Identifying Data 2019/20
Subject (*) Postcolonial Literature Code 613G03026
Study programme
Grao en Inglés: Estudos Lingüísticos e Literarios
Descriptors Cycle Period Year Type Credits
Graduate 2nd four-month period
Third Obligatory 6
Language
English
Teaching method Face-to-face
Prerequisites
Department Letras
Coordinador
Frias Rudolphi, Maria
E-mail
maria.frias@udc.es
Lecturers
Cabarcos Traseira, Maria Jesus
Frias Rudolphi, Maria
E-mail
maria.jesus.cabarcos@udc.es
maria.frias@udc.es
Web http://https://moodle.udc.es/course/view.php?id=28956&lang=en
General description Esta materia aportará unha visión panorámica dos/das autores/as de países que foron colonias do imperio británico, así como das diásporas destes países. Tamén se estudará o contexto socio-histórico destas literaturas coloniais e poscoloniais anglófonas.
Contingency plan

Study programme competencies
Code Study programme competences
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
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
C2
C4
C6
C7
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
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 Henry Lawson’s “The Drover’s Wife”

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 and Chimamanda Ngozi Adichie’s “The Danger of a Single Story”
3. Resisting Decolonization 3.1. South Africa: From settler colony to the post-apartheid era.
3.2. Post-colonial (?) Australia: The Stolen Generation.
Readings: Nadine Gordimer’s “Country Lovers” and excerpts from Sally Morgan’s My Place

4. Postcolonial Agency 4.1. Hybridity and Third Spaces
4.2. “Rites of Passage” and Liminality.
4.3. “Can the Subaltern Speak?”
Reading: excerpt from David Malouf’s Remembering Babylon
5. Diasporas, Migrations and Transnational Contexts 5.1. Still, the slave trade triangle
5.2. Afropolitanism
5.3. Globalization, neocolonialism and cosmopolitanism
Readings: Amma Darko’s Beyond the Horizon, excerpts from Jamal Mahjoub’s Travelling with Djinns, Jamaica Kincaid’s “A Small Place”, and Merlinda Bobis's “The Long Siesta as a Language Primer”

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Seminar A6 A15 B7 C2 7 14 21
Guest lecture / keynote speech A3 A7 A16 A17 B5 C2 19 25 44
Directed discussion A1 A2 A11 A15 B7 B8 C4 C6 C7 14 14 28
Long answer / essay questions A9 B1 B2 B3 B6 2 24 26
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
Seminar Students are expected to read the assigned material BEFORE sessions start. Students will be provided with a detailed calendar with the assigned readings at the beginning of the semester.
Guest lecture / keynote speech In these lectures (DE or ”docencia”), 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 and TGR sessions.
Long answer / essay questions Students will write two essays (one half-way through the semester; the other one at the end) based on the novels discussed in the small groups.
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
Seminar
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.


Assessment
Methodologies Competencies 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) which may include, among others, reader responses to the assigned readings, summaries, analysis, contribution to debates and class discussion. 20
Long answer / essay questions A9 B1 B2 B3 B6 Students will write two essays (one half-way through the semester; the other one at the end) based on the novels discussed in the small groups. (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. 40
 
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 4 out of 10 is obtained in the final exam. 
  • The second opportunity of assessment in July will consist of the following sections:
1) a written test similar to the June final (40%); 
2) a critical essay (40%);
3) additional written questions to substitute for the “Directed discussion” portion of the assessment in the first opportunity (20%).
  • 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. 
  • 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. Ana Veleiro in our Facultade de Filoloxía or else the general ADI office at adi@udc.es. 



Sources of information
Basic ACHEBE, Chinua (1958 [2001]). Things Fall Apart (novel). London: Penguin
SENIOR, Olive (). "Colonial Girls School" (poem). http://www.poetryarchive.org/poetryarchive/singlePoet.do?poetId=14910
BENNET, Louise (2008). "Colonization in Reverse" (poem). http://www.thenewblackmagazine.com/view.aspx?index=1377
GORDIMER, Nadine (1975). "Country Lovers" (short story). http://data0.eklablog.com/we-love-reading/perso/la%20rencontre%20avec%20lautre/country%20lovers.pdf
KINCAID, Jamaica (1988). "Small Place" (essay). New York: Farrar
ADICHIE, Chimamanda Ngozi (2009). "The Arrangers of Marriage" (short story). London: Fourth State.
BREEZE, Jean "Binta" (2001). "The Arrival of Brighteye" (poem). http://www.youtube.com/watch?v=Oylxi-pPPwM
LAWSON, Henry (1892). "The Drover's Wife" (short story). https://ebooks.adelaide.edu.au/l/lawson/henry/while_the_billy_boils/book2.1.html
NICHOLS, Grace (1984). "The Fat Black Woman Goes Shopping" (poem). London: Virago.
KIPLING, Rudyard (1899). "The White Man's Burden" (poem). http://www.kiplingsociety.co.uk/poems_burden.htm
KAY, Jackie (). "Things Fall Apart" (poem). http://www.poetryarchive.org/poetryarchive/singlePoet.do?poetId=5682
DARKO, Amma (1991). Beyond the Horizon (novel). London: Heinemann
MORGAN, Sally (1982). My Place (novel). London: Virago.
MAHJOUB, Jamal (2004). Travelling with Djinns (novel). Vintage RAND
BOBIS, Merlinda (1999). “The Long Siesta as a Language Primer" (short story). North Melbourne: Spinifex Press

Complementary McLeod, John (2010). Beginning Postcolonialism, 2nd ed.. Manchester UP
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
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

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

Other comments

Although the detailed reading schedule/calendar will be given out on the first class session, students are encouraged to start reading the TWO LONG REQUIRED READINGS (Achebe's entire novel and, later, Amma Darko's novel) as soon as possible. There are only a few copies of these novels in our UDC libraries, so we advise students to borrow or order them at their earliest convenience.



(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.