasporas (e.g. "The Concubine's Children," Double Happiness and "Prey").
12) The title "Obasan" or the differences among Issei, Nisei and Sansei in Obasan.
B. Artistic Techniques
--You can either concentrate on one text or compare two.
13). The use of dreams in different texts such as Wide Sargasso Sea, Obasan.
14). The use of parody or intertextuality in different texts such as Midnight's Children, Wide Sargasso Sea, Obasan
15). Poetic language in poems or narratives -- You can also analyze some central symbols (e.g. plastic heart and golf ball in "Lady from Lucknow"; "Great House" in "Ruins of a Great House" and the carboard house at the end of Wide Sargasso Sea; Butterfliesin "Children of the Sea"), dominant images (e.g. color imagery).