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World Literatures in English

World Literatures in English. and Continuation Relatedness to our World and Taiwan. Conclusio n Mapping: Visual Mapping & Cognitive Mapping. WE ARE THE WORLD? - U.S.A. for Africa.

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World Literatures in English

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  1. World Literatures in English and Continuation Relatedness to our World and Taiwan Conclusion Mapping: Visual Mapping & Cognitive Mapping

  2. WE ARE THE WORLD? - U.S.A. for Africa There comes a time when we need a certain call When the world must come together as one There are people dying Oh, and it's time to lend a hand to life The greatest gift of all We can't go on pretending day by day That someone, somehow will soon make a change We're all a part of God's great big family And the truth - you know love is all we need ( CHORUS ) We are the world, we are the children We are the ones who make a brighter day so let's start giving There's a choice we're making We're saving our own lives It's true we'll make a better day Just you and me

  3. What is Mapping and what is it for? • Visual mapping– the authors and characters are not out of nowhere. • Cognitive mapping – a way to manage your own knowledge and to locate oneself I: Contextualization & Artistic Concretization II. Major Themes III. Self-Location

  4. Mapping Caribbean Area India South Africa

  5. South Asia Lahore Shahjahanpur Kelara

  6. News Today • Political violence in a Pakistani election • (Sunday January 12, 1:57 PM ) Nearly 700 dead as Bangladesh-India cold spell continues Source http://in.news.yahoo.com/030112/137/1zzrw.html

  7. South Africa: Map

  8. News Today • 不甘長期受屈辱 非洲婦女爭人權  (source) • Kenya: against family violence; Nigeria: 教導當地青少女維護自己權利的啟蒙課程。奈及利亞女性：以我個人來說-在我家和傳統上女孩必須行割禮(clitoridectomy )我很幸運很早就接觸到-女孩權利啟蒙組織也就是在行割禮前所以當我面臨那個時期時 • 史瓦濟蘭(Swaziland)國王恩史瓦帝三世

  9. The Caribbean Islands & their migrants Canada The U.S. “Children of the Sea”; Fugees Annie John M. Cliff, B. Marley Wide Sargasso Sea Sugar Cane Alley England France

  10. News Today • Haitian president thanks Taiwan for airport link • A highway linking the Haitian capital Port-au-Prince's international airport to the city's downtown district, which was completed with funds donated by Taiwan(donated more than US$8 million)  improve traffic conditions.(source: http://www.taipeitimes.com/News/taiwan/archives/2003/01/06/189940 )

  11. News Today • Kingston, Jamaica, 資優班，班上超過六十個學生中三分之二是女生; • Reasons: 在牙買加，父親經常在家中缺席，男孩被鼓勵在運動和音樂等課外活動，取得傑出的表現。相對的他們在課業上的表現，就沒有那麼受到關注。為了改善這樣的傳統造成男孩學習成積上的落後，牙買加的學校會鼓勵學童邀請父親一起來上課，甚至在某些日子，女學童不用上課，只有男學生和他們的父親一起到校上課。

  12. Cognitive mapping I • the cultural specifics: (esp. in religions, gender and race/class relations) • e.g. India: multiple religions (e.g. Ganesh) and languages, Caste system, purdah, • e.g. South Africa: multiple languages;apartheid, “cross-over” styles in music (e.g. “God Bless Africa”: iscathamiya + missionary school music) • e.g. the Caribbean: creolization, krik?krak!

  13. Cognitive mapping I-2 • Traveling and interchanges of cultures: • Obeah –1) African roots; 2) mixture of signs of Christianity and voodoo • Caribbean Music – mixture of influences from Africa (drum, abeng) and the U.S. (e.g. reggae from New Orleans R&B); influences of slavery (Calypso) and capitalism.

  14. Cognitive mapping I—example 1 • “Purdah” • Stands outside herself, or turns inward to look for a self for herself; • “Honour” • Moral constraints + romantic/sexual fantasies lack of sympathy and reality checks • “Her Mother” • Housework  fragmentary thinking and writing; • Limitations: in view of marriage and the “foreigners” • Able to sympathize with her husband and her daughter.

  15. Cognitive mapping I—example 2 • “The Body is the Country of Joy and of Pain” • “joy” in her imagination; loss of relations and one’s self; • “The Prisoner Who Wore Glasses” • “[The prinson] makes a man contemplate all kinds of evil deeds.” (71);

  16. Cognitive mapping I-3: Art • the artistic embodiment: • e.g. the “symbolic” meanings of obeah (WSS and “The Prophetess”) • e.g. spatial metaphors, • e.g. natural beings as metaphors • e.g. Biblical allusions (WSS-garden, ) • e.g. English sayings and words. Language

  17. Cognitive mapping II-1: Central Themes Colonization, Systems of Inequality and Post-Colonial Resistance a. Colonization and Gender • Colonial mentality: • Need for expansion; • Lack – in their mind, or of money. (Queen Isabella, Crusoe, Rochester, the jailer) • Gender and colonization -- women’s role • Creoles and Afrikans –don’t always have the power because of their “white” skin colors.

  18. Cognitive mapping II-2: Central Themes b. Systems of Inequality in colonial society— Racial(government) hierarchy // gender hierarchy minority women doubly victimized: e.g. (the mother) and the sweet sixteen in SB, Earth, the girl in Sugar Cane Alley, “Children.” Racial hierarchy criss-crossed with that of gender: e.g. Abeng Women’s responses: • Sense of fatality (Antoinette) • showing their power of survival and greater awareness: “Amnesty”

  19. Cognitive mapping II-2: Central Themes c. Post-Colonial Resistance and identities • Christophine’s criticism of Rochester; • Antoinette’s “dark journey home.” • Friday’s dance and flower ritual on the sea • Susan Barton’s ceaseless attempts at communication and writing;

  20. Cognitive mapping II-3 • B. Children and Gender • Children’s growth and education (e.g. Clare and Zoe vs. Antoinette and Tia; Krishna vs. Jose; Vukani (“Violin”) vs. Jose;the boy in “Prophetess” vs. Antoinette) • Mother-daughter relationship • C. Diaspora: Push and Pull forces; their Motherland • Forced to leave or to go for a better life • Mother and the past missed by Antoinette, and rejected by Annie. • Lack of “mother” and Hong Kong seen upside down in Happy Together.

  21. Continuation (I) • Taiwanese counterparts; A. (de-)colonization: Does Taiwan succeed in constructing its own identity after the multiple colonization by Holland, Spain, Japan, the U.S. and under the neo-colonial powers of the U.S. and Japan? (e.g. 1. Japanese and American cololization: • the stories by 黃春明； • the films 《無言的山丘》、《無卵頭家》、 A Borrowed Life,City of Sadness, 、《太平天國》(Bhadha Bless America)、 2. KMT and White Terror: 《悲情城市》《超級大國民》 《匪諜大亨》 3. and so many other texts.)

  22. Continuation (I) • Taiwanese counterparts; B. cultural/national identity: What kinds of cultural identities do Taiwanese have? How are they different from the Chinese diaspora in the other parts in the world? Taiwan’s identities:〈台灣奇蹟〉；張大春〈將軍碑〉、〈四喜憂國〉；林燿德《高砂百合》 Immigrants:《候鳥》vs. 《春光乍洩》《浮生》from Hong Kong to the States:平路〈玉米田之死〉 、《三個女人的故事》 vs. 《甜蜜蜜》、《愛在他鄉的季節》 Immigrants in Taiwan: Malaysians in Taiwan many novels such as〈魚骸〉、 《望鄉》、《飛行城市》

  23. Continuation (I) • Taiwanese counterparts; C. gender and race: Orientalism. How have Taiwanese women suffered from the colonizers‘ rape （e.g. Comfort Women, 慰安婦）, or from double victimization by both patriarchy and colonialism （李昂〈戴貞操帶的魔鬼〉《迷園》）? How have Taiwanese women assert themselves against both?（平路 《行路天涯》） How about mainland Chinese women in Taiwan? • Wives waiting for getting their citizenship; • “Some” prostitutes seeing 收容所 as their temporary home.

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