| Study programme competencies |
| Code | Study programme competences |
| A1 | Coñecer as principais correntes teóricas que integraron e integran a reflexión sobre a literatura e a cultura, así como os seus antecedentes. |
| A2 | Comprender os procesos históricos dos estudos literarios e culturais e os seus cambios de paradigma. |
| A3 | Ser capaz de desenvolver un enfoque orixinal e creativo na investigación avanzada no ámbito dos estudos literarios e culturais. |
| A4 | Analizar e interpretar textos, aplicando diferentes modelos teóricos e xenéricos. |
| A5 | Aplicar as técnicas de análise cultural respectando os fundamentos ideolóxicos presentes en contextos diversos. |
| A6 | Integrar os estudos literarios nun contexto cultural máis extenso que transcenda os límites dunha soa lingua e / ou nación, atendendo á diversidade cultural. |
| A12 | Coñecer e valorar a diversidade cultural, con especial atención aos ámbitos anglófono, hispánico e galego-portugués. |
| B1 | Traballar de maneira interdisciplinar en entornos diversos. |
| B2 | Demostrar un compromiso ético contra as desigualdades. |
| B3 | Promover o entendemento intercultural desde a comprensión da diversidade. |
| B4 | Desenvolver habilidades cognitivas avanzadas (capacidade de síntese, análise e pensamento crítico) relacionadas co desenvolvemento e a creación dun perfil investigador. |
| B5 | Integrar coñecementos de campos de estudo diversos. |
| B7 | Adquirir a capacidade de concebir e deseñar proxectos de investigación con rigor académico. |
| B9 | Adquirir capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva. |
| C2 | Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
| C3 | Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
| C4 | Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
| Learning aims | |||
| Subject competencies (Learning outcomes) | Study programme competences | ||
| Familiarizarse con algunhas obras e correntes da literatura dos contextos postcoloniais anglófonos de África, Europa e Oceanía. | AC2 AC6 AC12 |
BC1 BC2 BC3 BC9 |
CC2 |
| Ser capaz de ler criticamente as obras primarias e secundarias propostas. | AC4 AC6 |
BC1 BC2 BC3 BC4 BC5 BC9 |
CC2 CC4 |
| Ser capaz de integrar os conceptos e correntes da crítica literaria vistos noutras materias (p.e. a crítica postcolonial, o feminismo, o postestructuralismo, etc.) na lectura persoal da obra. | AC1 AC2 AC3 AC4 AC5 AC6 |
BC1 BC4 BC5 BC9 |
CC2 CC4 |
| Ser capaz de separar e defender, oralmente e por escrito, a interpretación persoal frente a doutras persoas. | AC3 |
BC2 BC4 BC7 |
CC2 CC4 |
| Ser capaz de expoñer de maneira ordeada e razoada, e segundo os criterios adecuados a un contexto académico, a interpretación da obra. | AC4 |
BC4 BC5 BC9 |
CC2 CC3 CC4 |
| Contents |
| Topic | Sub-topic |
| 1. Contemporary Writing in English from Australia and New Zealand: How Did One Get Here? | 1.1. Postcolonial views from Australian literature: David Malouf, Peter Carey, Murray Bail, Sally Morgan and Julia Leigh. 1.2. Reading: David Malouf's Remembering Babylon. |
| 2. Contemporary African Literature(s) in English. Focus on South Africa: Different Generations, Approaches and Styles. | 2.1. Extracts from works by Nigerian authors such as Chinua Achebe, Wole Soyinka, Ben Okri, Buchi Emecheta and Chimamanda Ngozi Adichie. 2.2. From South Africa, Athol Fugard, Nadine Gordimer, J. M. Coetzee, Zakes Mda and Zoe Wicomb. John Mateer. 2.3. Reading: J. M. Coetzee's Disgrace. |
| 3. Postcolonial London. (O Londres poscolonial) | 3.1. V.S. Naipaul y Doris Lessing. 3.2. Hanif Kureishi y Salman Rushdie 3.3. Zadie Smith y Monica Ali 3.4. Fred D'Aguiar y Bernardine Evaristo. |
| 4. Postcolonialism and Irish identity. | 4.1. Irish drama and postcolonialism. 4.2. Irish poetry and postcolonial perspectives. 4.3. Autobiography as key genre in Irish postcolonialism. |
| Planning | |||
| Methodologies / tests | Ordinary class hours | Student’s personal work hours | Total hours |
| Sesión maxistral | 8 | 0 | 8 |
| Lecturas | 0 | 34 | 34 |
| Discusión dirixida | 9 | 5 | 14 |
| Presentación oral | 2 | 3 | 5 |
| Traballos tutelados | 0 | 10 | 10 |
| Eventos científicos e/ou divulgativos | 2 | 1 | 3 |
| Personalized attention | 1 | 0 | 1 |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | |||
| Methodologies |
| Methodologies | Description |
| Sesión maxistral | A general introduction to the context of each text will be given. |
| Lecturas | There will be two kinds of primary readings: on the one hand, poems or short excerpts from essays, plays or novels that will pepper and illustrate the introductory, contextual sessions and, on the other hand, full-length novels. Copies of the former will be distributed at the beginning of the course; a list of the latter is included in the content section of this syllabus as well as in the Basic Bibliography section. Students are expected to have read each of the texts before the date in which they are scheduled for discussion. This is, without a doubt, the single most important requirement to succeed in this class. |
| Discusión dirixida | Most of our class time will be devoted to discussing the texts read. Students are expected to participate, share their opinions, and bring in questions and comments. |
| Presentación oral | Students will prepare a 10-15 min. well-organized and effectively delivered oral presentation on a topic assigned by the teacher/s (after consultation with the students). One possible topic would be: after reading an article or book chapter about one of the texts from the course list, describe and assess the author(s)'s argument and critical standpoint. (More options and details to be given in class). Skills tested: ability to synthesize, to analyze, to interpret and criticize, to organize and give a presentation. This presentation will be followed up by a written report. |
| Traballos tutelados | After their oral presentation, students will write a 3-5 page follow-up report conforming to the expectations of academic writing in terms of organization, style and register, and adhering to MLA. (Due one week after the end of the course). If the oral presentation conformed to the example above, the report could consist of a carefully-argued rendition of the contents explained in the presentation OR a comparison between the article read for the presentation and another one OR a persuasive explanation by the student of a counterargument to (one of) the article's points. The topic of the written report will also be assigned by the teacher/s after discussing it with each student. |
| Eventos científicos e/ou divulgativos | If circumstances allow, students may be asked to attend to relevant lectures or scientific meetings taking place during class time, and to complete a short written activity. |
| Personalized attention |
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| Assessment | ||
| Methodologies | Description | Qualification |
| Discusión dirixida | Daily commitment to class discussion is essential to succeeding in this class. In turn, the key to meaningful participation is preparation, preparation and preparation: reading the texts paying attention to detail, thinking of possible discussion topics, etc. | 45 |
| Traballos tutelados | Organization, depth of analysis, style, register, and adherence to MLA will be taken into account. | 25 |
| Presentación oral | Content, form and delivery of the presentation will all be taken into account in the grade. | 25 |
| Eventos científicos e/ou divulgativos | Attendance to and participation in the discussion at the assigned event, as well as the completion of the written follow-up activity will be factored in in this segment. Should there be no opportunity to attend to an appropriate scientific event, this 10% will be added to the general Participation grade ("Discusión dirixida"). | 5 |
| Assessment comments | ||
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Students who have officially enrolled part-time, and who have been granted the academic dispensation for attendance, need to meet the teachers at the beginning of the course in order to adapt the requirements as to "Discusión dirixida", "Presentación oral" and "Eventos científicos e/ou divulgativos" to each individual situation. |
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| Sources of information |
| Basic |
Brah, Avtar (1996). Cartographies of Diaspora: Contesting Identities.. London: Routledge
Said, Edward (1994). Culture and Imperialism. New York: Vintage Books
J. M. Coetzee. (2000). Disgrace. London: Vintage
Smith, A.M. (1994). New Right Discourse on Race and Sexuality Britain,. Cambridge: CUP
McLeod, John (2004). Potcolonial London, Rewriting the metropolis. London and NY: Routledge
David Malouf. (1994). Remembering Babylon.. London: Vintage
Kureishi, Hanif (1990). The Buddha of Suburbia. London: Faber and Faber.
Webby, Elizabeth, ed. (2000). The CambridgeCompanion to Australian Literature. Cambridge: CUP
Ashcroft Bill, Gareth Griffiths, and Helen Tiffin (1989). The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. London and New York: Routledge
Bennett, Bruce and Jennifer Strauss, eds. (1998). The OxfordLiterary History of Australia.. Oxford: OUP
Smith, Zadie (2000). White Teeth. Vintage International: New York, NY.
Attridge, Derek and Rosemary Jolly,eds. (1998). Writing South Africa: Literature, Apartheid, and Democracy, 1970-1995. New York: CUP
Kossew, Sue. (2004). Writing Woman, Writing Place: Contemporary Australian and South African Fiction. London: Routledge |
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Reading list: David Malouf. Remembering Babylon. London: Vintage, 1994. J. M. Coetzee. Disgrace. London: Vintage, 2000. Zadie Smith. White Teeth. New York: Vintage Int., 2000. N.B.: Any other unabridged edition of these three texts would be acceptable. As mentioned earlier, students will discuss with the teacher their preferences as to the content of their oral presentation and written report. Based on the course of this discussion, they will then be provided with a selection of 1-2 articles dealing with the texts read so as to carry out their assignments. This completes the mandatory reading list for the class. |
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| Complementary | |
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| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |