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Day 5
Opening Group Question:
Learning Task: Binarisms
1) List some of the binarisms that your church tradition has practiced. Are the following total opposites, culturally? How do they define some of these opposites? (man-woman, adult-child, beautiful-ugly, friend-alien, advanced-retarded, good-evil, human-bestial, teacher-pupil, doctor-patient, teacher-pupil, doctor-patient, self-other, us-them, colonizer-colonized, civilized-native, white-black)
2) Reflect these answers on your wiki.
Lecture:
3b) How did the Colonies Resist?
Frantz Fanon (1925-1961) The Wretched of the Earth, Black Skin, White Masks. Worried that even the new local leaders had characteristics of the previous oppressive regime. Took to restructure African society without colonial influence on local leaders. He also advocated for arms struggle and was involved in many liberation movements. Preceding Edward Said on anti-colonialism.
Wikipedia article on Fanon: http://en.wikipedia.org/wiki/Frantz_Fanon
Anti-colonialism-- political struggle against the practices of colonialism.
Comprador-- a class of neo-colonial rulers – the elite of the colonized country who simply exchanged roles with the white colonizers but did not restructure society (from Fanon). Their ‘black skin’ wore ‘white masks’.
Post-colonial reading-- a way of reading colonial texts to ascertain the effects of colonization on the literary production itself (making explicit the implicit understandings in the text).
Wikipedia article on Spivak: http://en.wikipedia.org/wiki/Gayatri_Spivak
End of Class Group Question:
Learning Task: Resistances
1) List some of the discourses promoted by your culture and/or the culture that dominated your group.
2) List how your tradition has resisted or propagated the discourses promoted by the dominant culture.
3) Share this in your groups and add your insights to your wiki.
Learning Task: Binarisms
1) List some of the binarisms that your church tradition has practiced. Are the following total opposites, culturally? How do they define some of these opposites? (man-woman, adult-child, beautiful-ugly, friend-alien, advanced-retarded, good-evil, human-bestial, teacher-pupil, doctor-patient, teacher-pupil, doctor-patient, self-other, us-them, colonizer-colonized, civilized-native, white-black)
2) Reflect these answers on your wiki.
Lecture:
3b) How did the Colonies Resist?
Frantz Fanon (1925-1961) The Wretched of the Earth, Black Skin, White Masks. Worried that even the new local leaders had characteristics of the previous oppressive regime. Took to restructure African society without colonial influence on local leaders. He also advocated for arms struggle and was involved in many liberation movements. Preceding Edward Said on anti-colonialism.
Wikipedia article on Fanon: http://en.wikipedia.org/wiki/Frantz_Fanon
Anti-colonialism-- political struggle against the practices of colonialism.
Comprador-- a class of neo-colonial rulers – the elite of the colonized country who simply exchanged roles with the white colonizers but did not restructure society (from Fanon). Their ‘black skin’ wore ‘white masks’.
Post-colonial reading-- a way of reading colonial texts to ascertain the effects of colonization on the literary production itself (making explicit the implicit understandings in the text).
Counter-discourse—A challenge to the colonial discourse mounted from the periphery.
Contrapuntal reading-- (from Said) a reading of a text looking for its deep implication in the colonial process.
Re-inscription: “Writing back” as response to colonial texts.We watched a trailer for Wicked as an example of a cultural text (the Wizard of Oz) that is "re-inscribed" with new meaning from a different perspective. Wicked does this by telling the narrative of both witches and how one got to be known as the good witch and the other as the bad witch.
Gayatri Spivak- her most well known work is the essay: Can the Subaltern Speak? Where do the subaltern find a voice that is truly their own, not one given to them from another perspective. Can they find their voice? Noted challenges the subaltern face after the dwindling of colonialism power. She also wrote A Critique of Postcolonial Reason: Towards a History of the Vanishing Present. Questions asked, included: 'Is there a way to have a voice when they have been spoken for, for so long?' 'Where do they get their own voice?' 'How is it created, not reacting to past voices, remaining true to that particular distinctiveness of their own culture?' Contrapuntal reading-- (from Said) a reading of a text looking for its deep implication in the colonial process.
Re-inscription: “Writing back” as response to colonial texts.We watched a trailer for Wicked as an example of a cultural text (the Wizard of Oz) that is "re-inscribed" with new meaning from a different perspective. Wicked does this by telling the narrative of both witches and how one got to be known as the good witch and the other as the bad witch.
Wikipedia article on Spivak: http://en.wikipedia.org/wiki/Gayatri_Spivak
End of Class Group Question:
Learning Task: Resistances
1) List some of the discourses promoted by your culture and/or the culture that dominated your group.
2) List how your tradition has resisted or propagated the discourses promoted by the dominant culture.
3) Share this in your groups and add your insights to your wiki.
dhaub |
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