Post-Colonialisms (II). (Post-)Colonial Identities and Strategies of Resistance. 1. Colonialism, Orientalism and Racism 3. Hybridity and the Other Postcolonial Questions. Starting Questions. Any questions about your readings?
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(Post-)Colonial Identities and Strategies of Resistance
1. Colonialism, Orientalism and Racism
3. Hybridity and the Other Postcolonial Questions
2. Post-Colonial Identities
. . . and here you sty meIn this hard rock,”
Caliban needs to use violence --cathartic violence to cleanse him of his inferiority complex.
e.g. Up from Slavery, Black Like Me, Focus
2. However, racial groups are real in a sociological sense insofar as people with different skin colour, etc., are commonly positioned and treated differently. (www.soc-canada.com/ppp/ch09.ppt)
-- Self defined in terms of the Other: the two are thus inseparable and mutually dependent;
-- Uncertainty of the colonizers
The Subaltern cannot speak (Spivak).
All the same but not quite-- Indian gentleman or Indian celebration of U.K.’s national day.
1. Preserving and developing one’s mother tongues with Romanization, etc.
2. Changing or reversing or confusing the language hierarchy
e.g. the use of Taiwanese and Hakka in Taiwan 客家話; the value of Chinglish
3. mixing languages with different strategies of translation:
(Three stages of the use of colonizer’s language: Adopt, Adapt, Adept)
-- e.g. “My Man Bovanne” -- re-naming vs. Ms. Hazel’s language
3) Immigration to Taiwan -- Mainland Chinese perspectives (e.g. soldiers/immigrants)
As autoethnography (textbook chap 5: 471)
4) Examples of neo-colonialism, colonial mimicry and “third-world” intellectuals’ positions
5) Examples of Taiwanese hybridity (next time)
Integration, Active participation,
Consciously Subversive Mimicry
HybridizationPostcolonial Identities —III. Identity and Strategies
Purity & Authenticity
Beyond Identity Politics
(Against Multiculturalism, or the idea of authenticity and purity)
author of “The Lesson”
-- her language: Black English
1. Focus too much on their cause and ignore a real contact with the ‘people’ they should care about. (3)
2. In the children’s criticism of their mother: (5-7)
-- they are fixated on their views of proper dress, proper “Black” appearance and proper things to do for the elderly, ignoring their really needs (emotional, sexual and material).
Ms. Hazel – When asked to organize a council of elders, she said: “Me? Didn nobody ask me nuthin. Tamu? You mean Nisi? She change her name?” (p. 6, also p. 8)
2. Post-Colonial Identities