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Canon of Commonwealth Literature
A Handbook to Literary Research is a vital, one of a kind student resource, which has been written specifically for those embarking on a Masters degree in Literature. It provides an introduction to research techniques, methodologies and information sources relevant to the study of literature at postgraduate level. The unique and invaluable guide is divided into four sections: * a practical guide to the uses of research libraries, research sources and computers, including the Internet * an introduction to the work of textual scholars and bibliographers, focusing particularly on the practical and theoretical issues faced by textual editors * an overview of literary research and literary theory, including outlines of feminist theory, deconstruction, reader-response and reception theory, new historicism, and post-colonial theory * a detailed guide on how to write and present a Masters, including a glossary and checklist for finding guides, reference books and other study sources.
This unique student resource is specifically designed for those beginning an MA in Literature, providing an introduction to research techniques, methodologies and information sources relevant to the study of literature at postgraduate level.
The dismantling of “Understanding Canada”—an international program eliminated by Canada’s Conservative government in 2012—posed a tremendous potential setback for Canadianists. Yet Canadian writers continue to be celebrated globally by popular and academic audiences alike. Twenty scholars speak to the government’s diplomatic and economic about-face and its implications for representations of Canadian writing within and outside Canada’s borders. The contributors to this volume remind us of the obstacles facing transnational intellectual exchange, but also salute scholars’ persistence despite these obstacles. Beyond “Understanding Canada” is a timely, trenchant volume for students and scholars of Canadian literature and anyone seeking to understand how Canadian literature circulates in a transnational world. Contributors: Michael A. Bucknor, Daniel Coleman, Anne Collett, Pilar Cuder-Domínguez, Ana María Fraile-Marcos, Jeremy Haynes, Cristina Ivanovici, Milena Kaličanin, Smaro Kamboureli, Katalin Kürtösi, Vesna Lopičić, Belén Martín-Lucas, Claire Omhovère, Lucia Otrísalová, Don Sparling, Melissa Tanti, Christl Verduyn, Elizabeth Yeoman, Lorraine York
What does the love between British imperialists and their Asian male partners reveal about orientalism's social origins? To answer this question, Humberto Garcia focuses on westward-bound Central and South Asian travel writers who have long been forgotten or dismissed by scholars. This bias has obscured how Joseph Emin, Sake Dean Mahomet, Shaykh I'tesamuddin, Abu Talib Khan, Abul Hassan Khan, Yusuf Khan Kambalposh, and Lutfullah Khan found in their conviviality with Englishwomen and men a strategy for inhabiting a critical agency that appropriated various media to make Europe commensurate with Asia. Drama, dance, masquerades, visual art, museum exhibits, music, postal letters, and newsprint inspired these genteel men to recalibrate Persianate ways of behaving and knowing. Their cosmopolitanisms offer a unique window on an enchanted third space between empires in which Europe was peripheral to Islamic Indo-Eurasia. Encrypted in their mediated homosocial intimacies is a queer history of orientalist mimic men under the spell of a powerful Persian manhood.
Language, Literature and the Learner is an edited volume evolving from three international seminars devoted to the teaching of literature in a second or foreign language. The seminars explicitly addressed the interface between language and literature teaching to investigate the ways in which literature can be used as a resource for language growth at secondary, intermediate and upper-intermediate level. This book presents the reader with a practical classroom-based guide to how the teaching of language and literature, until recently seen as two distinct subjects within the English curriculum, can be used as mutually supportive resources within the classroom. Through essays and case studies it reports on the most recent developments in classroom practice and methodology and suggests ways in which the curriculum could be reshaped to take advantage of this integrated approach. The text will be essential reading for students undertaking PGCE, TESOL/MA, UCLES, CTEFLA, RSA and Teachers' Diploma courses worldwide. Students of applied linguistics, those on stylistics courses and undergraduates studying English language will welcome it as accessible supplementary reading.
The theoretical innovations of Edward Said, Homi Bhabha, Gayatri Spivak, Stuart Hall, Paul Gilroy, James Clifford and others have in recent years vitalized postcolonial and diaspora studies, challenging ways in which we understand ‘culture’ and developing new ways of thinking beyond the confines of the nation state. The articles in this volume look at recent developments in diasporic literature and theory, alluding to the work of seminal diaspora theoreticians, but also interrogating such thinkers in the light of recent cultural production (including literature, film and visual art) as well as recent world events. The articles are organized in pairs, offering alternative perspectives on crucial aspects of diaspora theory today: Celebration or Melancholy?; Gender Biases and the Canon of Diasporic Literature; Diasporas of Violence and Terror; Time, Place and Diasporic “Home”; and Border Crossings. A number of the articles are illustrated by discussions of particular authors, such as Caryl Phillips, Salman Rushdie, and Michael Ondaatje, and the range of reference found in this volume covers writing from many parts of the world including contemporary Chicana visual art, Asian diaspora writers, and Black British, Afro-Caribbean, Native North American, and African writing.
In recent years works such as Jean Rhys's Wide Sargasso Sea, J.M. Coetzee's Foe and Peter Carey's Jack Maggs, which 'write back' to classic English texts, have attracted considerable attention as offering a paradigm for the relationship between post-colonial writing and the 'canon'. Thieme's study provides a broad overview of such writing, focusing both on responses to texts that have frequently been associated with the colonial project or the construction of 'race' (The Tempest, Robinson Crusoe, Heart of Darkness and Othello) and texts where the interaction between culture and imperialism is slightly less overt (Great Expectations, Jane Eyre and Wuthering Heights). The post-colonial con-texts examined are located within their particular social and cultural backgrounds with emphasis on the different forms their responses to their pre-texts take and the extent to which they create their own discursive space. Using Edward Said's models of filiative relationships and affiliative identifications, the book argues that 'writing back' is seldom adversarial, rather that it operates along a continuum between complicity and oppositionality that dismantles hierarchical positioning. It also suggests that post-colonial appropriations of canonical pre-texts frequently generate re-readings of their 'originals'. It concludes by considering the implications of this argument for discussions of identity politics and literary genealogies more generally. Authors examined include Chinua Achebe, Margaret Atwood, Kamau Brathwaite, Peter Carey, J.M. Coetzee, Robertson Davies, Wilson Harris, Elizabeth Jolley, Robert Kroetsch, George Lamming, Margaret Laurence, Pauline Melville, V.S. Naipaul, Caryl Phillips, Ngugi wa Thiong'o, Jean Rhys, Salman Rushdie, Djanet Sears, Sam Selvon, Olive Senior, Jane Urquhart and Derek Walcott.
One number each year includes Annual bibliography of Commonwealth literature.
Southern Postcolonialisms is an anthology of critical essays on new literary representations from the Global South that seeks to re-invent/reorient the ideological, disciplinary, aesthetic, and pedagogical thrust of Postcolonial Studies in accordance with the new and shifting politico-economic realities/transactions between the North and the South, as well as within the Global South, in an era of globalization. Since the emergence of Postcolonial Theory in the 1980s, the shape of the world has changed dramatically. Old Cold War boundaries have shifted in the wake of the collapse of communism, Globalization, on an unprecedented scale, has dramatically changed the meaning of time and space. The rise of the US as a new imperial power has profound implications for the world order. In the South, new emerging markets have challenged the older division of industrial ‘first world’ and non-industrial ‘third world’. In most parts of the world, the academy is struggling to keep up with these developments. One result has been a major transnational turn in the humanities and social sciences. Terms like ‘world history’, ‘globalization’, ‘glocalization’ and ‘transnationalism’ now dominate academic agendas worldwide. These changing circumstances raise far-reaching questions. What does the new emerging world order mean for established models of postcolonial theory? Is postcolonialism as a field of study being overtaken by models of globalization and transnationalism? What implications do the new configurations in the South have for postcolonial theory? This volume, drawn from a major literary conference at Delhi University, provides a set of perspectives on these questions. With a majority of contributions by scholars from the South, these research articles have a dual focus – they revisit older debates on postcolonial theory, while suggesting new perspectives and directions.