Study programme competencies |
Code
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Study programme competences / results
|
A1 |
Coñecer e aplicar os métodos e as técnicas de análise lingüística e literaria. |
A2 |
Saber analizar e comentar textos e discursos literarios e non literarios utilizando apropiadamente as técnicas de análise textual. |
A3 |
Coñecer as correntes teóricas da lingüística e da ciencia literaria. |
A6 |
Ter un dominio instrumental avanzado oral e escrito da lingua inglesa. |
A7 |
Coñecer as literaturas en lingua galega, española e inglesa. |
A9 |
Elaborar textos orais e escritos de diferente tipo en lingua galega, española e inglesa. |
A11 |
Ter capacidade para avaliar, analizar e sintetizar criticamente información especializada. |
A15 |
Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica. |
A16 |
Ter un coñecemento avanzado das literaturas en lingua inglesa. |
A17 |
Coñecer a historia e a cultura das comunidades anglófonas. |
B1 |
Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información. |
B2 |
Manexar ferramentas, programas e aplicacións informáticas específicas. |
B3 |
Adquirir capacidade de autoformación. |
B5 |
Relacionar os coñecementos cos doutras áreas e disciplinas. |
B6 |
Ter capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva. |
B7 |
Ter capacidade de análise e síntese, de valorar criticamente o coñecemento e de exercer o pensamento crítico. |
B8 |
Apreciar a diversidade. |
C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
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. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
Learning aims |
Learning outcomes |
Study programme competences / results |
To be familiar with anglophone literatures from countries which were former colonies of the British empire, as well as from their diasporas. |
A1 A7 A16
|
B5 B8
|
C2 C4
|
To be familiar with the socio-historic and cultural context of anglophone countries outside Europe, and to pay special attention to the specific literatures.
|
A16 A17
|
B1 B5 B7 B8
|
C2 C4
|
To read/analyze texts from a critical and/or postcolonial point of view.
|
A1 A2 A3 A11 A15
|
B1 B2 B3 B6 B7 B8
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C2 C4 C6 C7
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To be able to write essays, short papers or critical assignments in English, as well as to prepare and deliver coherent oral presentations in English |
A6 A9
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B1 B3 B5 B7 B8
|
C2
|
Contents |
Topic |
Sub-topic |
1. Introduction: Colonial contexts. |
1.1. British imperialism: a socio-historical introduction.
1.2. Colonial discourse. Orientalism.
Readings: Rudyard Kipling’s “White Man’s Burden” and Marlene Nourbese Philip (selected poems).
|
2. Decolonization and Postcolonialism |
2.1. Decolonizing the mind.
2.2. Postcolonial literatures and criticism. Stereotypes and Manichean oppositions.
Readings: Chinua Achebe’s Things Fall Apart (excerpts), Chimamanda Ngozi Adichie’s “The Danger of a Single Story”, Merlinda Bobis ("Fish Hair Woman), and Amalia Ortiz (selections from The Canción Cannibal Cabaret). |
3. Decolonization and Resistance |
3.1. South Africa: From settler colony to the post-apartheid era.
3.2. Post-colonial(?) Regions.
Readings: Nadine Gordimer’s “Country Lovers” and Treinta y Uno, Thirty One: A Bilingual Anthology of Saharawi Resistance Poetry (selection).
|
4. Postcolonial Agency |
4.1. Hybridity and Third Spaces
4.2. “Rites of Passage” and Liminality.
4.3. “Can the Subaltern Speak?”
Readings: Gabby Rivera (excerpt from Juliet Takes a Breath) and Joumana Haddad (excerpts from I Killed Scheherazade).
|
5. Diasporas, Migrations and Transnational Contexts |
5.1. Still, the triangular slave trade
5.2. Afropolitanism
5.3. Globalization, neocolonialism and cosmopolitanism
Readings: Jamaica Kincaid’s “A Small Place” and Suniti Namjoshi (excerpts from The Fabulous Feminist). Poetry selection (Warsan Shire, Rupi Kaur, Fariha Róisín, or Nayyirah Waheed).
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A3 A7 A15 A16 A17 B5 B7 C2 |
21 |
25 |
46 |
Directed discussion |
A1 A2 A11 A15 B7 B8 C4 C6 C7 |
30 |
14 |
44 |
Long answer / essay questions |
A9 B1 B2 B3 B6 |
5 |
24 |
29 |
Mixed objective/subjective test |
A3 A6 A7 A9 A11 A15 A16 A17 C2 |
2 |
24 |
26 |
|
Personalized attention |
|
5 |
0 |
5 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Guest lecture / keynote speech |
In these lectures (DE or ”docencia expositiva”), the teachers will refer to a) the socio-historical and cultural background of authors and readings; b) the theoretical concepts behind postcolonial studies; c) ways to read critically and make good use of postcolonial theories. |
Directed discussion |
Students will be encouraged to discuss and express their opinions on a given topic, orally and in writing. Class discussions may complement lectures in the DE class, but they will be carried out mostly during the DI sessions. |
Long answer / essay questions |
Students will write two essays (a midterm and a final) based on the contents presented in the DE sessions and some of the texts discussed in the DI sessions. |
Mixed objective/subjective test |
This type of test will assess the student's ability to understand and approach a literary text critically by asking questions about those texts analyzed throughout the course. In addition, students will have to prove that they have grasped the main postcolonial issues and theoretical concepts, and that they can apply them to literary texts. |
Personalized attention |
Methodologies
|
Directed discussion |
Guest lecture / keynote speech |
|
Description |
Teachers will help individual students and small groups solve any doubt about the texts and concepts discussed in class. They will also be available for orientation as regards any aspect of the course during the weekly office hours.
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|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Directed discussion |
A1 A2 A11 A15 B7 B8 C4 C6 C7 |
This section will assess in-class activities (both individual and in group, oral and in writing):
Oral presentation (10% DI): it will be done in groups between 3 and 9 students and it will be OPTIONAL
Seminar (5% DE + 15% DI): We will value the work done by the students in class, by means of answering questions, participating in debates, or doing close-reading commentaries, among other activities. |
30 |
Long answer / essay questions |
A9 B1 B2 B3 B6 |
Each student will write two essays (a midterm and a final) based on the texts (theory and fiction) discussed in class (the dates will be specified at the beginning of the semester). In assessing these written exercises, the teacher will pay particular attention to the student's ability for a critical understanding of the texts and concepts seen in class as well as her/his linguistic competence in English. |
40 |
Mixed objective/subjective test |
A3 A6 A7 A9 A11 A15 A16 A17 C2 |
The final exam may include short-answer questions (e.g., identification / analysis of quotations, definition of key terms, etc.) as well as longer (and more complex) questions or close-reading commentaries.
The test will have two parts (DE - 15%, on the official date of the final exam), and DI - 15%, during a class session). |
30 |
|
Assessment comments |
- A passing grade means the student has obtained a grade of 5 (or higher) out of 10 after adding up all the assessment sections. Additionally, the subject cannot be passed unless a grade of at least 5 out of 10 is obtained in the final exam.
- All activities, including exams, must be clearly written; errors of grammar, vocabulary, spelling, punctuation, and style in general will negatively affect the grades.
- All assignments must be submitted in time and in the specified format in order to avoid a penalty of 25% on the grade obtained.
- The second opportunity of assessment in July will consist of the following sections:
1) a longer critical essay (40%); 2) two written tests similar to the June final exams (15% DE + 15% DI); 3) an OPTIONAL oral presentation (10%); 4) Seminar work from the "Directed Discussion" sessions will be substituted by two textual-conceptual tests (5% DE + 15% DI) with questions about the texts and concepts explained throughout the course. - A grade of "Non Presentado" (Absent) will be obtained by not attending the exam and/or by completing less than 50% of the coursework.
- Students sitting for the December exam (final exam brought forward) will be assessed according to the criteria specified for the July opportunity.
- Students officially enrolled part-time who have been granted an official dispensation from attending classes will need to contact the teachers at the beginning of the semester, and they will be assessed according to the criteria applied in the July opportunity.
- Any lack of academic honesty (plagiarism, cheating in exams, and so on) will be penalized in accordance with the provisions of the “Norms for the assessment, review and claim of qualifications for undergraduate and graduate degrees” (Article 14). Instructors may use the plagiarism-detection service "Turnitin" to check students' work. Plagiarism in any activity will translate into a grade of "0" in this activity.
- The university provides a service known as ADI ("Atención á diversidade") specializing in helping "os membros da comunidade universitaria con necesidades especiais derivadas da discapacidade ou doutras formas de diferenza fronte á poboación maioritaria". Those students interested in this service can contact Prof. Rosario Mascato pat.filoloxia@udc.gal in our Facultade de Filoloxía or else the general ADI office at adi@udc.es. (https://www.udc.es/cufie/adi/apoioalumnado/
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Sources of information |
Basic
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ACHEBE, Chinua (1958 [2001]). Things Fall Apart (novel). London: Penguin
KINCAID, Jamaica (1988). "Small Place" (essay). New York: Farrar
ADICHIE, Chimamanda Ngozi (2009). "The Arrangers of Marriage" (short story). London: Fourth State.
KAY, Jackie (). "Things Fall Apart" (poem). http://www.poetryarchive.org/poetryarchive/singlePoet.do?poetId=5682
Morris, Rosalind C. (ed.) (2010). Can the Subaltern Speak? Reflections on the History of an Idea. Columbia UP
Haddad, Joumana (2011). I Killed Scheherazade: Confessions of an Angry Arab Woman. Lawrence Hill
Rivera, Gabby (2016). Juliet Takes a Breath. Riverdale Avenue Books
Said, Edward (1995). Orientalism: Western Concepts of the Orient. Penguin
Philip, Marlene Nourbese (2014). She Tries her Tongue, her Silence Softly Breaks. Wesleyan UP
Ortiz, Amalia (2019). The Canción Cannibal Cabaret & Other Songs. Wing
Namjoshi, Suniti (2013). The Fabulous Feminist: A Reader. Zubaan
VVAA (2007). Treinta y Uno, Thirty One: A Bilingual Anthology of Saharawi Resistance Poetry. Sombrerete
Bobis, Merlinda (1999). White Turtle. Spinifex |
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Complementary
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McLeod, John (2010). Beginning Postcolonialism, 2nd ed.. Manchester UP
Anzaldúa, Gloria (1987). Borderlands/La frontera: The New Mestiza. Spinster/Aunt Lute
Clarke, Ayebia (2005). Broadening the Horizon: Critical Introductions to Amma Darko. Banbury, UK
Boehmer, Elleke (1995/2005). Colonial and Postcolonial Literature. Oxford UP
Young, Robert J.C. (1995). Colonial Desire: Hybridity in Theory, Culture and Race.
Keown, Michelle; David Murphy and James Procter, eds. (2009). Comparing Postcolonial Diaspora. . Macmillan
Steger, Manfred (2013). Globalization: A Very Short Introduction. Oxford UP
Childs, Peter, and Patrick Williams (1997). Introduction to Post-Colonial Theory. Prentice
Wisker, Gina (2007). Key Concepts in Postcolonial Literature. Macmillan
Raiford, Leigh and Heike R-Hernandez (2017). Migrating the Black Body. The African Diaspora and Visual Culture. Seattle: U of Washington
Wawrzinek, Jennifer and J.K.S. Makokha (2011). Negotiating Afropolitanism: Essays on Borders and Spaces in Contemporary African Literature and Folklore. Rodopi
Isidoros, Konstantina (2018). Nomads and Nation-Building in the Western Sahara: Gender, Politics and the Sahrawi. I.B. Tauris
Ashcroft, B., G. Griffiths and H. Tiffin (2007/2013). Postcolonial Studies: The Key Concepts. 2nd/3rd edition.. Routledge
Ramone, Jenni (2011). Postcolonial Theories. New York: Palgrave
Gadsby, Meredith (2006). Sucking Salt: Caribbean Women Writers, Migration, and Survival. . Columbia:U of Missouri
Booker, M. K. (1998). The African Novel in English. An Introduction. Heinemann
Ashcroft, B., G. Griffiths and H. Tiffin (1989/2002). The Empire Writes Back. Theory and Practice in Post-Colonial Literatures. 2nd ed. . Routledge
Donnell, Alison (2006). Twentieth-Century Caribbean Literature: Critical Moments in Anglophone Literary History. London: Routledge |
We suggest students use Ashcroft, Griffiths and Tiffin's 2007 book (UDC call number L2-4120), for a general overview of postcolonial studies and its main concepts (please use second or third edition of the book). For each unit, teachers will encourage students to read specific chapters or articles. |
Recommendations |
Subjects that it is recommended to have taken before |
Introdución aos Estudos Literarios/613G03005 | Literatura Inglesa 1/613G03010 | Literatura Inglesa 2/613G03017 | Lingua Inglesa 4/613G03019 | Use of English 1/613G03020 | Culture and Civilisation of English-Speaking Countries/613G03022 |
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Subjects that are recommended to be taken simultaneously |
English Literature and Literary Criticism/613G03032 |
|
Subjects that continue the syllabus |
English Literature and Literary Criticism/613G03032 | Final Dissertation/613G03041 |
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Other comments |
Although the detailed reading schedule/calendar will be given out on the first class session, students are encouraged to start reading the REQUIRED READINGS as soon as possible. |
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