195:307:01 Introduction to Postcolonial Literatures and Theories
Cross-listed with 013:401:01 Advanced Topics in AMESALL
Fall 2012 T5Th5 Murray 114, CAC
Professor Janet A. Walker
jwalk@rci.rutgers.edu
Office: Scott 238 Office hours: T4Th4 or by arrangement
Office phone number: (732)932-7605
My mailbox is in the office of the Department of Asian Languages and Cultures,
located in Scott 330. You may leave papers there during normal business hours.
Comparative Literature website address: http://complit.rutgers.edu/
Rationale for the course
Postcolonialism may be defined, following Robert Young, as the perspective
provided by theories that “analyze the material and epistemological conditions of
postcoloniality and seek to combat the continuing, often covert operation of an
imperialist system of economic, political and cultural domination.” In this course we
will discuss, through the lens of postcolonial theories, major literary and filmic texts
that, as John McLeod puts it, have been “produced by people from countries with a
history of colonialism, primarily those concerned with the workings and legacy of
colonialism, and resistance to it, in either the past or the present.” The course will
use postcolonial theories to discuss the ways in which the literary forms of fiction,
film, investigative reportage, and autobiography both depict and question
postcolonial realities in nations ranging from Indonesia and India to Senegal and
Guatemala.
SAS Learning Goals Fulfilled by This Course
For students from the Class of 2014 or earlier, this course fulfills the SAS Global
Awareness and Humanities requirements.
For classes beginning with the Class of 2015, this course meets the following goals
of the SAS Core Curriculum:
O and P of the Arts and Humanities requirement, which specifies that, upon
completion of this section of the Core Curriculum, students will be able to O.
Examine critically philosophical and other theoretical issues concerning the nature
of reality, human experience, knowledge, value, and/or cultural production; and P.
Analyze arts and/or literatures in themselves and in relation to specific histories,
values, languages, cultures and technologies.
A, B, and D of the 21st-Century Challenges requirement, which specifies that, upon
completion of this section of the SAS Core Curriculum, students will be able to A.
Analyze the degree to which forms of human difference shape a person’s experiences
of and perspectives on the world; B. Analyze a contemporary global issue from a
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multidisciplinary perspective; and D. Analyze issues of social justice across local
and global contexts.
The issue of human difference, which is a focus of A in the SAS Core Curriculum’s
21st–Century Challenges requirement, is crucial to this course. Colonial ideology
posited the colonized as inherently different from the colonizer, this difference
interpreted hierarchically as inferiority, and the colonized renegotiated their identity
through activities of resistance. In the postcolonial era, difference was marked by the
distance between the elite classes, who inherited some of the power of the colonizers,
and the rest of the people. The course fulfills the B requirement in that it analyzes the
contemporary global issue of the lingering effects of colonialism on several
nations. Issues of social justice, which are a focus of D, are also central to the
course. While the colonized are denied human rights and social justice by the
colonizer under colonialism, in some formerly colonized nations certain groups are
frequently marginalized and denied social justice, for example: tribal people and
Dalits (Untouchables) in India and indigenous peoples in Guatemala. The literary,
filmic, and theoretical texts dealt with in the course bring these issues to the fore.
Assessment
Students will be assessed, in the final paper, following guidelines set out by the Core
Requirements Committee and the SAS Advisory Committee on Assessment.
Learning Goals of the Comparative Literature Program
1) Students will demonstrate familiarity with a variety of world literatures as well as
methods of studying literature and culture across national and linguistic
boundaries and evaluate the nature, function and value of literature from a global
perspective.
2) Students will demonstrate critical reasoning and research skills and will write a
clear and well developed paper or project about a topic related to more than one
literary and cultural tradition. If they decide to major or minor in Comparative
Literature, they will design and conduct research in an individual field of
concentration (such as literary theory, women’s literature, postcolonial studies,
literature and film, etc.).
Learning Goals of the Instructor
The course aims to develop the student’s capacity to think critically about
postcolonial literatures in a comparative framework. Important issues that we will
consider are the construction of nation and national culture, the role of education and
language, and hybridity, gender, and the disenfranchised in the formation of colonial
and postcolonial identities. It also aims to develop the student’s capacity to
understand how the genres or forms in which writers treat postcolonial issues: in this
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course fiction, autobiography, investigative reportage, and film, shape their
representation of postcolonial realities and identities.
By the end of the course students should have arrived at an understanding of how the
postcolonial situation is represented and interrogated in texts from several areas of
the formerly colonized world. Students should further have arrived at an
understanding of how identities are formed in the context of class, gender, and
ethnicity in the colonized and formerly colonized world. Finally, students should
have gained the capacity to express their understanding of specific literary texts as
postcolonial texts through class discussions and through the writing of two short
papers and one longer comparative paper.
Required readings to be purchased: the following five books for the course listed
below are available for purchase at the Barnes and Noble Bookstore at Rutgers
University (100 Somerset Street). Feel free to order them online, but if you do, be
sure to order them using the ISBNs that I have given below. Please note that we
will be reading the second editions of the first title (Loomba) and the fifth title
(Menchú). If you buy the first editions of these books, the content will be different
and the page numbers will not coincide with those of the second edition.
1) Ania Loomba. Colonialism/Postcolonialism, 2nd edition 2005. Routledge. ISBN
#978-0415350648
2) Pramoedya Ananta Toer. Translated by Max Lane. This Earth of Mankind
Penguin Books. ISBN#978-0140256352
3) Ousmane Sembène. Xala. Translated by Clive Wake. Chicago Review Press,
Lawrence Hill Books ISBN#978-1556520709
4) Arundhati Roy. The God of Small Things. Random House. ISBN #9780812979657
5) Elisabeth Burgos-Debray, ed. and introd. I, Rigoberta Menchú: An Indian
Woman in Guatemala. Translated by Ann Wright. 2nd edition 2010. Verso.
ISBN#978-1844674183
All other readings for the course are available on Alexander Online Reserve, under
my name. In addition, the film Xala, directed by Ousmane Sembène, with subtitles,
will be shown.
Course format
When a book to be purchased is assigned, its title is marked with an asterisk in the
syllabus. Students should bring to class a copy of each required book on the day
that it will be discussed. If a required text that is assigned is not marked with an
asterisk, it is to be found on Alexander Online Reserve. Please note that some of the
readings on reserve are historical or theoretical background materials and some are
literary texts that will be focused on in class.
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Course procedures
Please be sure to have purchased or ordered (and received) all required books for the
class by the time they are needed. And please bring all relevant materials from
Alexander Online Reserve in Xeroxed form to class on the day they are needed. I
indicate in the syllabus which reserve readings students should bring to class.
Students are not allowed to have an online copy of the text in class—it should be
in print form of some kind, i.e., either a book or a Xeroxed document.
Use of electronic devices
Please note that computers, cell phones, and all other technological devices (beepers,
iPods, MP3 players, etc.) must be turned off during class out of respect for the
instructor and fellow students. This is an interactive course that demands your
attention and participation.
SYLLABUS
*Please note: in the syllabus, only the author, the title, and the page numbers of
a reading are given; complete references to the texts, which students will need in
preparing a Works Cited section for each paper, are to be found under the
author’s name in the Bibliography.
Tues. Sept. 4 Introduction to course syllabus, content, and format
Thurs. Sept. 6 What is postcolonialism? What is colonialism and what is the “post”
in the term postcolonialism?
Readings:
1) Ania Loomba, *Colonialism/Postcolonialism: “Chapter One: Situating Colonial
and Postcolonial Studies,” pp. 7-24 (through top paragraph).
2) Aimé Césaire, “From ‘Discourse on Colonialism,’” pp. 172-180. [bring to class]
3) Bouda Etemad, Possessing the World: “Introduction,” pp. 1-7.
****Indonesia Unit****
Tues. Sept. 11 Introduction to colonialism and postcolonialism in Indonesia
Reading: Bouda Etemad, Possessing the World: “The Dutch Domain: From the
Trading Empire to the Java War,” pp.148-151; “Java and the Cultivation System,”
pp.161-163; “The Creation of the Dutch East Indies,” pp.172-173.
Thurs. Sept. 13 Orientalism: a western way of constructing the non-Western world
Readings:
1) Edward Said, Orientalism, pp. 1-13, 201-211. [bring to class]
2) Pramoedya Ananta Toer, House of Glass (the final volume of the “Buru
Quartet,” 1980-88): sections on Meneer L______, pp. 58-61, 68-71, 77-80, 114-
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115, 124-125, 176-177; and on Minke as cultural hybrid and the form of the Buru
Quartet, 176-177. [bring to class]
Tues. Sept. 18 Pramoedya Ananta Toer, This Earth of Mankind (the first volume of
the “Buru Quartet”)
Readings:
1) *This Earth of Mankind, Translator’s Note, pp. 9-12; Chapters 1-5 (pp. 9-103).
2) Ania Loomba, *Colonialism/Postcolonialism: “Constructing Racial and Cultural
Difference,” pp. 91-106.
3) Ann Laura Stoler, Carnal Knowledge and Imperial Power: the nyai, pp. 46-51,
68, 180. [bring to class]
Thurs. Sept. 20 Colonial education in *This Earth of Mankind
Readings:
1) *This Earth of Mankind, Chapters 6-9 (pp. 104-168).
2) Loomba, *Colonialism/Postcolonialism, pp. 75-80.
3) Sanjay Seth, Subject Lessons, pp. 1-5, 197-198, 17-19, 26-31, 42-45. [bring to
class]
4) Thomas Babington Macaulay, “Minute on Indian Education,” pp. 428-430.
[bring to class]
Tues. Sept. 25 The Buru Quartet”: a historical novel of the rise of Javanese
nationalism
Readings:
1) *This Earth of Mankind, Chapters 10-16, pp. 169-284; Afterword (Max Lane),
pp. 361-363.
2) Benedict Anderson, Imagined Communities, pp. 1-7, 30-36.
Thurs. Sept. 27 This Earth of Mankind as a critique of the legal and religious status
of the indigenous people under Dutch colonialism
Readings:
1) *This Earth of Mankind, Chapters 17-20, pp. 285-359.
2) Laura Ann Stoler, Carnal Knowledge and Imperial Power, pp. 101-106.
Tues. Oct. 2 Concluding discussion of This Earth of Mankind: Colonial education
versus traditional Javanese education; the novel as a fable and an allegory
****India unit****
Thurs. Oct. 4 Introduction to colonialism and postcolonialism in India
Readings:
1) Anshuman Mondal, “South and East Asia,” pp. 139-141, 144-150.
2) Máire Ní Fhlathúin, “The British Empire,” pp. 25-31.
3) Barbara Harlow and Mia Carter, ed. and introd., “The British East India
Company,” pp. 4-7. [bring to class]
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**First short take-home exam due
Tues. Oct. 9 Literature of the postcolonial disenfranchised I—tribal people
Readings:
1) Gayatri Chakravorty Spivak, “The Author [Mahasweta Devi] in Conversation,”
pp. ix-xxi.
2) Arundhati Roy, Walking with the Comrades, pp. 38-45, 122-123, 1643-175, 208214.
3) Ania Loomba, *Colonialism/Postcolonialism, pp. 13-16, 165-170.
Thurs. Oct. 11 Literature of the postcolonial disenfranchised: Mahasweta Devi,
“Draupadi’ (1978)
Readings:
1) Gayatri Chakravorty Spivak, “Draupadi: Translator’s Foreword,” pp. 1-18. [bring
to class]
2) Mahasweta Devi, “Draupadi,” pp. 19-38. [bring to class]
[1 and 2 are to be found together on Alexander Online Reserve]
Tues. Oct. 16
“Draupadi” and theories of the disenfranchised: concluding
discussion
Readings:
1) Abdul JanMohamed, “Between Speaking and Dying,” pp. 139-147. [bring to
class]
2) Ania Loomba, *Colonialism/Postcolonialism: “Can the Subaltern Speak?” pp.
192-204.
3) Gayatri Chakravorty Spivak, “Can the Subaltern Speak” pp. 24-28. [bring to
class]
Thurs. Oct. 18 Literature of the postcolonial disenfranchised II—Dalits: Arundhati
Roy, *The God of Small Things (1997)
Today’s topic: India’s Dalits (Untouchables).
Readings:
1) Broken People, pp. 1-10, 179-199. [bring to class]
2) Claude Markovits, ed., A History of Modern India, pp. 2-5, 461-462, 540-541
(on caste and untouchability). [bring to class]
Tues. Oct. 23 The God of Small Things, hybridity, and mimicry—Velutha and
Chacko
Readings:
1) *The God of Small Things. Chs. 1-2.
2) Ania Loomba, *Colonialism/Postcolonialism: “Hybridity,” pp. 145-153.
3) Homi Bhabha, “Of Mimicry and Man,” pp. 85-92. [bring to class]
4) Homi Bhabha, “Signs Taken for Wonders,” 29-32. [bring to class]
Thurs. Oct. 25 The Issue of Language in Postcolonial India
Readings:
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1) *The God of Small Things, Chs. 3-6.
2) Frantz Fanon, “The Negro and Language,” pp. 17-25, 30-33, 36-39. [bring to
class]
3) Partha Chatterjee, “Nationalism As a Problem,” pp. 164-166.
Tues. Oct. 30 Postcolonial India and women: Ammu, Mammachi and Baby
Kochamma
Readings:
1) *The God of Small Things, Chs. 7-11.
2) Ania Loomba, *Colonialism/Postcolonialism: “Feminism, Nationalism and
Postcolonialism,” pp. 180-192.
3) Andrew Parker, Mary Russo, Doris Sommer, and Patricia Yaeger, “Introduction”
to Nationalisms and Sexualities, pp. 6 (“George Mosse…”)—7 (“formerly
‘domestic’ roles”). [bring to class]
Thurs. Nov. 1 Postcolonial India, nation, and national culture:
Readings:
1) *The God of Small Things, Chs. 12-14.
2) Ania Loomba, *Colonialism/Postcolonialism: “Nationalism
Nationalisms,” pp. 154-170.
and
Pan-
Tues. Nov. 6 India: Gender and caste in postcolonial India
Readings:
1) *The God of Small Things, Chs. 15-21.
2) Ania Loomba, *Colonialism/Postcolonialism: pp. 134-137.
****Sénégal unit****
Thurs. Nov. 8 Ousmane Sembène’s *Xala (1973)
Readings:
1) Charles Forsdick, “The French Empire,” pp. 32-33, 37-38, 40-44.
2) *Xala, pp. 1-37.
3) David Murphy, “Africa: North and Sub-Saharan,” pp. 61-63, 64-68.
4) Tamara Sivanandan, “Decolonization and the Forging of Postcolonial NationStates,” pp. 54-63. [bring to class]
**Second short exam due
Tues. Nov. 13 Ousmane Sembène, *Xala and national culture
Readings:
1) *Xala, pp. 1-76.
2) Frantz Fanon, “National Culture,” pp. 153-157. [bring to class]
Thurs. Nov. 15 Gender in Xala
Readings:
1) *Xala, pp. 76-103.
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2) Kirsten Holst Petersen, “First Things First: Problems of a Feminist Approach to
African Literature,” pp. 251-254. [bring to class]
3) R. Radhakrishnan, “Nationalism, Gender, and the Narrative of Identity,” pp. 7781. [bring to class]
Tues. Nov. 20 (Thursday classes) Ousmane Sembène: Xala (film—1974)
Thanksgiving Break (Thurs. Nov. 22-Sun. Nov. 25)
Tues. Nov. 27 Ousmane Sembène: Xala (film). Topics for discussion: the differing
possibilities offered by a novel versus a film, and the native language versus the
colonizer’s language, in the context of postcolonialism.
Reading: Ngugi wa Thiong’o,” The Language of African Literature,” pp. 285-290.
****Guatemala unit****
Thurs. Nov. 29 Introduction to colonialism and postcolonialism in Guatemala
Readings:
1) Claire Taylor, “The Spanish and Portuguese Empires,” pp. 46-47, 48-53.
2) Claire Taylor, “Latin America,” pp. 120-125.
Tues. Dec. 4 *I, Rigoberta Menchú (1983)
Readings:
1) *I, Rigoberta Menchú. Translator’s Note, Introduction, Chs. 1-3, 7-8, 11, 14.
2) John Beverley, “The Margin at the Center: On Testimonio (Testimonial
Narrative,” pp. 91-114.
Thurs. Dec. 6 *I, Rigoberta Menchú
Readings:
1) *I, Rigoberta Menchú, Chs. 15, 18-19, 22-23, 25, 29, 31, 33-34.
2) John Beverley, “Our Rigoberta? I, Rigoberta Menchú, Cultural Authority, and
the Problem of Subaltern Agency,” pp. 427-447.
Tues. Dec. 11 Wrapping it up: postcolonialism now
Reading: Ania Loomba, *Colonialism/Postcolonialism: “Conclusion: Globalisation
and the Future of Postcolonial Studies,” pp. 213-228.
Fri. Dec. 14: 12 Noon (or Mon. Dec. 17: Noon)
***Final 5-7-page paper due (to be sent to me by email attachment)
Requirements
1) Attendance. Students are expected to attend all classes and attendance will be
taken at each class meeting. Each student is allowed two unexcused absences for the
semester; exceeding that number will result in a lowering of the attendance and
participation grade by one point for each absence. Religiously observant students
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should indicate that they wish to be excused on religious holidays, and these
absences will be considered excused absences, following university regulations.
Athletes needing to attend practice or to take part in sport events at certain times
should officially inform me of their absences; absences for these reasons will also be
considered excused absences. Students should also let me know if they have
transportation emergencies or scheduled job interviews, as these are also excused
absences.
Student Absence Reporting for health and other emergency absences.
Under this system, students are responsible for reporting their health and
other emergency absences on the Rutgers Self-Reporting Absence Website:
https://sims.rutgers.edu/ssra/. If you expect to miss one or two classes for
these reasons, please report your absence at this website.
Long-term Absences. In cases where students must miss classes for periods
longer than one week, they are directed to see the Dean of Students for
assistance in notifying all of their professors.
3) Oral presentation and quizzes. This is an interactive class. Students are
therefore expected to be ready to discuss the readings on the day for which they
are assigned. Occasional quizzes will be given. In addition, each student will
present a close reading of a passage from one of the literary texts from a list to be
given out shortly after the semester begins. Presentations should last no more
than ten minutes and will be graded on 1) the accuracy and originality of the
close reading; 2) the organization of the presentation; 3) the extent to which the
passage is read in connection with one or more of the theories assigned for that
text; and 4) the quality of the delivery of the presentation (i.e., maintaining good
eye contact with the audience, talking rather than reading off of a paper, etc.). If
a student misses the day scheduled for their oral presentation for a legitimate
reason (see under “excused absences”), they may make up the oral presentation
at a later time. If a student misses the day scheduled for their oral presentation
due to an unexcused absence, the student will not be allowed to make up the
presentation.
4) Two short (3-4-page) take-home exams that apply one or two theories to one
text. These will be due on Oct. 4 and Nov. 8. I will give out questions for these
one or two class days before the exam is due. Exams may be either sent to me by
email attachment or handed in in class on the due date. Late exams may be made
up within two weeks of the due date.
5) One 5-7-page paper that applies one theory to two texts read in the course in a
comparative fashion. This will be due on the final exam date scheduled for the
course, which is Friday Dec. 14. But students may send me their papers at the
latest on Monday Dec. 17. I will be handing out a list of suggested topics but I
encourage students to propose their own topic for this paper. If this option is
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chosen, a paragraph proposing the topic must be handed in by Dec. 4 at the
latest.
***Note: All written work for the course should be typed in 12-point Times New
Roman or equivalent, with margins of one inch on all sides. Give all papers a title,
double-space them, number the pages, and staple the pages together. Proofread all
papers to catch grammatical and spelling errors, and typos. Do not use sources
outside of class readings. I will hand out a sheet of instructions, before the first takehome exam is due, on how to write a literature paper, another on how to do a close
reading of a text, and another on how to quote from or refer to a text read in the
course. Always include a Works Cited section at the end of your papers, though not
necessarily on a separate sheet of paper. Follow MLA style and format
(http://owl.english.purdue.edu/owl/resource/557/01/). In preparing your Works
Cited, consult the Bibliography at the end of the course syllabus for full
bibliographical information.
Please note that an A-range paper explains and interprets the material in an original
manner, with an original and cogently articulated thesis and applying at least one
theory. A B-range paper explains and interprets the material adequately, but not
exceptionally and applies at least one theory. Both A-range and B-range papers refer
specifically to the text(s), by discussing specific incidents and by quoting from the
text(s). A C-range paper clearly presents and summarizes ideas in the text(s) but has
a weak argument and does not quote from the text(s) or apply at least one theory. A
D-range paper presents an unclear argument or has no argument and neither deals
specifically with the text(s) nor applies one theory.
Grading Policy
1)
2)
3)
4)
Attendance and participation 10%
Oral presentation and quizzes
20%
Two short (3-4-page) take-home exams 20% each=40%
One 5-7-page comparative paper 30%
Total
------------------------------
100%
Grading Rubric
A 90-100
B+ 87-89
B 80-86
C+ 77-79
C 70-76
D 60-69
F 59 and below
Policy on Plagiarism
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Plagiarism can include using information from published materials (including the
internet) without acknowledging the source, teaming up with a classmate to write
papers, and having someone else write some or all of the paper for you. In this
course I am interested in your ideas, in your work. If I should discover evidence
of plagiarism, I will pursue it following the interim university regulations on
academic integrity, which can be found at this website:
http://academicintegrity.rutgers.edu/
“Plagiarism is the representation of the words or ideas of another as one’s own in any
academic work. To avoid plagiarism, every direct quotation must be identified by
quotation marks, or by appropriate indentation, and must be cited properly according
to the accepted format for the particular discipline. Acknowledgment is also required
when material from any source is paraphrased or summarized in whole or in part in
one’s own words. (quoted from Interim Academic Integrity policy)
Here is a plagiarism tutorial that students might consult:
“Consult Don’t Plagiarize: Document Your Research!” For tips about how to take
notes so that you don’t plagiarize by accident.
http://www.libraries.rutgers.edu/rul/lib_instruct/instruct_document.shtml
Policy on Disability
Rutgers, the State University of New Jersey abides by the Americans with
Disabilities Act of 1990, the Americans with Disabilities Act Amendments (ADAA)
or 2008, and Sections 504 and 508 which mandate that reasonable accommodations
be provided for qualified students with disabilities. Students with disabilities should
contact their instructors early in the semester so that they can be provided with
accommodations they may need. They should also register with the Office of
Disability Services, which is located in the Kreeger Learning Center, 151 College
Avenue, Suite 123, phone number 732-932-2848. Full disability policies and
procedures are to be found at http://disabilityservices.rutgers.edu/
Bibliography
Anderson, Benedict. Imagined Communities: Reflections on the Origin and Spread
of Nationalism. Revised Edition. London and New York: Verso, 1991.
Beverley, John. “The Margin at the Center: On Testimonio (Testimonial Narrative).”
In De/Colonizing the Subject: The Politics of Gender in Women’s Autobiography.
Eds. Sidonie Smith and Julia Watson. Minneapolis: University of Minnesota Press,
1992. 91-114.
Beverley, John. “Our Rigoberta? I, Rigoberta Menchú, Cultural Authority, and the
Problem of Subaltern Agency.” In Postcolonialisms:An Anthology of Cultural
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Theory and Criticism. Eds. Gaurav Desai and Supriya Nair. New Brunswick:
Rutgers University Press, 2005. 427-447.
Bhabha, Homi. “Of Mimicry and Man.” In Homi K. Bhabha. The Location of
Culture. London and New York: Routledge, 1994. 85-92.
Bhabha, Homi. “Signs Taken for Wonders.” In The Post-Colonial Studies Reader.
Eds. Bill Ashcroft, Gareth Griffiths, Helen Tiffin. London and New York:
Routledge, 1995. 29-35.
Broken People: Caste Violence Against India’s “Untouchables.” New York,
Washington, London, Brussels: Human Rights Watch, 1999.
Burgos-Debray, Elisabeth, ed. and introd. *I, Rigoberta Menchú: An Indian Woman
in Guatemala. Trans. Ann Wright. 2nd English edition. London and New York:
Verso, 2009.
Césaire, Aimé. “From Discourse on Colonialism.” In Colonial Discourse and PostColonial Theory: A Reader. Ed. and introd. Patrick Williams and Laura Chrisman.
New York: Columbia University Press, 1994. 172-180.
Chatterjee, Partha. “Nationalism As a Problem.” In The Post-Colonial Studies
Reader. Eds. Bill Ashcroft, Gareth Griffiths, Helen Tiffin. New York and London:
Routledge, 1995. 164-166.
Devi, Mahasweta. “Draupadi.” In Mahasweta Devi. Breast Stories. Trans. Gayatri
Chakravorty Spivak. Calcutta: Seagull Books, 1997. 19-38.
Etemad, Bouda. Possessing the World: Taking the Measurements of Colonisation
from the Eighteenth to the Twentieth Century. Trans. Andrene Everson. New York
and Oxford: Berghahn Books, 2007.
Fanon, Frantz. “The Negro and Language.” In Frantz Fanon, Black Skin, White
Masks (Peau noire, masques blancs, 1952] Trans. Charles Lam Markmann. New
York: Grove Press, 1967. 17-40.
Fanon, Frantz. “National Culture.” In The Post-Colonial Studies Reader. Eds. Bill
Ashcroft, Gareth Griffiths, Helen Tiffin. London and New York: Routledge, 1995.
153-157.
Forsdick, Charles. “The French Empire.” In The Routledge Companion to
Postcolonial Studies. Ed. John McLeod. London and New York: Routledge, 2007.
32-45.
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Harlow, Barbara and Mia Carter, “The British East India Company.” In Barbara
Harlow and Mia Carter, ed. and intro. Imperialism and Colonialism: A Documentary
Sourcebook. Malden, Mass. and Oxford: Blackwell Publishers, 1999. 4-7.
JanMohamed, Abdul. “Between Speaking and Dying: Some Imperatives in the
Emergence of the Subaltern in the Context of U.S. Slavery.” In Can the Subaltern
Speak?: Reflections on the History of an Idea. Ed. Rosalind C. Morris. New York:
Columbia University Press, 2010. 139-155.
Loomba, Ania. *Colonialism/Postcolonialism. 2nd edition. London and New York:
Routledge, 2005.
Macaulay, Thomas Babington. “Minute on Indian Education.” In The Post-Colonial
Studies Reader. Eds. Bill Ashcroft, Gareth Griffiths, Helen Tiffin. London and New
York: Routledge, 1995. 428-430.
Markovits, Claude, ed. A History of Modern India 1480-1950. Trans. Nisha George
and Maggy Hendry. London: Anthem Press, 2004.
Mondal, Anshuman. “South and East Asia.” In The Routledge Companion to
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