Human Journeys And The Quest For Knowledge In African Writing
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Human Journeys and the Quest for Knowledge in African Writing by Adrien Pouille Pdf
In Human Journeys and the Quest for Knowledge in African Writing, Adrien Pouille aims to expand the conversation on what human journeys may signify in the African context with several oral and modern narratives. As one of the main informants about African migration, popular journalism has propagated a traumatic and materialistic view of African temporal and spatial movements. Such a reductive conception of the African journeys can also be found on the continent, where leaving home, to the West in particular, may be viewed by many as a quest for nothing more than economic prosperity. Reading African journeys as distressed and financially motivated adventures contradicts the polysemic significance accorded to human journeys in the African narratives examined in this monograph. It also precludes a full understanding of what travelling may mean in the various cultures found in Africa. This highly original book seeks to address this lack of knowledge.
Postcolonial African Writers by Siga Fatima Jagne,Pushpa Parekh Pdf
Postcolonial African writers have made an enormous contribution to world literature. These writers frequently examine such issues as emerging identities in the postcolonial climate, neo-colonialism and new forms of oppression, cultural and political hegemonies, neo-elitism, language appropriation, and economic instability. During the last decade, their works have elicited increasing critical attention. This reference book overviews the richness of postcolonial African literature. The volume focuses on how postcoloniality is reflected in the novels, poetry, prose, and drama of major, minor, and emerging writers from diverse countries in Africa, including representative North and South African writers as well as writers of the Indian diaspora born in Africa. While authors in indigenous African languages continue to produce valuable works, the volume principally considers Anglophone and Francophone authors, along with two Lusophone writers. The reference book begins with an introductory essay on postcolonial criticism and African writing. The volume then presents alphabetically arranged profiles of approximately 60 writers, such as Chinua Achebe, Ama Ata Aidoo, Tsitsi Dangarembga, Buchi Emecheta, Nadine Gordimer, Bessie Head, Tabar Ben Jelloun, Doris Lessing, Peter Nazareth, Gabriel Okara, Femi Osofisan, and Efua Theodora Sutherland. Each entry includes a brief biography, a discussion of major works and themes that appear in the author's writings, an overview of the critical response to the author's works, and a bibliography of primary and secondary sources. These profiles are written by expert contributors and reflect many valuable perspectives. The volume concludes with a selected general bibliography of the most important critical works on postcolonial African literature.
Decolonising the University: The Emerging Quest for Non-Eurocentric Paradigms (Penerbit USM) by Claude Alvares,Shad Saleem Faruqi Pdf
This book of essays is a sequel to the ‘International Conference on Decolonising Our Universities’ held in Penang, Malaysia from June 27 to 29, 2011. The Conference was jointly organised by the Universiti Sains Malaysia and Citizens International in cooperation with the Higher Education Leadership Academy of the Malaysian Ministry of Higher Education. At the Conference, speaker after speaker pointed out that education in Asia and Africa is too Westcentric. It blindly apes European universities, European curricula and European paradigms. The papers in this volume examine possible ways of overcoming this problem of intellectual enslavement in Asian and African citadels of learning. It must be pointed out at the very outset that this book is not meant to be a tirade against the West. Its aim is not to ask Asian and African universities to shut out Europe and North America or to be insular or to wear blinds. Its aim is positive – to make Asian and African tertiary education truly global and at the same time socially relevant. This cannot be done unless the intellectual monopoly of the West is broken and European knowledge is made to make way for the review, teaching and expansion of the vast knowledge of other societies and cultures. European knowledge may supplement, but never replace, other valid knowledge systems and traditions. The book is divided into eight parts. Part I creates the setting, provides an overview of the state of our universities, reflects on decolonisation of our intellectual heritage and explains how colonial education was used to assault our cultures. Part II contains a wish-list of the decolonised university. There are essays on the philosophical basis of an African university and about how the sacred and the secular can be integrated and how the community can be brought back into the university. Part III critically examines the promise and performance of UNESCO in decolonisation of Asian and African institutions of higher learning. Part IV discusses eurocentrism in social sciences, in mathematics and in science curricula. Part V highlights the state of social sciences and the law today and provides an alternative discourse in social theory, history, psychotherapy, psychology, law and language education. Part VI discusses regional decolonising initiatives in the Philippines, Taiwan, Turkey and Iran. Part VII provides insights into some experiments in transforming academic pedagogy. Finally, Part VIII contains some personal journeys in decolonisation of the self. This book of essays is meant to coincide with Malaysia’s Independence Day on August 31, 1957. The hope is that the timing will underline the point that the stains of cultural and intellectual imperialism do not end with the attainment of political freedom. Freedom is a state of the mind and, regrettably, throughout Asia and Africa, the enslavement of the mind has continued long after the coloniser has gone back home. This humiliating state of affairs must end, not only to give meaning to political independence but also to improve the quality of our education by giving to our students a better panorama of world knowledge and thereby to increase their choices. Decolonisation of our universities is not an exercise in flag-waving nationalism. Its aim is ameliorative. Diversity and pluralism of knowledge systems are vital for meeting many of the moral, social and economic challenges of the times and for avoiding the frightening economic, educational and cultural consequences of Europe’s near-total intellectual and educational monopoly over Asia, Africa and Latin America. For example, Western models of development have proved to be a nightmare and have not served Asia and Africa well. Economic theories from the West have brought the whole world to the brink of an environmental catastrophe. Asian universities should offer a critique of the ethnocentrism of Western scholarship by pointing out that a middle class Western lifestyle and what that entails in terms of the nuclear family, the consumer society, living in suburbia and extensive private space may neither be workable nor desirable on a fragile planet. The humiliating story of intellectual enslavement in each field and in each region is best told in the words of the authors. What must be noted is the ways in which this subservience manifests itself. Our university courses reflect the false belief that Western knowledge is the sum total of all human knowledge. The books prescribed and the icons and godfathers of knowledge are overwhelmingly from the North Atlantic countries. Titles written by scholars and thinkers from Asia and Africa are rarely included in the book list. This may indicate a pervasive inferiority complex or ignorance of the contribution of the East to world civilisation. Any evaluation of right and wrong, of justice and fairness, of poverty and development, and of what is wholesome and worthy of celebration tends to be based on Western perceptions. Eastern ideas and institutions are viewed through Western prisms and invariably regarded as primitive and in need of change. Despite decades of political independence, the framework assumptions of our law, politics, economics, education, history, science, art and culture remain dictated by our former colonial masters. Our concept of the good life and our views on human rights have very tenuous links to our indigenous traditions. Our cultural values, domestic relations, music, food and dressing – indeed our whole Weltanschauung is constructed on a Western edifice of knowledge. Our concept of beauty has been socially constructed by Hollywood media. In our professions, most of the icons we look up to are Western. In our universities, the syllabi we draft, the books we prescribe, the theories we blindly ape, the new abodes of the sacred we worship have very little connection with our own intellectual and moral heritage. It is fashionable in Asian universities to import expatriate lecturers, external examiners and guest speakers exclusively from North Atlantic countries. Asian scholars are generally not regarded as fit for such recognition. The underlying assumption is that Asians and Africans matter little and in all aspects of existence we need civilisational guidance from the overlords of humankind in Europe and America. How did we fall into such depths of enslavement and reverse racism? An essay in the volume points out that the colonisers conquered our mind by dismissing and deriding our cultures, alienating us from our roots and putting us in awe of the culture of the masters. They used the colonial education system for the production of a competent but submissive class. They replaced local languages with the English language extinguishing along with local languages, the cultural and moral nuances and perspectives that surround a language. The colonisers falsified and obliterated historical records of intellectual achievements by Asian and African scholars and inventors. They borrowed extensively from the East but shamelessly failed to acknowledge that debt. In many cases they Latinised Eastern names to make them sound European. The world does not know that during the European Dark Ages, scintillating educational developments were taking place in Asia and Africa. While Europe slept, China, India, Persia and Egypt practised science, invented algebra, furthered mathematics, metallurgy, law and logic. They conducted complex medical operations, invented rockets, wrote treatises in philosophy, sociology and astronomy. A more recent form of Western hegemony is the yearly university ranking lists. Western education, Western science and Western achievements are subjected to evaluation on criteria that are rigged in their favour. A host of Western consultants and experts unabashedly glorify American and European achievements and certify and celebrate the unique quality of their education system. A recent claim was made that American society symbolised ‘the end of history’ implying thereby that no further human progress was necessary anywhere else. The book’s ultimate aim is to discover what needs to be done to liberate our minds and our souls; to end this academic colonialism; to restore our dignity and independence. We must shed the slavish mentality of blindly aping Western paradigms. We must stop sucking up to the Western academic system. We need to send Columbus packing back home. Not only the Columbus outside but also the Columbus within. We need to rediscover the suppressed knowledge of our civilisations and to reconnect with our rich heritage. We must embark on a voyage of discovery of our ancestors’ intellectual wanderings and rediscover the wonders and heritage of China, India, Persia, Mesopotamia, Egypt and other Eastern and African civilisations. We must combat the many fabrications and plagiarisms of Western ‘innovators’ and we must give credit where credit is due to those in Asia and Africa who pioneered the ideas. It must be clarified that it is not part of our agenda to ask European and American universities to include the treasures of the East in their syllabi. Whether their world-views should be enriched by the insights and reflections of the East, or whether they should remain insular and wear blinds, is their own problem. Further, it is not our aim to shut out the West but to end blind and exclusive reliance on it. We need to root our education in our own soil; to tap our own intellectual resources first and to make our education relevant to our societal conditions. No amount of imported academics or theories can do this, only us. We are aware that our endeavour will be mocked by many in the West. We will also be opposed by many elites in the East who believe that ‘West is best’ and whose capitulation to Europe perpetuates Western intellectual hegemony. Such opposition to the basic thesis of this book will only serve to confirm the phenomenon of ‘legitimation and false consciousness’ whereby the oppressed are so brainwashed that they cooperate with their oppressors. ‘It is the final triumph of a system of domination when the dominated start singing its virtues.’ In preparing this volume, we received invaluable help from many individuals and institutions. Universiti Sains Malaysia and Citizens International provided the funds for publication. Ayesha Bilimoria helped with the editing of the bulk of the pieces. Jenessey Dias performed brisk transcription of the presentations from the DVDs. Shafeeq, Sameera and Noor Aini Masri gave secretarial assistance. Professor Dato’ Dr. Md Salleh Yaapar and his team from the USM Press did everything else with great courtesy, speed and professionalism. Citizens International’s S.M. Mohamed Idris and Uma Ramaswamy assisted with the printing. To all of them we owe a debt of gratitude. We hope that this book will highlight what is on any measure a shameful condition and that it will inspire at least some Asian educators to think afresh, to chart new directions, to search for the best in their indigenous traditions, yet to keep the windows of their mind open to the world.
Racial, Ethnic, Gender and Class Representations in Margaret Laurence’s Writings by Andreea Topor-Constantin Pdf
Racial, Ethnic, Gender and Class Representations in Margaret Laurence’s Writings is a study on Canada, Canadian literature and Margaret Laurence’s works in particular, thus addressing various kinds of readership. This book avoids the danger of limiting the approach to solely focusing attention on Canada by presenting a thorough analysis of various literary genres, allowing the book to be of interest to all literature lovers. Furthermore, the book explores the parallelism between life and fiction, emphasising Laurence’s biographic and realist elements and their influence on the writer’s fictional writing, revealing real and imaginary worlds which would appeal to anybody’s literary needs. This major contribution to the already existent criticism of Margaret Laurence’s works lies in the analysis of her work as an entity, balancing both terms of the common binary oppositions: fiction versus non-fiction, Africa versus Canada, white versus Black or Metis. In spite of critical comments which might be raised, Andreea Topor-Constantin comments on how the voice of the marginal makes itself heard throughout the author’s books, underlying Laurence’s emphasis on characterisation and her genuine concern for people. This book covers all aspects of Laurence’s life and fiction: from the African to the writer’s Canadian background, from adults’ to children’s literature, from novels to short stories, from essays to letters, in order to challenge readers’ perceptions of race, ethnicity, gender and class.
Women’s Literature in Kenya and Uganda by M. Kruger Pdf
For nearly a decade, writers' collectives such as Kwani Trust in Kenya and Femrite , the Ugandan women writers' association, have dramatically reshaped the East African literary scene. This text extends the purview of postcolonial literary studies by providing the long overdue critical inquiry that these writers so urgently deserve.
The Post-colonial Condition of African Literature by Daniel Gover,John Conteh-Morgan,Jane Bryce Pdf
A collection of ten articles on African literature selected from papers presented at the 1995 conference of the African Literature Association held in Columbus, Ohio.
Liberation: a Quest for a New Humanism by Hashim El-Tinay Pdf
Too many people everywhere are angry with their governments. Some would even tell you they are mad. People are frustrated because they feel their elites and governments failed to provide them the basic services that governments are supposed to provide: freedom, peace and security, trusted civil service, and above all an economy and a socio-economic environment that help citizens to work, provide food, education and health services for their families. Many feel the dreams they were pursuing became nightmares. That the political elites, oftentimes beholden to their self-interest while paying lip service to the common good and to money, are bankrupting our moral capital and international goodwill. Governments, systems, and bureaucracies are perceived as incompetent, corrupt, and rigged in favor of the 1% rich, thus keeping the 99% poor hostage. In essence, many people believed that what we now have is a system of modern day slavery where the rich exploit and enslave the poor. Whence the call for revolution to fundamentally change the greed-centered ideologies of tyranny, oppression, and exploitation on which the status quo is founded. Humanity is at a crossroads. We either climb to the mountaintop or slide down to the valleys of death. ere would be hope if we revisit and critically evaluate the official narrative of history imposed by "the victors". There would be hope if we start a genuine conversation about narratives. There would be hope if we start a culture of careful listening. There would be hope if we seek to attain a deeper human understanding of life and the real meaning of the pursuit of happiness. It is time to learn the lessons of old, engage in a rethinking of the human story of barbarism and civilization, and invest in serving the common good of all people. When people open their minds and hearts, they can attain a new awakening and a liberation capable of leading us to realize, at this eleventh hour, a New 21st Century Humanism whose time has come. This has been the author's vision and life's purpose and journey that powered his passion for life's beauty and gave him the bliss of inner peace he wishes for all of humanity.
Women Writers of the New African Diaspora by Pauline Ada Uwakweh Pdf
This book makes a significant addition to the field of literary criticism on African Diaspora literatures. In one volume, it brings together the novels of eight transnational African Diaspora women writers, Yaa Gyasi, Chika Unigwe, Chimamanda Adichie, Imbole Mbue, NoViolet Bulawayo, Aminatta Forna, Taiye Selasi, and Leila Aboulela, and positions them as chroniclers of African immigrant experiences. The book inspires critical readings of these writers’ works by revealing emerging trends in women’s literature as they are being determined and redefined by immigration. As transnational subjects, the writers engage various meanings of mobility and exhibit innovative aesthetic styles; they create awareness on gender identities and transformations, constructions of home and belonging, as well as the politics of citizenship in the hostland. The book also highlights the importance of reverse migrations and performance returns to the homeland as an expression of human desire for home and belonging, and taken as a whole, it enhances our understanding of how migration and transnational existence are (re)shaping immigrant subjects. This book will be of interest to scholars, students, and researchers of African Diaspora literatures and gender studies, who will find this book beneficial for investigating critical trends, approaches to transnational literature, and for comprehending the diasporic burdens that transnational immigrants bear.
Ernest Emenyo̲nu,Patricia Thornton Emenyonu,Jane Bryce,Maureen N. Eke,Stephanie Newell,Charles E. Nnolim,Alphonse Kwawisi Tekpetey,Iniobong I. Uko,Obi Nwakanma,Chimalum Moses Nwankwo
Author : Ernest Emenyo̲nu,Patricia Thornton Emenyonu,Jane Bryce,Maureen N. Eke,Stephanie Newell,Charles E. Nnolim,Alphonse Kwawisi Tekpetey,Iniobong I. Uko,Obi Nwakanma,Chimalum Moses Nwankwo Publisher : Boydell & Brewer Page : 225 pages File Size : 54,9 Mb Release : 2015 Category : Authors, African ISBN : 9781847011329
Children's Literature & Story-telling by Ernest Emenyo̲nu,Patricia Thornton Emenyonu,Jane Bryce,Maureen N. Eke,Stephanie Newell,Charles E. Nnolim,Alphonse Kwawisi Tekpetey,Iniobong I. Uko,Obi Nwakanma,Chimalum Moses Nwankwo Pdf
Contributors analyse the theories behind children's literature, its functions and cultural significance, and suggest the new directions this literature is taking in terms of its craft, themes and intentions.
African Indigenous Knowledge and the Sciences by Gloria Emeagwali,Edward Shizha Pdf
This book is an intellectual journey into epistemology, pedagogy, physics, architecture, medicine and metallurgy. The focus is on various dimensions of African Indigenous Knowledge (AIK) with an emphasis on the sciences, an area that has been neglected in AIK discourse. The authors provide diverse views and perspectives on African indigenous scientific and technological knowledge that can benefit a wide spectrum of academics, scholars, students, development agents, and policy makers, in both governmental and non-governmental organizations, and enable critical and alternative analyses and possibilities for understanding science and technology in an African historical and contemporary context.
The American Novel to 1870 by J. Gerald Kennedy,Leland S. Person,Patrick Parrinder,Jonathan Arac Pdf
This series presents a comprehensive, global and up-to-date history of English-language prose fiction and written ... by a international team of scholars ... -- dust jacket.
The Oxford History of the Novel in English by J. Gerald Kennedy,Leland S. Person Pdf
The Oxford History of the Novel in English is a 12-volume series presenting a comprehensive, global, and up-to-date history of English-language prose fiction and written by a large, international team of scholars. The series is concerned with novels as a whole, not just the "literary" novel, and each volume includes chapters on the processes of production, distribution, and reception, and on popular fiction and the fictional sub-genres, as well as outlining the work of major novelists, movements, traditions, and tendencies. In thirty-four essays, this volume reconstructs the emergence and early cultivation of the novel in the United States. Contributors discuss precursors to the U.S. novel that appeared as colonial histories, autobiographies, diaries, and narratives of Indian captivity, religious conversion, and slavery, while paying attention to the entangled literary relations that gave way to a distinctly American cultural identity. The Puritan past, more than two centuries of Indian wars, the American Revolution, and the exploration of the West all inspired fictions of American struggle and self-discovery. A fragmented national publishing landscape comprised of small, local presses often disseminating odd, experimental forms eventually gave rise to major houses in Boston, New York, and Philadelphia and a consequently robust culture of letters. "Dime novels", literary magazines, innovative print technology, and even favorable postal rates contributed to the burgeoning domestic book trade in place by the time of the Missouri Compromise. Contributors weigh novelists of this period alongside their most enduring fictional works to reveal how even the most "American" of novels sometimes confronted the inhuman practices upon which the promise of the new republic had been made to depend. Similarly, the volume also looks at efforts made to extend American interests into the wider world beyond the nation's borders, and it thoroughly documents the emergence of novels projecting those imperial aspirations.
A Quest for Remembrance by Madeleine Scherer,Rachel Falconer Pdf
A Quest for Remembrance: The Underworld in Classical and Modern literature brings together a range of arguments exploring connections between the descent into the underworld, also known as katabasis, and various forms of memory. Its chapters investigate the uses of the descent topos both in antiquity and in the reception of classical literature in the nineteenth to twenty-first centuries. In the process, the volume explores how the hero’s quest into the underworld engages with the theme of recovering memories from the past. At the same time, we aim to foreground how the narrative format itself is concerned with forms of commemoration ranging from trans-cultural memory, remembering the literary and intellectual canon, to commemorating important historical events that might otherwise be forgotten. Through highlighting this duality this collection aims to introduce the descent narrative as its own literary genre, a ‘memorious genre’ related to but distinct from the quest narrative.
