| 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 |
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| 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 | |||
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%).
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| 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 |
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| 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 |
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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 | ||||||
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| Subjects that are recommended to be taken simultaneously | |
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| Subjects that continue the syllabus | ||
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| Other comments | |
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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. |