Department of English - Christ University · Department of English English Studies ... Shelley- Ozymandias Keats: Ode on a Grecian Urn ... A class test based on the text

[Under Section 3 of the UGC Act, 1956]

Syllabus 2012 Page 1

CHRIST UNIVERSITY Bangalore -29

Department of English

English Studies

COURSE DESCRIPTION

Literature is an important cultural product of a society. Hence, the study of

literature offers insights into the worldviews of different societies. This course begins

with the traditional British literature introducing major writers of United Kingdom from

the early period of literature to the present. Keeping the recent developments in mind, the

course introduces our students to other literatures that have gained significance in the last

three decades, i.e., American, World, Postcolonial, and Indian literatures in translation

and in English. In the last semester the course will introduce the students to

interdisciplinary studies in culture and gender helping them to gain insights from other

disciplines like history, anthropology, sociology, political science, philosophy etc. Five

electives are introduced in the sixth semester. The department will offer any three of the

proposed five electives according to the available expertise.

OBJECTIVES

� To give an overview of literature from aesthetic, linguistic, socio-political and cultural contexts

� To promote close reading of the individual texts � To critique literature from varied cultures and different time periods � To acknowledge and promote creative and subjective forms of epistemology � To introduce the students to recent trends and debates in the literary arena � To help students critique different genres of literature across countries � To re-examine what is literature



COURSE STRUCTURE

I SEMESTER Sub Code Subject Title Hours Marks Credits EST 131 British Literature: Anglo-Saxon to Early

Victorian 5 100 4

II SEMESTER Sub Code Subject Title Hours Marks Credits EST 231 British Literature: Late Victorian to the

Present 5 100 4

III SEMESTER Sub Code Subject Title Hours Marks Credits EST 331 American Literatures 5 100 4

IV SEMESTER Sub Code Subject Title Hours Marks Credits EST431 Literary Theory 5 100 4

V SEMESTER Sub Code Subject Title Hours Marks Credits EST 531 Postcolonial literatures 5 100 4 EST 532 Indian Literatures: Themes and Concerns 5 100 4

VI SEMESTER

Sub Code Subject Title Hours Marks Credits EST 631 Contemporary World Literatures 5 100 4 EST642 a EST 642 b EST642 c

Cultural Studies Introudction to English Language Teaching Literatures of Diaspora

5 100 4



British Literature: Anglo-Saxon to Early Victorian

Paper code: EST 131 Marks: 100 Credits: 4 Total no. of hours: 75 General Description: This course will serve as an introductory course both for literature and British literature. Considering that British literature is most encountered literature among entry level learners, this course wishes to build on their existing knowledge. The course will locate the texts in their respective socio-political and historical contexts. The selection aims to represent British legacy of thought in its literary outpourings. Objectives

• To introduce the students to the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts

• To help the students realise texts as products of a historical, political and cultural processes

• To enable students identify different forms, genres and subgenres in literature Level of Knowledge: Working knowledge of English and literature Expected Learning Outcome: Awareness of how the production, dissemination and reception of literary material in England across different eras happened and the contemporary debates and trends they stimulate Unit I 10 Hours The Anglo-Saxon Period Emergence of English language; History of England from 42 BC to Norman Conquest- salient features The Medieval Period Impact of Norman rule on English social structure; English language in the medieval period; morality plays and miracle plays; feudalism Chaucer: Wife of Bath Unit II 15 Hours The Renaissance Period and after



Protestantism; Bible translation; religious literature; humanism: Baroque Style, and later, Rococo Style William Shakespeare: Sonnets 18, 116 John Donne: Canonisation George Herbert: The Collar John Milton: Paradise Lost Book I (Lines 1-26) William Shakespeare: Romeo and Juliet Francis Bacon: Of Studies Unit III 25 Hours Reformation, Restoration and after Metaphysical Poetry; Epic conventions; Mock epic; Puritanism, Restoration, Rise of the novel; the English novel in the eighteenth century; Gunpowder plot, Oliver Cromwell, Dissolving the parliament; Periodical essays, empiricism, Influence of French culture through restoration; The enlightenment John Dryden: Alexander’s Feast Thomas Gray: Elegy Written in the Country Church Yard Alexander Pope:Epistle to Dr. Arbuthnot Addison and Steele: Character of Will Wimble Oliver Goldsmith: Beau Tibbs Henry Fielding: Joseph Andrews Unit IV 25 Hours Romanticism and early Victorian Age Romanticism, notion of literary creation and poets, closet drama, the French Revolution; Victorian morality, industrial revolution, utilitarianism, rise of nation-states, impact of colonialism on England, emergence of universal education in England William Blake: The Lamb, The Tyger William Wordsworth: Resolution and Independence S.T. Coleridge: Kubla Khan Shelley- Ozymandias Keats: Ode on a Grecian Urn Jane Austen: Northanger Abbey Notes:

1. For all texts, Norton Editions are to be treated as the official prescribed editions.



2. For critical material The Cambridge Companion Series of CUP, Case Book Series of Macmillan and Palgrave, and Norton series of WW Norton are officially prescribed.

Testing Pattern: Since CIA II insists on individual testing, there could be three ways of testing the students-

1. A class test based on the text 2. A movie review 3. A book review

For CIA III, the students can be asked

1. To prepare group presentations on topics relevant to British literature/Art and literary movements

2. To put up an exhibition/display of the literature/paintings/other art of Diasporic Asian community

These are a few ideas, however, during the course of teaching, there could be other suggestions, and CIAs could be slightly modified. Mid Semester Section A: Short Notes – 3x5=15 3 questions to answer out of minimum 5 Section B: Essay Question 2x10=20 2 questions to answerout of minimum 3 Section C : Long Essay question 1x15 = 15 1 question out of minimum 2 End Semester and end semester pattern Section A: Essay Question 4x10=40 4 questions to be answered out of minimum 6 Section B: Long Essay Question 4x15 = 60 4 questions to be answered out of minimum 6 Bibliography: Abrams, M.H. A Glossary of Literary Terms. 8th Ed. New York: Wardworth, 2005.



Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4th Ed. New York: WW Norton, 1996. Gordden, Malcom, and Michael Lapidge. The Cambridge Companion to Old English Literature. Rpt Cambridge: CUP, 2006. Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman, 1999. Herman, Daniel. The Cambridge Companion to Narrative. Cambridge: CUP, 2007. John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Maxwell, Richard, and Katie Trumpener. The Cambridge Companion to Fiction in the Romantic Period. Cambridge: CUP, 2008. Sampson, George. The Concise Cambridge History of English Literature, 3rd Ed. Cambridge: CUP, 2005. Ramarao, Vimala,. Ed. Explorations. Vol I. Bangalore: Prasaranga, Bangalore University, 2004. Shingle, Michael. Daniel Defoe Robinson Crusoe. New York: WW Norton, 1994.

British Literature: Late Victorian to the Present Paper code: EST 231 Marks: 100 Credits: 4 Total no. of hours: 75 General Description: This course will build on the previous course and include the remaining part of the British literature in terms of chronology. It will continue the objectives of the previous course. The completion of this course should provide sufficient ground to introduce literary theory in their fourth semester and postcolonial studies in their later semesters. Objectives

• To introduce the students to the socio-political, religious and cultural aspects of England through English literary texts

• To help the students realise the texts as products of historical, political and cultural contexts

• To enable students identify different forms, genres and subgenres in literature

Level of Knowledge: Working knowledge of English and literature



Expected Learning Outcome: Awareness of how the production, dissemination and reception of literary material in England across different eras happened and the contemporary debates and trends they stimulate Unit I: Background 25 hours Middle, Late Victorian Age and After Darwin and the publication of Origin of Species; Victorian morality; utilitarianism, working class struggles; realism; naturalism, neorealism, Marxism Alfred Lord Tennyson: Ulysses Robert Browning: My Last Duchess Matthew Arnold: Dover Beach Gerald Manley Hopkins: God’s Grandeur Thomas Hardy: Tess of d’Urbervilles Oscar Wilde: The Importance of Being Earnest Unit II: Early Twentieth Century 30 hours Modernism; The World Wars; The Boer war; Russian revolution; Surrealism; Cubism; Expressionism W B Yeats: The Second Coming T S Eliot: Love Song of J Alfred Prufrock Virginia Woolf: A Room of One’ Own John Osborne: Look Back in Anger George Orwell: Animal farm Unit III: Late Twentieth Century 20 hours British Beat Generation, Performance Poetry, Postmodernism, Diaspora, Multiculturalism, Hybridity Adrien Mitchell: The Question Ted Hughes: Hawk Roosting Benjamin Zephaniah: Dis Poetry Testing Pattern: Since CIA II insists on individual testing, there could be three ways of testing the students-

1. A class test based on the text 2. A movie review



3. A book review For CIA III, the students can be asked

1. To prepare group presentations on topics relevant to British literature 2. To put up an exhibition/display of the literature/paintings/other art

productions of the United Kingdom These are a few ideas, however, during the course of teaching, there could be other suggestions, and CIA’s could be slightly modified. Mid Semester Section A: Short Notes – 3x5=15 3 questions to answer out of minimum 5 Section B: Essay Question 2x10=20 2 questions to answerout of minimum 3 Section C : Long Essay question 1x15 = 15 1 question out of minimum 2 End Semester and end semester pattern Section A: Essay Question 4x10=40 4 questions to be answered out of minimum 6 Section B: Long Essay Question 4x15 = 60 4 questions to be answered out of minimum 6 Notes:

1. For all texts Norton Editions are to be treated as the official prescribed editions. 2. For critical material The Cambridge Companion Series of CUP, Case Book Series

of Macmillan and Palgrave, and Norton series of WW Norton are officially prescribed.

Bibliography Abrams, M.H. A Glossary of Literary Terms. 8th Ed. New York: Wardworth, 2005. Corcoran, Neil. The Cambridge Companion to Twentieth-Century English Poetry. Cambridge: CUP, 2007. Davis, Alex, and Lee M Jenkins. The Cambridge Companion to Modernist Poetry. Cambridge: CUP, 2007. Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4th Ed. New York: WW Norton, 1996.



Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman, 1999. Herman, Daniel. The Cambridge Companion to Narrative. Cambridge: CUP, 2007. John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Kaplan, Fred, and Monod, Sylvere. Hard Times. New York: WW Norton, 2002. Sampson, George. The Concise Cambridge History of English Literature, 3rd Ed. Cambridge: CUP, 2005. Ramarao, Vimala,. Ed. Explorations. Vol II. Bangalore: Prasaranga, Bangalore University, 2004.

American Literatures

Paper code: EST 331 Marks: 100 Credits: 4 Total no. of hours: 75 General Description: The design/structure of the course supports an extensive study of particular age/period in favour of a more conventional ‘representative writers’. While the numbers of the literary texts and writers identified for the study are enormously large, the critical focus being on the period should override all such arbitrary considerations as representative-ness(of writers) and readable/teachable-ness (of texts). The course identifies ‘varieties’ as a crucial determinant of the nature and scope of the literature in this selection, thus dismantling/dissolving conventional boundaries between the classic and the popular. Instead it incorporates a wide variety of literary and non-literary texts as simultaneously framing the cultural assumptions of the age/period. Toward realising this value/principle, there is a recommended reading list following the units. Objectives

• To introduce the students to the socio-political, religious and cultural aspects of America through literary texts

• To enable the students to realise the texts as products of historical, political and cultural contexts

Level of Knowledge: Basic literary competence Expected Learning Outcome: Awareness of how the production, dissemination and reception of literary material in America across different eras happened and the contemporary debates, tensions and trends they stimulate

Unit I



Colonial Period: to 1700 25 Hrs

The origin of stories (Seneca) Context: Native American Oral Literatures – Oral Narrative, Oral Poetry Eighteenth Century The Liberty Song Context: Patriot and Loyalist Songs and Ballads Phillis Wheatly (1753-1784) On being brought from Africa to America On Imagination Context: Contested Boundaries, National Visions: Writings on “Race”, “Identity”, and “Nation” Unit II 25 Hrs Early Nineteenth Century: 1800-1865 Edgar Allen Poe (1809-1849) The Purloined Letter Context: Myths, Tales, and Legends Abraham Lincoln (1809-1865) Address at the dedication of the Gettysburg National Cemetery Context: The Literature of Slavery and Abolition Walt Whitman (1819-1892) From Leaves of Grass – preface, song of myself Emily Dickinson (1830-1886) I felt a funeral in my brain Context: The Emergence of American Poetic Voices The Literature of an Expanding Nation: 1865-1912 Mark Twain (1835-1910) From Old Times on the Mississipi Henry James From The preface to The American Kate Chopin (1851-1904) Desiree’s Baby Unit III 25 Hrs The Literature of Modernism: 1912-1940



Prose William Faulkner That Evening Sun Ernest Hemingway Big Two-hearted River Zola Neal Hurston The Gilded Six- bits Poetry Robert Frost Nothing gold can stay Carl Sandburg Portrait of a Motorcar Wallace Stevens Not ideas about the thing but the thing in itself William Carlos Williams The young housewife The Literature of Postwar America: 1940-1973 Poetry Richard Wilbur The Writer Allen Ginsberg From Howl Frank O’ Hara Why I am not a painter Prose Saul Bellow Looking for Mr.Green Contemporary Writing Tennesse Williams – A Streetcar Named Desire William Gibson - Neuromancer Jonathan Schell - The fate of the Earth – Essay Recommended Reading Roger Williams : from A Key into the Language of America



Anne Bradstreet: from Contemplations Context: Cultures in Contact: Voices from Anglo-American’s “New” World (17C)] Sarah Kemble Knight (1666-1727) The journal of Madame Knight Context: Tradition and Change in Anglo-America Philip Freneau (1752-1832) The Indian Student or Force of Nature Washington Irving (1783-1859) From A History of New York James Fenimore Cooper (1789-1851) From The Last of the Mohicans William Apess (1798-?) An Indian’s Looking-Glass for the White Man Context: Indian Voices Herman Melville (1819-1891) TheParadise of Bachelors and The Tartarus of Maids Sarah Margaret Fuller (1810-1850) From Woman in the Nineteenth Century From American Literature; Its position in the present time, and prospects for the future Sojourner Truth (1797 Address to the first Annual Meeting of the American Equal Rights Association Frances Ellen Watkins Harper (1825-1911) The colored people in America Context: Literature and the “Woman Question” Mariano Guadalupe Vallejo (1808-1890) An account of the Gold Rush Context: Voices from the Southwest Lydia Howard Huntley Sigourney (1791-1865) The suttee Sherwood Anderson From Winesburg, Ohio John Dos Passos From U.S.A Elizabeth Bishop In the waiting room Tennessee Williams Portrait of a Madonna Sylvia Plath Lady Lazarus Robert Lowell Skunk hour Alice Walker The child who favoured daughter Adrienne Rich Upper Broadway Gary Snyder



Sixth-month song in the foothills Vladimir Nabokov From Lolita Ralph Ellison From Invisible Man Thomas Pynchon Entropy Bibliography

Abel, Darrel. American Literature, Volume 1: Colonial and Early National Writing, (ed) Abel, Darrel. American Literature, Volume 2: Literature of the Atlantic Culture, (ed) Abel, Darrel. Recent American Literature to 1930, (ed) Heiney and Downs Lenthiel H, Volume 3; Barron’s Educational Series Recent American Literature After 1930, (ed) Heiney and Downs, Lenthiel H. Volume 4; Barron’s Educational Series Literary History of The United States: (ed) Spiller, Thorp, Johnson, Canby, Ludwig, Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd. The Heath Anthology of American Literature, Volume 1, Second Edition; (ed) Lauter, Yarborough et al, Heath The Harper American Literature, Compact Edition; (ed) McQuade, Atwan et al, Harper and Row Bernstein, Barry. Literature and Language, American Literature, McDougal, Littell Testing pattern

Mid Semester Exam

Module Section A

10 marks

Section B

20 marks

Module I 1 1

Module II 1

Module III 1

Module IV

End Semester Exam



Module Section A

15 marks

Section B

20 marks

Module I 1

Module II 1 1

Module III 1 1

Module IV 1

Section A – 15x4 = 60 Section B – 20x2 = 40 The prescribed essays could form the subject matter of CIA 2 as well as CIA 3. In particular, the essays could be extended to meet CIA 3 requirements. ________________________________________________________________________

Introduction to Literary Theory Paper code: EST 431 Marks: 100 Credits: 4 Total no. of hours: 75 General Description: The paper initiates the students to unlearn some of their conventional nations about what is literature; introduces them to a varied schools of literary criticism and theory; and welcomes them to frame their own sense of 'literature' and 'theory'. Objectives To introduce the students to concepts, concerns, critical debates in theorising literary texts To expose students to the applicability of the theoretical frameworks To enable students to critically perceive and engage with productions of meanings, significations and negotiations Level of Knowledge: Working knowledge of English and literature Expected Learning Outcome: An awareness of the constructed-ness of the literary material, and a refined sense of theory Unit I 15 Hours What is Literature? What is Literary Theory?



Jonathan Culler: ‘Literary Theory in the Undergraduate Programme’ Humanist Literary Theory: Plato; Aristotle; Horace, Sir Philip Sidney; Sir Francis Bacon; Joseph Addison; Edmond Burke; Samuel Johnson; Sir Joshua Reynolds; William Wordsworth; Samuel Taylor Coleridge; John Keats; Edgar Allan Poe; Matthew Arnold Unit II 20 Hours Structuralism: Ferdinand de Saussure; Claude Levi-Strauss and ‘The Structural Study of Myth’; Humanism, Structuralism, Poststructuralism Deconstruction: Binary Opposition; The Role of the Centre; Bricolage Unit III 20 Hours Psychoanalysis: Sigmund Freud ‘Creative Writers and Day Dreaming’; Jacques Lacan; ‘Self’ to ‘Subject’ Feminism: ‘Pre-poststructuralist’ Feminist Literary Theory; Poststructuralist Feminist Literary Theory; Hélène Cixous and ‘The Laugh of the Medusa’; Luce Irigaray and ‘This Sex Which Is Not One’ Queer Theory: Flexible Sexuality?; Gay/Lesbian Studies; History to Historicism; Humanist History; New Historicism Unit IV 20 Hours Ideology and Discourse: Marxist Theory: A Few Basics; Loius Althusser and Ideology; Mikhail Bakhtin and ‘Discourse in the Novel’; Michel Foucault: Power/Knowledge, and the Author Function Race and Postcolonialism: Colonialism and English; Henry Louis Gates Jr and ‘The Signifying Monkey’; Postcolonialism and Orientalism; Homi Bhaba and ‘The Location of Culture’; Gloria Anzaldúa and ‘Boderlands/La Frontera’ Postmodernism:



Modernity; Jean Baudrillard; Jean-François Lyotard; Giles Deleuze and Felix Guattari Background Reading and guest lectures Indian Classical Literary Theories: Rasa, Alamkara; Riti; Dhvani; Vakrokti; Guna/Dosa; Aucitya; Mahavakya Testing Pattern: CIA II and CIA III Mid Semester 5x10=50 End Semester and end semester pattern 5x20=100 The question can be specific to topics or comparative. Books for Reference Abrams, M.H. A Glossary of Literary Terms. 8th ed. New York: Wardworth, 2005. Ahmand, Aijaz. In Theory: Classes, Nations, Literatures. Rpt. New Delhi: OUP, 2006. Culler, Jonathan. The Pursuit of Signs: Semiotics, literature, deconstruction. London/New York: Routledge, 2001. Devy, G.N., ed. Indian Literary Criticism: Theory and Interpretation. Rpt. Hyderabad: Orient Longman, 2007. Eagleton, Terry. Literary Theory: An Introduction. 2nd ed. Oxford: Blackwell, 2008 ---. The Function of Criticism. London: Verso, 2005. Gurrin, Wilfred L, et al. A Handbook of Critical Approaches to Literature. 5th ed. New York: OUP, 2005. Habib, M.A.R., ed. A History of Literary Criticism and Theory: From Plato to the Present. Oxford: Blackwell, 2008. John, Eileen, and Dominic McIver Lopes, eds. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Kapoor, Kapil. Literary Theory: Indian Conceptual Framework. New Delhi: Affiliated East-West Press, 1998. Klages, Mary. Literary Theory: A Guide for the Perplexed. London: Continuum, 2006 Leitch, Vincent B., ed. The Norton Anthology of Theory and Criticism. New York:Norton, 2001. Rice, Philip, and Patricia Waugh. Modern Literary Theory. 4th ed. London: Hodder Arnold, 2001.



Rivkin, Julie, Michael Ryan, eds. Literary Theory: An Introduction. Rev ed. Oxford: Blackwell, 2003. Rooney, Ellen ed. Feminist Literary Theory. Cambridge: CUP, 2006. Waugh, Patricia. Literary Theory and Criticism: An Oxford Guide. Oxford: OUP, 2006.

Postcolonial Literatures

Paper code: EST 531 Marks: 100 Credits: 4 Total no. of hours: 75 General Introduction: The paper plans to introduce our students to the intents, workings and politics behind the colonial encounter and then move on to study the complex continuities and changes in the postcolonial era. The first module will be an introductory one to the field, the second an introduction to the colonial and postcolonial encounter in India and the third, an introduction to the colonial and postcolonial encounter in Africa. Objectives:

• This paper is an introduction to postcolonial theory, which has been discussed extensively in recent times.

• From an introduction to postcolonialism, the paper will move towards developing an understanding of some key concepts and issues in the field.

• This paper seeks to inform the undergraduate students about the vast field of postcolonial writing, teach a selection from three countries (India, Caribbean and Africa) and provide a platform from which they can develop their interest in further research.

Level of Knowledge: Basic knowledge of reading and interpreting texts

Learning Outcome: A theoretical understanding of postcolonial theory through some seminal essays and texts

Unit I 15 Hours Introduction to Postcolonial Studies This module discusses the impact of colonialism on different parts of the world, understanding the basics of postcolonial theory and literature and providing a historical-geographical context of the paper. A reference will be made to this text throughout the semester while studying the novels, plays, poetry and essays. John McLeod: Beginning Postcolonialism (1st Three Chapters)



Unit II 20 Hours The Orient This module places emphasis on the Indian experience of being colonized. Macaulay’s Minutes lays the foundation of English education in India; essays on Lahore and Lucknow, contemporary essays by Tharoor speak about the changing identity of India. Jhabwala’s novel views India through the lives of two English women. The aim is to understand how the perception of ‘India’ has changed from colonial to post colonial times. Essays

• Macaulay’s Minutes on Indian Education • 3 Essays on Lahore and Lucknow from:

City of Sin and Splendour: Writings on Lahore, Bapsi Sidhwa (Ed.)

Kipling’sLahore: the City of Dreadful Night – Ijaz Husian Batalvi The Beginning of Five Queen’s Raod – Sorayya Y. Khan

Shaam-e-Awadh: Writings on Lucknow, Veena Talwar Oldenburg (Ed.)

Nawabi Luknow: Trhough Western Eyes - Veena Talwar

• Bookless in Baghdad, Shashi Tharoor Growing up with books in India, Mining the Mahabharata: Whose culture is it anyway? Bhartiya Sanskriti in the Big Apple

Novel Ruth Prawer Jhabvala: Heat and Dust

Unit III 20 Hours The Middle Passage and the Limbo Gateway With a focus on the Caribbean, this module explores the experiences of Africans and Indians who were taken to the Caribbean as slaves and indentured laborers respectively. The experience of the Middle Passage- going from Africa to the new lands and the state of being in a perpetual limbo will be explored through novels, poems and essays. Novel Jean Rhys: Wide Sargasso Sea



Poetry David Dabydeen: Coolie Odyssey Essay

• Literary Occasions, V.S. Naipaul Reading and Writing a Personal Account, Foreword to The Adventures of Gurudeva, The East Indian

• The Limbo Gateway, Wilson Harris

Unit IV 20 Hours The Dark Continent This module concentrates on Africa. From the Noble Prize winner Soyinka, who speaks about "the oppressive boot and the irrelevance of the colour of the foot that wears it", to Brutus who speaks for anti-colour and anti-apartheid, this module aims to expose the students to various African writers who speak about the over reaching after effects of colonization and neo-colonialism. Movie (Senegal) Ousmane Sembène, Xala Poetry Leopold Senghor: New York Dennis Brutus: Somehow We Survive HIV/AIDS

I thought I heard the thunder call my name Play Wole Soyinka Death and the King’s Horseman Testing Pattern: Since CIA II insists on individual testing, there could be three ways of testing the students-

1. A class test based on the text 2. A movie review



3. A book review For CIA III, the students can be asked

1. To prepare group presentations on topics relevant to postcolonial literature 2. To put up an exhibition/display of the literature/paintings/other art productions of

the formerly colonized countries. These are a few ideas, however, during the course of teaching, there could be other suggestions, and CIA’s could be slightly modified. Mid Semester Exam Question Paper Pattern (50 Marks)

End Semester Exam Question Paper Pattern (100 Marks)

Bibliography

� Achebe, Chinua, Anthills of the Savannah, Doubleday: New York, 1989 � Ashcroft Bill, Gareth Griffiths and Helen Tiffin(eds), Key Concepts in Post-

Colonial Studies, London: Routledge, 1998 � The Post-Colonial Studies Reader, Routledge, 1995 � Birbalsingh, Frank, Frontiers of Caribbean Literature in English, Saint Martin’s

Press, 1996 � Brathwaite, Edward, The Arrivants: A New World Trilogy: Rights of Passage

Island Masks, London: Oxford University Press, 1967 � Fanon, Franz, Black Skin, White Masks, Grove Press: New York, 1967 � Gann L.H and Peter Duignan (Eds), Colonialism in Africa 1870-1960, Cambridge

University Press: London, 1969 � Gordimer, Nadine, Burger’s Daughter, Viking Press: New York, 1979

Number of Answers

Marks Total

Short Notes 4 5 20 Essay Questions 3 10 30 Total 7 50

Number of Answers

Marks Total

Short Notes 5 8 40 Descriptive/long questions

4 15 60

Total 9 100



� Guha, Ranajit. "Preface" & "On Some Aspects of the Historiography of Colonial India." Selected Subaltern Studies. Ed. Ranjit Guha & G. C. Spivak. New York: OUP, 1988

� Harris, Wilson, ‘The Limbo Gateway’, in The Post Colonial Studies Reader ed. By Bill Ashcroft, Gareth Griffiths and Helen Tiffins, London and New York: Routledge, 1995

� Harris, Wilson, The Palace of the Peacock, Faber and Faber: London, 1988 � JanMohmed, Abdul R., ‘Worldliness-Without-World, Homelessness- As- Home:

Definition Of The Specular Border Intellectual’ Fom Edward Said Critical Reader, ed. by Michael Sprinker, Blackwell, 1992, Pg. 96-120

� Loomba, Ania et al. Postcolonial Studies and Beyond. Durham, NC: Duke UP, 2006

� Naipaul, Seepresad, The adventures of Gurudeva and other stories, London: Andre Deutsch, 1976

� Naipaul, V.S., India: A Wounded Civilization, Knopf: New York, 1977 � Naipaul, V.S., The Loss of ElDorado: A history, Deutsch: London, 1969 � Rushdie, Salman Imaginary Homelands: Essays and Criticisms 1981-1991:

Granta Books London in association with Penguin Books, 1991 � Said, Edward W., Culture and Imperialism, New York: Random House, 1993 � Soyinka, Wole, Myth, Literature, and the African World, Cambridge University

Press: New York, 1976 � Talbot, Ian. Divided Cities: Partition and Its Aftermath in Lahore and Amritsar.

Oxford and Karachi: Oxford University Press � Viswanathan, Gauri. "Currying Favor: The Politics of British Educational and

Cultural Policy in India, 1813-1854." Colonialism & Other Essays. Oxford: OUP, 1990. 85-104

� Young, Robert, Postcolonialism: an historical introduction, Blackwell Publishers: Oxford, 2001

Indian Literatures : Themes and Concerns

Paper code: EST 532 Marks: 100 Credits: 4 Total no. of hours: 75 Objectives:

o To understand the relationship among cultural, economic, political and social forces and their impact on the production of literatures in India of different classes and backgrounds

o To understand the religious, caste, gender, colonial, national constructs in India through its literatures

o To become aware of values, behaviour, ideas of justice and methods of interpretation in the contemporary India



Level of knowledge: working knowledge of English Expected learning outcome: Political, social, ideological, literary implications of being an Indian Module I Essays 20 hrs Aijaz Ahmad: “Indian Literature: Notes towards the definition of a category”, In Theory: Classes, Nations, and Society in India Meenakshi Mukherjee: “Anxiety of Indianness”, The Perishable Empire: Essays on Indian Writing in English Amartya Sen: “Indian Tradition and Western Imagination”, Daedalus, Vol. 126, No. 2, Human Diversity (Spring, 1997) Urvashi Bhutalia: “Blood”, The Granta Book of India Module II Poems 15 hrs Aurobindo: “The Rose of God”/excerpts from Savitri R. Parthasarathy: Rough Passages Module III Play 13 hrs Bhasa: Svapna-Vasavadatta Module IV Short stories 12 hrs Mahasweta Devi: “Bayen” Irathina Karikalan: “Oorakali” Devanooru Mahadeva:”Amasa” Module V Novel 15 hrs Bankim Chandra Chaterjee: Anandamath Testing pattern CIA II

• Comparative Study of the issues of any one prescribed piece with another one piece from any Indian language

• Written assignment on any of the typical Indian issues discussed as part of the syllabus.



CIA III • could be a Translation Assignment of any contemporary literary work

(Poems or Short Stories). • written assignment on any prescribed piece bringing out the problems of

translation • If the students do not know how to read a regional language, they can listen to a

story/poem from the oral tradition and translate that. • Some students might not have the linguistic competence to translate then, they

can learn a folk art form/gather some folk, oral narratives, recipes, sports and analyze them.

For CIA II and III Dept of English will collaborate with Dept. of Languages for the selection and evaluation of pieces. Students should take prior permission before working on these Assignments. The number of pieces could be decided looking into the time that would require for the completion of the task. Mid-Semester Exam

Number of answers

Marks Total marks

Module I 3 5 15 Module II 3 5 15 Module III & IV

2 10 20

50 End Semester Exam: Testing Pattern. Number of

answers Marks Total

marks Section A 5 8 40 Section B 4 15 60 100

Bibliography Chakrovorty - Spivak, Gayatri. The politics of Translation Tutun Mukherjee, Lawrence

Venuti. (ed). Translation Studies Reader. London/New York; Routeldge, 2003.

Studies in Culture and Translation. Vol. 2 ‘Translating Caste’ Basu, Tapan.

Katha, 2002. New Delhi.

Das, Kamala. The Sandal Trees and Other Stories. Disha Books. 1995, New Delhi.



Fresh Fictions, Folk Tales, Plays and Novellas from the North East. Katha. New

Delhi, 2005

Indian Short Stories.1900-2000. Ramakrishnan, E.V. (ed). Sahithya Academy New

Delhi, 2003.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol.167, New Delhi, 1995.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol .168, New Delhi, 1995.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol.169, New Delhi, 1995.

Journal of Literature and Aesthetics. Vol.7, Numbers1&2 Jan- Dec.2007.Kollam, 2008.

Nandy, Ashis. The Intimate Enemy, New Delhi : O.U.P. 1989.

Short Fiction from South India, Krishna Swami, Subasree. Sreelatha.K (ed), New Delhi:

Oxford University Press, 2008.

Stuart Blackburn and Vasudha Dalmia (ed). India’s Literary History. Essays on the

Nineteenth Century. New Delhi: Permanent Black, 2008.

Tendulkar, Vijay. Five Plays. Bombay: 1992.OUP. 2007, New Delhi.

Tamil Poetry Today, K.S. Subramanian(ed). International Institute for Tamil Studies,

Chennai 2007.

_______________________________________________________________________

Contemporary World Literatures Paper code: EST 631 Marks: 100 Credits: 4 Total no. of hours: 75 General Description: The literary and cultural exposure that the students have been given in the past five semesters is kept in mind while framing this paper. It attempts to apply the learnings and approaches gained over the past few semesters to the texts chosen here, with a sensibility to understand them as texts of particular cultures and time zones. Objectives Introduce students to the less charted territories of world literatures Engage with a plurality of literary thought and expression and help the student to discover fresher perspectives Consciously attempt to keep the texts and as classroom-friendly as possible Reflect on the contemporary concerns of the world



Level of Knowledge: The paper demands the working knowledge of literary genres, devices and critical vocabulary Expected Learning Outcome: Awareness of the literary sensibilities that promote literary production across varied cultures and time periods Unit I 20 Hours Drama Bertolt Brecht Life of Galileo Unit II 20 Hours Novel and Short Stories Elie Wiesel Night Ibrahim Ahmed The Mailed Parcel Zalta Filipovic Zalta’s Diary Saira Shah The Storyteller’s Daughter(extract) Unit III 20 Hours Poetry Pablo Neruda Nothing But Death/If You Forget Me Anna Akhmatova Requiem/Why is This Century Worse Wislawa Szymbroska The Three Oddest Words/The Joy of Writing Petrou Cavafy – Ithaca/ Yehudi Amichai – All the Generations Before Me Forough Farrokzhad – The Wind-Up Doll/ Faiz Ahmad Faiz – A Prison Evening Unit IV 15 Hours Essays David Damrosch Goethe coins a phrase Paul Jay Beyond Discipline? Globalisation and the Future of English Note: The slashes that figure in the syllabus indicate the choice teachers of the paper can exercise. Testing Pattern CIA 1 and 3: Tests on prescribed texts. Five marks are reserved for active classroom participation. Mid Semester Number

of questions

Number of questions to be answered

Marks Total marks



Section A One compulsory annotation

6 4 5 20

Section B 4 3 10 30 50

End Semester pattern 5x20 =100 choosing one question each from Poetry, Drama, Essay & Novel and one additional question. Bibliography Amichai, Yehudi. The Slected Poetry of Yehuda Amichai. USA: University of California, 1996. “Even A Fist Was Once an Open Palm With Fingers” the Selected Poetry of Yahudi Amichai – Poetry in Translation Trans. Bloch, Chana and Mitchell, Stephen. http:// www-english.tamu.edu/pers/fac/myers/default.html. Arendt, Hannah. Eichmann in Jerusalem. New York: Viking, 1963. Bauman, Zygmunt, Life in Fragments: Essays in Postmodern Morality, Oxford: Blackwell. Calvino, Italo, The Literature Machine. London: Vintage, 1987. Cargas, Harry James, ed. Telling the Tale: A Tribute to Elie Wiesel – Saint Louis. Damrosch, David. What is World Ltierature?Princeton University Press, 2003 Eco, Umberto, The Role of the Reader. Bloomington: Indiana University Press. Eco, Umberto, On Literature. London: Vintage, 2005. Farah, Nuruddin. Links. Penguin. Yesterday, Tomorrow: Voices from the Somali Diaspora. London and New York, Cassell, 2000. Fromm, Erich. Escape from Freedom. New York: Rinehart, 1941. Ghosh, Amitav. Sea of Poppies. Macmillan. A Guide to twentieth-century literature in English. Ed. Harry Blamires. London; New York: Methuen, 1983. Lifton, Robert J. The Nazi Doctors: Medical Killing and the Psychology of Genocide. New York: Basic, 1986. M. Hollington, Günter Grass: The Writer in a Pluralist Society. 1980. Moretti, Franco. “Conjectures on World Literature,” New Left Review 1 (January–February 2000): 54-64 Victor Frankl, From Death-Camp to Existentialism. New York: Alfred A. Knopf, 1979. Villet, John. The Theatre of Bertolt Brecht, A Study from Eight Aspects.



_______________________________________________________________________

Cultural Studies (Elective) Paper code: EST 642a Marks: 100 Credits: 4 Total no. of hours: 75 General Description: The paper attempts to introduce the students to the contemporary academic discipline of Cultural Studies. This paper aims to introduce students to the interdisciplinary field of ‘culture’. It aims at opening up the field of ‘culture’ as an academic and empowering area to engage with. Units two, three and four engage with City, Cinema and the Cyberspace respectively.

Objectives

• To provide the opportunity to develop and critically apply knowledge • To understand theoretical and critical debates and key historical developments in

Cultural Studies • To develop a range of skills in independent research, critical analysis, verbal and

written communication and other advanced transferable skills

Unit I 20 Hours

Ashis Nandy, The Twentieth Century: The Ambivalent Homecoming of Homo Psychologicus --- “Shamans, Savages, and the Wilderness: On the Audibility of Dissent and the Future of Civilizations”; Henry Giroux, et al. “The Need for Cultural Studies: Resisting Intellectuals and Oppositional Public Spheres” Richard Howells “Semiotics” Roland Richard Howells “Ideology” CSCS. “Femininity -Masculinity” CSCS; “Legal Identity and Culture” CSCS. “Imagining the Nation” Womack, Kenneth. “Theorising Culture, Reading Ourselves” Miller, Hillis J. “Cultural Studies and Reading” Chambers, Iain. “Cities without Maps” Sinfield, Alan. “Art as Cultural Production”

Unit II 15 Hours



City

Ravi S. Vasudevan. “The Cities of Everyday Life” Nitin Govil. “The Metropolis and Mental Strife: The city in science fiction cinema” Joy Chatterjee. “Long Bus Drive” Veena Das. “Violence and Translation”; Ole Bouman. “Hyper-architecture” Rana Dasgupta. “The Face of the Future: Biometric surveillance and progress” Shuddhabrata Sengupta. “Everyday Surveillance: ID cards, cameras and the database of ditties” Sam de Silva. “Blind Intelligence” David Lyon. “Surveillance: After September 11, 2001” Lawrence Liang. “The Black and White (And Grey) of Copyright” --- “Urban Transformations and Media Piracy” ---- “Obscenity, Decency and Morality”

Unit III 15 Hours

Cinema

Pramod Nayar, “Screen Culture” Laura Mulvey. “Visual Pleasure and Narrative Cinema” Ravi S Vasudevan. “Urban Action Films” Ashis Nandy. “Introduction: Indian Popular Cinema as the Slum’s Eye View of Politics”

Unit IV 15 Hours

Cyberculture

Tony Thwites, Lloyd Davis, Warwick Mules. “Cyberculture” Mark Poster. “Postmodern Virtualities” Manuel Castells “The Network Society and Organizational Change” Manuel Castells “Identity in the Network Society”

Unit V 10 Hours

Research method in Cultural Studies

Testing Pattern CIA 2: Class Test CIA 1: Mid-Sem Exam for 50 marks CIA 3: Class Presentations based on the student's research proposal End Semester: Research Submission Students need to write a research paper on which they should work throughout the course. The students may be allowed to choose their areas of interest within the broad framework of the papers.



The length of this paper could be 15-20 pages. The final submission could fulfil the requirements of end-semester examination. Before the student submits the final paper, the draft papers should be circulated for peer review. The final submission should include the peer marked drafts (minimum of two) and the final paper. At least 40% of the paper should be reworked based on peer review and teacher’s comments in both the cases. The paper should adhere to the standard formats of writing research papers. Bibliography Barthes, Roland. Mythologies. Trs Annette Lavers. London: Vintage, 1993. Castells, Manuel “The Network Society and Organizational Change.” Conversations with History Institute of International Studies, UC Berkeley, 2001 --- “Identity in the Network Society.” Conversations with History Institute of International Studies, UC Berkeley, 2001 CSCS. “Femininity – Masculinity” http://courses.cscsarchive.org/courses/ugdip05/paper1/mod8/ > --- “Imagining the Nation” <http://courses.cscsarchive.org/courses/ugdip05/paper1/mod5/> ---. “Legal Identity and Culture” <http://courses.cscsarchive.org/courses/ugdip05/paper1/mod9/> Giroux, Henry, David Shumway, Paul Smith, and James Sosnoski, “The Need for Cultural Studies: Resisting Intellectuals and Oppositional Public Spheres” http://theory.eserver.org/need.html Howells, Richard. Visual Culture. Cambridge: Polity, 2003. Liang, Lawrence. “Obscenity, Decency and Morality” <http://courses.cscsarchive.org/courses/ugdip05/paper%202/mod%206/> Liang, Lawrence. “Urban Transformations and Media Piracy” <http://courses.cscsarchive.org/courses/ugdip05/paper%202/mod%2010/> Liang, Lawrence. “The Black and White (And Grey) of Copyright.”. ‘World Information City’. Bangalore: 14-20 Nov 2005, p 2 Lyotard, Jean-Francois. The Postmodern Condition: A Report on Knowledge. University of Minnesota Press, 1985 Mark Poster. The Second Media Age Blackwell 1995 http://www.hnet.uci.edu/mposter/writings/internet.html Mulvey, Laura. “Visual Pleasure and Narrative Cinema” (1975) http://www.nwe.ufl.edu/~lhodges/vpnc.html Nandi, Ashish ed. The Secret Politics of Our Desires: Innocence, Culpability and Indian Popular Cinema. Delhi: OUP, 1998. Nayar, Pramod K. Reading Culture: Theory, Praxis, Politics. New Delhi: Sage, 2006. Ramanujan, A.K “Introduction” Folktales from India, New Delhi: Penguin, 1994.



Thwites, Tony, Lloyd Davis, and Warwick Mules. Introducing Cultural and Media Studies: A Semiotic Approach. New York: Palgrave, Rpt 2005. Vasudevan, Ravi S. et al. SARAI Reader 02. Delhi/Amsterdam: SARAI, 2002.

Introduction to English Language Teaching (Elective) Paper code: EST 642 b Marks: 100 Credits: 4 Total no. of hours: 75 General Description: English is the major international language of Science, Commerce, and International politics. Therefore, the teaching of English is very much in demand around the world. Graduates who specialize in teaching English to foreign students or non native speakers of the language have always found a global need for their professional skills.

English Language Teaching (ELT) is now internationally recognized as an academic discipline. Every language teacher and learner needs a personal philosophy of how language is acquired and how people learn a language especially one which is not their mother tongue. This course looks at different theories of second-language acquisition and investigates how the application of these might affect teaching methodology and classroom experience. It also aims at equipping students with a systematic approach in imparting language skills to second level learners. A vital part of English Language Teaching is developing and implementing valid tools to assess the skill levels, individual strengths and weaknesses, and achievements of the learners. The course aims at not teaching English Language Teaching as a subject rather it introduces the students to the various ingredients required to know the methods in which second language learners learn, the problems and difficulties faced and the manner in which such hurdles can be overcome. It also helps students to research on the kinds of second language teaching methods adopted by various institutions for various purposes as these days English is taught for specific purposes as well. It will expose students to design course materials, analyze how appropriate the English Language text books in use at different schools, colleges and various other institutions are, the validity, use and worth of the various prevalent testing patterns, etc. These findings could assist students get an insight into the teaching of English as a second language and also will provide ample scope for exposure to English Language Teaching as a subject.

Objectives



• To demonstrate a thorough grasp of the main phonological, lexical, syntactical, and other aspects of English, with particular reference to its roles as a means of communication.

• Predict with reasonable accuracy the learning needs of any group of learners and to modify and update such a needs analysis in the light of observation and testing.

• Write instructional objectives and prepare appropriate lesson plans. • Discuss intelligently lesson forms. • Monitor his or her effectiveness as a teacher of English to speakers of other

languages. • Introduce and nurture familiarity with current methodology. • Foster awareness of language structures and ability to teach English language

skills (grammar, speaking, listening, reading, writing and pronunciation) . • Explore a variety of textbooks and teaching materials; determine how to best

utilize these within a curricular framework. • Review and practice developing and using a variety of assessment instruments • Practice implementing new techniques and materials.

Unit I 15 hours

General Linguistics: the science of language; describing language; the functions of language; the structure of language; Linguistics; psycholinguistics; sociolinguistics.

Phonetics and Phonology: the international phonetic alphabet; phonetic transcription; articulatory phonetics; word and sentence stress; vowel sound and articulation of vowels and diphthongs; intonation patterns; presenting the sounds of English to learners; remediation; mother tongue influence and accent neutralization.

Linguistics/ Phonetics and Language Teaching

Unit II 15 hours

Language Acquisition/ Learning theories B.F.Skinner, Noam Chomsky, Vygotsky, Krashen, Jean Piaget ( in detail) Factors affecting Second language acquisition.

Survey of Language Learning and Teaching: historical development and spread of English Language Teaching; Grammar translation; direct method; audio-lingual method; situational language teaching; total physical response; the silent way; the interactive way; the natural approach; suggestopedia; the communicative approach.

Unit III 20 hours

Receptive Skills: reading and listening materials; reasons and strategies for reading; reading speed; intensive and extensive reading and listening; reading development;



reasons and strategies for listening; listening practice materials and listening development.

Productive Skills: speaking and writing; skimming, scanning, taking notes from lectures and from books; reasons and opportunities for speaking; development of speaking skills; information-gap activities; simulation and role-play; dramatization; mime-based activity; relaying instructions; written and oral communicative activities.

Vocabulary: choice of words and other lexical items; active and passive vocabulary; word formation; denotative, connotative meanings.

Unit IV 25 hours Testing and Assessment: value of errors; problems of correction and remediation; scales of attainment.

Lesson Planning: instructional objectives and the teaching-learning process; writing a lesson plan; the class, the plan, stages and preparation; teacher-student activities; writing concept questions; teacher-student talking time; classroom language; class management and organization.

Testing Pattern

The students will have to take a semester end examination of 50 marks for 2 hours. They will be assessed for the other 50 marks on a submission of a report and a viva-voce based on the work done by them individually in terms of research or field study.

CIA 1 will be based on demonstration classes taking into consideration classroom aids, teaching methodology and activities. Also the students will have to submit a mid-course essay of about 1000 words on the research done by him/her during the course of preparing for the classes or his/her findings and conclusions.

CIA 2 will be practical oriented in which the students will earn their marks by preparing or designing a set of course materials either for learning or teaching. The course materials maybe presented in the forms of text books, workbooks, audio/cd tapes; visual aids (charts, pictures, cds etc.)

Mid Semester Exam Case Study for 50 marks End Semester Exam Project Work for 100 marks Bibliography



Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge: CUP, 1991. Bayer, Jennifer. Language and social identity. In: Multilingualism in India. Clevedon: Multilingual Matters Ltd: 101-111. 1990. Cheshire, Jenny. Introduction: sociolinguistics and English around the world. In Cheshire: 1-12. 1991. Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. 1995. Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991. Gardner, R.C. Social Psychology and Second Language Learning. The Role of Attitude and Motivation. London: Edward Arnold Ltd. 1985. Holmes, Janet. An Introduction to Sociolinguistics. London: Longman Group UK Ltd. 1992. Kachru, Braj B. The Indianization of English. The English Language in India. Oxford: OUP. 1983. Loveday, Leo. The Sociolinguistics of Learning and Using a Non-Native Language. Oxford: Pergamon Press Ltd. 1982 Richards Jack C.Curriculum Development in Language Teaching. Cambridge University Press. 2001. Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press.1986. Richards Jack C. and Graves Kathleen. Teachers as course developers. Cambridge University Press.1996. Webster's Encyclopedic Unabridged Dictionary of the English Language. (2nd ed.) New York: Gramercy Books. 1996. Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978.

Literatures of Diaspora

Paper code: EST 642c Marks: 100 Credits: 4 Total no. of hours: 75 General Description: The paper is offered as an elective, hoping that students interested in Postcolonial Studies, could use this as an option to extend their sense of the field. Other than addressing the theories of Diaspora, it introduces our students to postcolonial works coming from the contexts of Indian Diaspora in Fiji, America and the United Kingdom. Objectives:



• The aim of this paper is to introduce the students to the complexities of diaspora through texts and theories.

• Though various parts of the globe have experienced some or the other form of diasporic movements, due to constraints of time, only two major Diaspora’s (Indian diaspora to Fiji and US/UK) have been included as a part of the syllabus.

Level of knowledge: Basic knowledge of reading and analyzing texts Learning outcome: A theoretical understanding of global and local cultures affected by Diaspora

Unit I 25 Hours This module will introduce the students to some very basic theories of diaspora. This is not a comprehensive list since the material available on diaspora is huge. However, keeping in mind that the UG students studying texts better than theories, only a few essays have been included. Jana Evans Braziel and Anita Mannur Nation, Migration, Globalization: Points of Contention in Diaspora Studies (From

Theorizing Diaspora) Stuart Hall Cultural Identity and Diaspora (From

Theorizing Diaspora) Eds. Ajaya Kumar Sahoo and Brij Maharaj Re-Evaluating ‘Diaspora’ Connectivity, Communication and Imagination in a Globalized world. The Nation-State and its Others: in lieu of a

Preface (From Sociology of Diaspora: Reader, volume 1)

Emmanuel S. Nelson Eds. Reworlding: The Literature of the Indian Diaspora

(Contributions to the Study of World Literature)

Unit II 25 Hours The Indian Diaspora in Fiji The origins of the modern Indian diaspora lie mainly in the subjugation of India by the British and its incorporation into the British Empire. Indians were taken over as indentured labor to far-flung parts of the empire in the nineteenth-century, a circumstance to which the modern Indian populations of Fiji, Mauritius, Guyana, Trinidad, Surinam, Malaysia, South Africa, Sri Lanka, and other places attest in their own peculiar ways. Fijian literature is relatively new literature. The Indians in Fiji are mostly the descendents



of the indentured laborers brought to the islands by Fiji's British colonial rulers between 1879 and 1916 to work on Fiji's sugar cane plantations. Indo-Fijians accounted for a little more than half of Fiji’s population less than 15 years ago but, following coups in 1987 and again in 2000, have left the country in droves. Through the texts, this module explores the experiences of the Indian indentured laborers who settled in Fiji and who had to flee again due to the coups. Theoretical framework will be based on ideas of nation, migration, indenture, colonization, forced settlement, hybridity, fragmentation, motherland, etc. Essays Satendra Nandan: Fiji: Paradise in Pieces Susanna Trnka: Global Spaces, Local Places: The Body and Imagination in Indo-

Fijian Fiction (From SPAN) Sudesh Mishra: The Time is out of Joint (From SPAN) Poems Sudesh Mishra: ‘Feejee’ Satendra Nandan: Place of Birth Som Prakash: A Fijian Farewell Autobiography Brij lal: Mr Tulsi's Store: A Fijian Journey (subject to availability) Unit III 25 Hours Indian Diaspora in America and the United Kingdom. The Indian Diaspora today, with a strong community constituting more than 20 million and spreading across a hundred countries, continues to grow in size and making its transnational presence felt through various ways. This module will look at the ‘Desi’ Diaspora in the US and UK through certain texts and movies. Unlike Fiji, this is an ongoing, contemporary diaspora with its own concerns and changing patterns and through this module the aim is to increase awareness and raise questions about an Indian identity in a globalised world. Novel Anurag Mathur Inscrutable Americans Meera Syal Anita and Me



[Thematic analysis of the novels will not be the major focus of the class room discussion. Discussion will focus on issues surrounding the diasporic conditions.] Short Stories Jhumpa Lahari From Interpreter of Maladies

A Temporary Matter This Blessed House Sexy Movies Damien O’Donnell East is East, 1999 John Akomfrah Handsworth Songs 1986 (subject to availability) Stephen Frears My Beautiful Launderette 1985 Testing pattern: CIA II – test on issues/book review - 20 marks CIA III – movie / book review – 20 marks Mid Semester Exam Number

of Questions

Number of questions to be answered

Marks

Total marks

Section A

6 4 5 20

Section B

4 3 10 30

50 End Semester Exam Textual understanding and theoretical analysis of the texts Number of answers

Marks Total marks

5 8 40 4 15 60 100



Bibliography Ashcroft, Griffiths and Tiffin (eds.) The Post-Colonial Studies Reader, Routledge, 1995. Brathwaite, Edward 1967. The Arrivants: A New World Trilogy: Rights of Passage Island Masks, London: Oxford University Press Harris, Wilson ‘The Limbo Gateway’, in The Post Colonial Studies Reader ed. By Bill Ashcroft, Gareth Griffiths and Helen Tiffins, London and New York: Routledge, 1995. Guha, Ranajit. "Preface" & "On Some Aspects of the Historiography of Colonial India." Selected Subaltern Studies. Ed. Ranjit Guha & G. C. Spivak. New York: OUP, 1988 JanMohmed, Abdul R. 1992. ‘Worldliness-Without-World, Homelessness- As- Home: Definition Of The Specular Border Intellectual’ Fom Edward Said Critical Reader, ed. by Michael Sprinker, Blackwell, Pg. 96-120 Rushdie, Salman Imaginary Homelands: Essays and Criticisms 1981-1991: Granta Books London in association with Penguin Books, 1991

Documents

Department of English - Christ University · Department of English English Studies ... Shelley- Ozymandias Keats: Ode on a Grecian Urn ... A class test based on the text