On pedagogy and resistance: Unraveling the Post-colonial Politics in the Literature Classroom

Fatin AbuHilal, Aymar Abu-Shomar

Resumo


The pronounced universalism, standardization and elitism of the American literary tradition in English departments in countries of former experience of colonization have created an enduring relationship between the center and the margin through processes of assimilation, integration and ambivalence. The literary text has become critically open to contestation among differentiated components: the old military conquest, daily institutional compulsion, and in progress ideological interpellation, which have become the basic features of the post-colonial culture.  However, in place of opposition and contestation of the authorized colonial hegemonic performances, different forms of assimilation and integration were articulated and attended in these departments. In the long run, opposition discourses have developed strategies to cleave from the Center, and in order to achieve this, and, by adopting borrowed means from the Center, these opposition discourses cleave to the Center itself, which creates an ambivalent relation between the Center and the Margin. Within this understanding, the need for post-colonialist discursive negotiations that require the native rewrite him/herself (not) as an object of imperialism, but as a subject of contestation remains one major aspect of discourses of resistance. In this paper, we address the various interpellation processes in post-colonial literature classroom by which the critic and the literature teacher address the post-colonial subject and produce him/her as a subject proper of colonization or Americanization. In addition to rehearsing the existing literature of resistance discourses, we investigate the role of the authoritative text as a means by which colonial and post-colonial regimes have enforced this tradition in past and post-colonial territories. We probe the various processes by which colonial subjects assimilated, incorporated or disallowed and rejected the extended processes of their literary education. Drawing on our investigations and analyses of these processes, we propose further outlets for resistance and dissent to these practices.


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Direitos autorais 2017 REALIS | Revista de Estudos AntiUtilitaristas e PosColoniais - ISSN: 2179-7501



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