Relevant bibliographies by topics / Postcolonial concepts

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Postcolonial concepts'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Postcolonial concepts"

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Forsdick, Charles. "Travelling Concepts: Postcolonial Approaches to Exoticism." Paragraph 24, no. 3 (November 2001): 12–29. http://dx.doi.org/10.3366/jsp.2001.24.3.12.

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Malkin, I. "Postcolonial Concepts and Ancient Greek Colonization." Modern Language Quarterly 65, no. 3 (September 1, 2004): 341–64. http://dx.doi.org/10.1215/00267929-65-3-341.

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Dewi, Novita. "Postcolonial Hermeneutics: Concepts and Contribution to Understanding Socio-Religious Problems in Southeast Asia." IKAT : The Indonesian Journal of Southeast Asian Studies 2, no. 1 (July 24, 2018): 47. http://dx.doi.org/10.22146/ikat.v2i1.37392.

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Scrutiny of unequal power-relations between the “East” and the “West” in politics, culture, economy, and various aspects of life is the concern of postcolonial studies. Foucault's concept of power is central in postcolonial theory with which Edward Said is celebrated for his dismantling of Orientalist views. Postcolonial literature, likewise, has contributed to the growth and development of postcolonial criticism. The first objective of this article is to give a brief overview of different terms attached to the word “postcolonial”, i.e. postcolonial literary criticism, postcolonial literature and postcolonial theory, since these terms enrich one another theoretically. The second objective is to discuss postcolonial hermeneutics as a reading tool to examine various mundane practices in Southeast Asian postcolonial society. The purpose is to achieve a balanced, reciprocal exchange of perspectives while providing legitimacy for alternative interpretations to the hegemony shown in “Western” discourse. Citing traditional ways of conflict resolution and eco-friendly land management as examples, this article concludes that postcolonial reading may shed light on how socio-religious conflicts, hybrid experiences of faiths, and other social practices operate and get their respective meanings in postcolonial countries across Southeast Asia.
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Quayson, Ato. "Periods versus Concepts: Space Making and the Question of Postcolonial Literary History." PMLA/Publications of the Modern Language Association of America 127, no. 2 (March 2012): 342–48. http://dx.doi.org/10.1632/pmla.2012.127.2.342.

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After being exiled from nazi germany and completing the extraordinary mimesis in istanbul in 1946, erich auerbach wrote from Princeton University in 1952, “Literary criticism now participates in a practical seminar on world history. … Our philological home is the earth: it can no longer be the nation.” Auerbach, who must be reckoned one of the great synthesists and literary historians of the twentieth century, was expressing a sentiment that will be familiar to anyone who has thought about world literature from a postcolonial perspective. While postcolonial literary studies may have helped define the parameters of the practical seminar on world history, its full implications are still somewhat obscured by the arguments about periodicity that are often taken as a terminological necessity in applications of the term postcolonial. This is the burden imposed by the temporalizing post-. However, closer scrutiny of the postcolonial suggests that it contains mutually reinforcing periodizing and spatial functions. Many of the most common ideas that circulate in the field, such as colonial encounter, neocolonialism, nationalism and postnationalism, hegemony, transnationalism, diasporas, and globalization, are organized around often unacknowledged spatial motifs. The concept of space that implicitly structures usages of postcolonialism is far from inert: there is an active dimension of spatializing in them that helps shape the field's distinctiveness. This is because even when the term is deployed exclusively for periodizing purposes, as in showing that the medieval period or Russia today is amenable to a postcolonial analysis, the nature of what is highlighted insistently invokes spatial practices. Once the spatial logic of postcolonialism is brought to the foreground, the complexity of its critical diagnostic as applied in the practical seminar on world history becomes clearer.
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Hunter, Emma. "Voluntarism, Virtuous Citizenship, and Nation-Building in Late Colonial and Early Postcolonial Tanzania." African Studies Review 58, no. 2 (September 2015): 43–61. http://dx.doi.org/10.1017/asr.2015.37.

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Abstract:This article offers a historical perspective on the concept of voluntarism in modern Africa. It does so by exploring the ways in which postcolonial states grappled with the legacies of colonial-era concepts of voluntarism, using Tanzania as a case study. It argues that the postcolonial state sought to combine two strands of colonial thinking about voluntarism in a new conception of “virtuous citizenship.” But this was a fragile construction, and the language of voluntarism could bring to light divisions in society that many would have preferred to keep hidden.
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Iñigo Clavo, María. "Is Brazil a Postcolonial Country?" Paragrana 25, no. 2 (December 1, 2016): 63–79. http://dx.doi.org/10.1515/para-2016-0029.

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AbstractThe starting point of this essay is the text written by Pierre Bourdieu and Loïc Wacquant entitled “The Cunning of the Imperialist Reason,” in which they discuss the pertinence of transferring concepts regarding race from the American context to the Brazilian context. The authors maintain that this transfer is a ‘false friend’ because the same words are used to signify different things. In this article, I argue that certain uses of postcolonial theory in Brazil might also function as ‘false friends,’ particularly in the use of complex notions of Mestizaje within the art world. The key point of departure for this essay is the following contradiction: abroad, Brazil attracts a great deal of international interest due to its postcolonial condition, and the power of its discourses of racial hybridity through concepts such as cultural anthropophagy which challenge eurocentric paradigms. But, internally, postcolonial studies have attracted little or no interest, especially in academic circles. Why? We will use the exhibition Mestizo Histories (2015) as a case study for this purpose.
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Cisneros, Odile. "From Isomorphism to Cannibalism: The Evolution of Haroldo de Campos’s Translation Concepts." TTR 25, no. 2 (October 8, 2013): 15–44. http://dx.doi.org/10.7202/1018802ar.

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This essay charts the evolution of the translation concepts developed by the Brazilian poet Haroldo de Campos from his early concrete phase in the 1950s to what could be termed a postcolonial turn in the 1980s. I argue that the early concept of “transcreation” emerged from the practice of concrete poetry with its isomorphic mirroring of form and content. Stemming from the difficulty of translating concrete poetry and similar isomorphic texts, de Campos suggests a form of translation where a correspondence between the form and content of the original is also sought in the target text. Moving away from primarily formal concerns, in later developments, de Campos lays emphasis on a translation concept that puts forth a critical view of the original through the metaphor of the cannibal, who both reveres and devours the enemy, literally incorporating its energies into his body. This later concept of translation as cannibalism can be read within the larger arena of postcolonial translation. Although De Campos’s concepts were mainly developed independently from the mainstream currents of translation theory, they may be understood in relation to more recent discussions by Lefevere, Bassnett, and Trivedi, among others.
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Rocha Azevedo, Dora Savoldi da. "Postcolonial Pragmatics: Changing lenses." Revista da ABRALIN 19, no. 2 (September 10, 2020): 1–5. http://dx.doi.org/10.25189/rabralin.v19i2.1656.

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Seeking to account for the specificities of interactions in postcolonial societies contexts, Eric Anchimbe and Richard Janney (2010) developed the Postcolonial Pragmatics framework, which was the topic of Anchimbe’s homonymous lecture in Abralin ao vivo. As a result of colonization and the consequent mixture between indigenous and colonizers ways of life, postcolonial settings are marked by hybridized forms of concepts, language, social norms, and speech (e.g. code-mixing and code-switching), thus leading to communication strategies which have been shaped by these heterogeneous environments. Postcolonial Pragmatics consists of a framework based on an emic perspective which aims at taking into account the hybrid settings found in postcolonial societies in pragmatic analysis. Anchimbe presents us with a new theoretical lens through which phenomena drawn from these hybrid settings are considered central to the Pragmatics’ enterprise.
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Bonnet, Sebastian. "Overcoming Eurocentrism in Human Rights: Postcolonial Critiques – Islamic Answers?" Muslim World Journal of Human Rights 12, no. 1 (January 1, 2015): 1–24. http://dx.doi.org/10.1515/mwjhr-2014-0010.

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AbstractHuman rights are a contested concept. One important strand of criticism concerns the charge of their Eurocentrism, formulated in particular by postcolonial theorists and scholars. Although postcolonial perspectives are now increasingly acknowledged, attempts to incorporate non-Western approaches into the discourse on human rights are still rare. This article considers whether Islamic human rights concepts can address the postcolonial critiques and decenter human rights discourse and politics from the West. Working within the methodological framework of comparative political thought, the article regards Islamic approaches not simply as counter-discourses but analyzes their potential to supplement the dominant theory and practice of human rights and correct some of its inherent flaws. Informed by the critical analysis of Makau Mutua and Gayatri C. Spivak, the primary focus is on alternatives to the liberal individualist framework of human rights as evident in the concept of the autonomous individual subject of rights, and the balancing of individual rights with ethics and notions of responsibility in particular.
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Zaheri, Shiva, and Sayyed Rahim Moosavinia. "Feministic Analysis of Arundhati Roy's the God of Small Things in the Light of Post Colonialism." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 4 (November 6, 2019): 172–81. http://dx.doi.org/10.33258/birci.v2i4.561.

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This paper attempts to analyze the mentioned novel based on postcolonial studies in Arundhati Roy's The God of Small Things. The concepts that can be mentioned in this novel are history, diaspora, hybridity, the role of women in Indian society, globalization, resistance and orientalism. These concepts are used from postcolonial theorists, Edward W. Said and Homi K. Bhabha.Prominent issue is the role women in Indian society, because there are several female characters, such as Ammu, Rahel, and so on in TGST. Economic growth causes change in Ayemenem. It becomes a globalized community. Postcolonial resistance is an important issue in the novel. When Roy uses English language which it is a colonial language, she does a kind of resistance against colonization itself. Roy refers to the children’s life as a means of resistance.
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Dissertations / Theses on the topic "Postcolonial concepts"

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Svensson, Martin. "Postcolonial Literature in Swedish EFL Teaching: : A Didactic Consideration of Teaching Postcolonial Literary Concepts with Examples from Arvind Adiga's The White Tiger." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49912.

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This study examines what support that exists in the Swedish upper secondary school curriculum and the English 7 syllabus for teaching postcolonial literature and the postcolonial literary concepts of binary pairs and Othering. This study also illustrates how Arvind Adiga’s The White Tiger (2008) could serve as an example of a postcolonial novel to exemplify said concepts in the EFL classroom. To answer these questions, a definition of the postcolonial genre as well as a definition of the concepts within postcolonial literary theory was formulated. With the theoretical framework in place, an analysis of the steering documents was conducted. The Swedish curriculum’s focus on the teaching of every human’s equal value and rights relate to the postcolonial genre, as the genre is dedicated to telling marginalised perspectives in the modern world. The syllabus states that teaching different genres of literature and the usage of different perspectives in the classroom should be a part of the English subject. This supports the teaching of postcolonial literature as it is a successor to Western classics as well as shift in perspective from the colonisers to the colonised. The teaching of the concepts of binary pairs and Othering were indicated to be potentially challenging to practically implement, as literary didactic literature stated the difficulties of adapting literary theory to an upper secondary school level. Teaching literary concepts was indicated to be achievable provided that teachers teach theory with clear guidance of what context to use it in and where not to use it. As for binary pairs and Othering within Adiga’s The White Tiger (2008), the examples focused on were the Indias of Light and Darkness, and how this binary pair Othered one another. As such, the results were found to indicate that there is support for teaching postcolonial literature as well as postcolonial concepts, and that Adiga’s novel would be an adequate text to use for exemplifying these in the classroom.
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Willaert, Thijs [Verfasser]. "Postcolonial studies after Foucault : Discourse, discipline, biopower, and governmentality as travelling concepts / Thijs Willaert." Gießen : Universitätsbibliothek, 2013. http://d-nb.info/1064990231/34.

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Hamidi, Malika. "Féministes musulmanes dans le contexte postcolonial de l'Europe francophone : stratégies identitaires et mobilisations translocales." Paris, EHESS, 2015. http://www.theses.fr/2015EHES0024.

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Cette thèse porte sur les processus identitaires à l'œuvre ainsi que les stratégies et formes de mobilisations caractéristiques des cadres associatives qui se définissent comme féministes et musulmanes dans l'espace francophone. En effet, c'est au cours des années 2000 que l'on assiste à l'apparition d'un nouveau sujet féminin musulman qui aspire à un processus d'émancipation d'abord dans le langage de la religion puis dans une perspective féministe. En se positionnant comme féministes et musulmanes, elles sont considérées comme des subalternes politiques car elles refusent les frontières qui leur sont imposées dans le champ féministe et islamique. Pourtant, les tenantes de cette « rhétorique féministe islamique » sont engagées dans un véritable travail de reconstruction identitaire définissant d'une manière inédite une identité hybride qui combine le féminisme et la religiosité. Notre recherche présente une variété de féministes musulmanes dont les discours varient, que ce soit au niveau de leur rapport à la religion ou au féminisme, dans la façon de se définir et d'agir dans la lutte pour les droits des femmes dans la communauté musulmane comme dans la société civile. Du point de vue discursif, elles vont d'une part, démontrer que les théories liées au genre constituent un véritable processus de subjectivation qui peut s'élaborer dans l'épistémologie islamique. D'autre part, en réquisitionnant la théologie musulmane, elles théorisent une pensée critique en proposant une relecture du corpus religieux à la lumière de l'esprit égalitaire du texte sacré. Du point de vue des stratégies d'action, elles investissent les mouvements féministes, du local au global, dont elles se réapproprient les principes de justice et d'égalité tout en forgeant des alliances stratégiques à partir de principes communs pour élaborer des stratégies collectives de résistance contre un système inégalitaire. Cette génération de militantes d'un nouveau genre semble alors contribuer à l'émergence de cette 4eme vague féministe qui s'inscrit elle, non pas dans la continuité, mais dans la réforme de l'idéologie dominante. C'est dans cette perspective que l'apport des théories postcoloniales et le paradigme d'instersectionnalité semblent être des concepts pertinents pour appréhender les enjeux du féminisme musulman en Europe francophone dans l'espoir d'envisager un féminisme décolonisé et anti-impérialiste.
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Jones, Diana. "Postcolonial concerns : gender, race and the dynamics of representation in six novels by Alin Laubreaux /." [St Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16320.pdf.

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McWilliams, Amber. "Our lands, our selves : the postcolonial literary landscape of Maurice Gee and David Malouf /." e-Thesis University of Auckland, 2009. http://hdl.handle.net/2292/5617.

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Thesis (PhD--English)--University of Auckland, 2009.
"Submitted in fulfilment of the requirements of the Doctor of Philosophy in English, the University of Auckland, 2009." Includes bibliographical references.
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Pårs, Joakim. "The Great Okonkwo´s Demise : A Feminist and Postcolonial Literary Analysis of the Concept of Emasculation in Things Fall Apart." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29686.

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As the title suggests, this essay is a feminist and postcolonial literary analysis of the main character Okonkwo´s downfall and demise in acclaimed author Chinua Achebe´s 1958 novel, Things Fall Apart. A recurrent theme within the narrative is the concept of gender differences and gender roles, in the strict traditional and patriarchal system which serves as the setting of the narrative. Okonkwo, who is a traditional and proud Igbo man, has an aversion toward what is considered to be weak and feminine. Okonkwo is therefore struck with depression when he finds himself in a weak and helpless position, as well as emasculated emotional state of mind. Furthermore, Okonkwo becomes a victim to colonialism in the latter part of the narrative, which consequently adds to his already helpless and emasculated state of mind. The purpose with this essay is therefore to investigate if feelings of emasculation are the cause for Okonkwo´s final decision to end his own life. Based upon the analysis included in this essay, one of the conclusions that could be drawn was that the helplessness and feelings of emasculation Okonkwo experiences within the narrative are too much for him to cope with and therefore cause his downfall and demise.
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Baaz, Maria Eriksson. "The white wo/man's burden in the age of partnership : a postcolonial reading of identity in development aid /." Göteborg, Sweden : Dept. of Peace and Development Research, Göteborg University, 2002. http://www.loc.gov/catdir/toc/fy041/2003488872.html.

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Govet, Véronique. "Le métissage chez Marguerite Duras et Hanif Kureishi : réhabilitation du concept de différence." Paris 8, 2008. http://octaviana.fr/document/143287508#?c=0&m=0&s=0&cv=0.

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Rencontre inattendue de Marguerite Duras et de Hanif Kureishi, ce travail tient son intérêt de l'analyse originale et personnelle que les deux auteurs-cinéastes donnent à lire mais également à voir et à entendre du concept de métissage. En marge de leurs contemporains et prédécesseurs lesquels l'analysent essentiellement dans le cadre de la littérature coloniale et postcoloniale, M. Duras et H. Kureishi ont la particularité de l'étudier pour la consécration et la réhabilitation de la notion de différence qu'il entraîne. Ebranlée en première partie du chapitre d'ouverture lorsque nous nous alignons sur la pensée de Daniel Sibony et montrons alors combien le métissage est lié à la notion d'entre-deux, la théorie selon laquelle le métissage participe à réhabiliter pleinement le concept de différence s'impose ensuite en maître. L'omniprésence de la disjonction pour point de départ, nous montrons comment elle parvient à arracher l'expression coupure-lien à la sphère de l'entre-deux et soulignons dans le même temps son pouvoir liant. Aboutissant à la conclusion que seule la disjonction peut donner sens à une œuvre chargée de métissage, nous resserrons les liens entre les deux notions et montrons ainsi comment les deux concepts participent au brouillage des frontières. Illustrée par le biais des didascalies et de la mise en voix de la marginalité, le floutage des frontières prend une dimension particulière lorsque nous nous intéressons au statut accordé à la norme. Détrônée de son centre, elle reste un élément constitutif de la marginalité et autorise à penser cette dernière en terme de métissage. Indissociables l'un de l'autre, les deux concepts le sont encore moins dans les deux derniers chapitres à l'occasion desquels nous proposons une lecture oblique du métissage par le biais de la sexualité et de l'instant. Le jeu de miroir entre les deux concepts oxymoriques démontré, nous concluons alors à une stratégie d'écriture visant à déstabiliser le lecteur occidental
By staging an unexpected meeting between Marguerite Duras and Hanif Kureishi, this study reveals how both writers succeed in shedding new light on the concept of "métissage". Unlike many contemporary writers and critics who approach it only through colonial and postcolonial theories, M. Duras and H. Kureishi also consider it from other perspectives such as the visual and the oral. But this is not the only feature which distinguishes them. That they both study "métissage" in order to consecrate and rehabilitate the concept of difference it implies is indeed what sets them most apart. Though challenged in the first part of the opening chapter where the connections made between "métissage" and the "in-between" echo Daniel Sibony's own approach of the "in-between" as a "coupure-lien", the concept of difference is fully rehabilitated in the second part and even considered a paradoxical notion whose linking effect arises from its very disjunctive nature. Chapter 2 tightens the links between "métissage" and the margins and examines how both blur boundaries. Illustrated first through an analysis of stage directions and the mise en voix of the margins, the blurring of boundaries finally enables the norm to be revisited. Ousted from the centre, the norm remains an essential element of the margins and allows them to be referred to in terms of "métissage". Hitherto inseparable, "métissage" and the margins are even more so in the last two chapters where the former is apprehended through the oblique, that is through sexuality and the instant, two concepts firmly associated with the margins. Having demonstrated the mirror effect of the oxymoronic concepts that are "métissage" and difference, this study concludes that both M. Duras and H. Kureishi develop a writing strategy aimed at destabilizing the western reader
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Aka, Koffi Sabine. "Les romanciers ivoiriens face à l'Histoire. 1990 - 2009. Textes et contexte." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA062.

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Le roman postcolonial relève de l’interprétation de l’Histoire inhérente à l’écrivain d’origine africaine. En l’absence de sens acceptable pour les intéressés, la fiction interroge et met en exergue les aspects occultés de l’Histoire. L’étude s’attache à mettre en évidence des grilles de lecture autres qu’occidentales permettant de comprendre l’Histoire immédiate, thématique de plus en plus marquée chez les romanciers contemporains de Côte d’Ivoire. L’on se propose d’analyser la façon dont les romanciers ivoiriens des années quatre-vingt-dix à nos jours problématisent le thème de l’Histoire, comment ils l’intègrent à la trame narrative et pourquoi. La gestion d’une Histoire européo-centrée est un exercice délicat mais essentiel pour sortir de l’impasse. Les écrivains cherchent à doter leur peuple d’une Histoire à l’africaine ; Histoire compliquée par le colonialisme. L’étude vise à montrer comment cette évolution correspond à une urgence pour les auteurs : ceux-ci tentent en effet, à travers l’écriture romanesque, de trouver des réponses à la fragilisation des structures étatiques et de conjurer le spectre de la guerre civile amorcée par l’instrumentalisation du concept de l’Ivoirité. L’analyse porte sur les représentations mentales et culturelles, et l’on interrogera les catégories littéraires de façon à rendre compte de la façon dont elles induisent une vision de l’Histoire
The postcolonial novel is linked to the interpretation of History inherent to the african native writer. Without any acceptable understanding for the people concerned, fiction examines and brings out various occulted aspects of History. This study' s purpose is to underline some ways to interpret History other than from a western point of view, allowing the understanding of present History, a theme more and more present with contemporary Ivorian novelists. We propose to analyze the way Ivorian novelists, from the 90's until today, are treating History and how and why they integrate it into their fiction. The management of a european-centered History is a touchy but essential exercise to break the deadlock. Writers are willing to give their people an african History, complicated by colonialism. The study's goal is to show how this development is an urgency for the authors: in fact they try, through fiction, to find answers to the weakening of state structures and to ward off the specter of civil war initiated by the manipulation of the concept of "Ivoirité". The analysis focuses on the mental and cultural representations and we will go through the various literary categories, in order to summarize the way they induce a vision of History
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Bundu, Malela Buata. "L'Homme pareil aux autres: stratégies et postures identitaires de l'écrivain afro-antillais à Paris, 1920-1960." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210803.

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Cette étude porte sur le fait littéraire afro-antillais de l’ère coloniale (1920-1960). Il s’agit d’examiner les stratégies des agents à partir des cas de René Maran, Léopold Sédar Senghor, Aimé Césaire, Édouard Glissant et Mongo Beti et de percevoir comment ils se définissent leur identité littéraire et sociale.

Pour ce faire, notre démarche s’articule en deux temps :(1) examiner les conditions de possibilité d’un champ littéraire afro-antillais à Paris (colonisation française et ses effets, configuration d’un champ littéraire pré-institutionnalisé, etc.) ;(2) analyser les processus de consolidation du champ, ainsi que les luttes internes qui opposent deux tendances émergentes représentées d’abord par Senghor et Césaire, ensuite par Beti et Glissant, dont les prises de position littéraires mettent en œuvre des « modèles empiriques » ;ceux-ci régulent et unifient leurs rapports au monde et à l’Afrique.

This study relates to afro-carribean literature in colonial period (1920-1960). We want to examine the strategies of agents like René Maran, Léopold Sédar Senghor, Aimé Césaire, Édouard Glissant and Mongo Beti ;and we want to understand how they invente literary and social identity.

Our approach is structured in two steps: we shall analyse (1) the conditions for an afro-carribean literary field to appear in Paris (french colonialism and its consequences, configuration of literay field.) ;(2) the consolidation of this field and the internal struggles between two tendances represented by Senghor and Césaire, by Glissant and Beti whose literary practice shows the “empirical model” that regularizes and consolidates their relation with the world and Africa.
Doctorat en philosophie et lettres, Orientation langue et littérature
info:eu-repo/semantics/nonPublished

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Books on the topic "Postcolonial concepts"

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Key concepts in postcolonial literature. Basingstoke [England]: Palgrave Macmillan, 2007.

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Wisker, Gina. Key Concepts in Postcolonial Literature. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20879-7.

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Concept of power in Sermon on the mount: A postcolonial reading. Tiruvalla: Christava Sahitya Samithi, 2010.

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States of exception: Everyday life and postcolonial identity. Minneapolis: University of Minnesota Press, 2001.

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Brillenburg Wurth, Kiene, and Ann Rigney. The Life of Texts. NL Amsterdam: Amsterdam University Press, 2019. http://dx.doi.org/10.5117/9789463720830.

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This innovative introduction to literary studies takes 'the life of texts' as its overarching frame. It provides a conceptual and methodological toolbox for analysing novels, poems, and all sorts of other texts as they circulate in oral, print, and digital form. It shows how texts inspire each other, and how stories migrate across media. It explains why literature has been interpreted in different ways across time. Finally, it asks why some texts fascinate people so much that they are reproduced and passed on to others in the form of new editions, in adaptations to film and theatre, and, last but not least, in the ways we look at the world and act out our lives. The Life of Texts is designed around particular issues rather than the history of the discipline as such. Each chapter concentrates on a different aspect of 'the life of texts' and introduces the key debates and concepts relevant to its study. The issues discussed range from aesthetics and narrative to intertextuality and intermediality, from reading practices to hermeneutics and semiotics, popular culture to literary canonisation, postcolonial criticism to cultural memory. Key concepts and schools in the field have been highlighted in the text and then collected in a glossary for ease of reference. All chapters are richly illustrated with examples from different language areas.
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Baaz, Maria Eriksson. The white wo/man's burden in the age of partnership: A postcolonial reading of identity in development aid. Göteborg, Sweden: Dept. of Peace and Development Research, Göteborg University, 2002.

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Postcolonial Studies The Key Concepts. Taylor & Francis Ltd, 2013.

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Wisker, Gina. Key Concepts in Postcolonial Literature (Palgrave Key Concepts: Literature). Palgrave Macmillan, 2006.

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Fiddian, Robin. Postcolonial Borges. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198794714.001.0001.

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This work considers geopolitical and postcolonial themes in a range of writings by Jorge Luis Borges, analysing the development of a postcolonial sensibility in works such as ‘Mythical Founding of Buenos Aires’, ‘Tlön, Uqbar, Orbis Tertius’, ‘Theme of the Traitor and the Hero’, and ‘Brodie’s Report’. It examines Borges’s treatment of national and regional identity and of East–West relations in several essays and poems, contained, for example, in Other Inquisitions, The Self and the Other, and Seven Nights. The theoretical concepts of ‘coloniality’ and ‘Occidentalism’ shed new light on several works by Borges, who acquires a sharper political profile than previously acknowledged. The book pays special attention to Oriental subjects in Borges’s works of the 1970s and 1980s, where their treatment is bound up with a critique of Occidental values and assumptions. Classified by some commentators as a precursor of postcolonialism, Borges emerges as a prototype of the postcolonial intellectual exemplified by James Joyce, Aimé Césaire, and Edward Said. From a regional perspective, his repertoire of geopolitical and historical concerns resonates with those of Leopoldo Zea, Enrique Dussel, Eduardo Galeano, and Joaquín Torres, amongst others, who illustrate different strands and kinds of Latin American postcolonialism(s) of the mid- to late twentieth century. At the same time, essential differences in respect of political and artistic temperament mark Borges out as a postcolonial intellectual and creative writer who is unquestionably sui generis.
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Schönbauer, Daniel, ed. Postcolonial Indian Experiences. Tectum – ein Verlag in der Nomos Verlagsgesellschaft, 2020. http://dx.doi.org/10.5771/9783828872059.

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The 21st century has seen a growing importance of India in foreign language education. Not only has globalisation led to a reshaping of life in India itself, but, on a global scale, the enlarging Indian diaspora has resulted in a spreading and reflection of Indian (diasporic) experiences in economy, literature and (pop)culture. This anthology provides perspectives of how to read and teach these ‘faces’ of postcolonial India. Thereby, it focusses on a variety of literary texts worth implementing in teaching units. The articles take the perspective of literary and cultural studies as base and aim at interconnecting it to major concepts and theories of teaching literature and culture. Finally, it is the aim of this anthology to provide ideas of how to actively teach the different ‘faces’ of postcolonial India in the (advanced) intercultural EFL classroom.
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Book chapters on the topic "Postcolonial concepts"

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Wisker, Gina. "Texts: Themes, Issues, Concepts." In Key Concepts in Postcolonial Literature, 71–170. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20879-7_2.

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Boehmer, Elleke. "Concepts of Exchange—Poetics in Postcolonial, World, and World-Systems Literatures." In Postcolonial Poetics, 145–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90341-5_7.

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Wisker, Gina. "Contexts: History, Politics, Culture." In Key Concepts in Postcolonial Literature, 1–70. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20879-7_1.

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Wisker, Gina. "Criticism: Approaches, Theory, Practice." In Key Concepts in Postcolonial Literature, 171–207. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20879-7_3.

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Tyson, Lois. "Using concepts from postcolonial theory to understand literature." In Using Critical Theory, 263–305. Third edition. | Abington, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429469022-9.

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Leonard, Philip. "‘New Concepts for Unknown Lands’: Deleuze & Guattari’s Non-Nationalitarianisms." In Nationality Between Poststructuralism and Postcolonial Theory, 51–75. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230503854_3.

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Gupta, Amita. "The Sociocultural Context of Education: Core Concepts of the Philosophy Underlying the Worldview of Indians." In Early Childhood Education, Postcolonial Theory, and Teaching Practices in India, 15–35. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376345_2.

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Lodge, Sara, and Nicolas Tredell. "Bertha’s Savage Face: Postcolonial Concerns." In Charlotte Brontë, 109–24. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-08603-7_6.

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Haschemi Yekani, Elahe. "Introduction: Provincialising the Rise of the British Novel in the Transatlantic Public Sphere." In Familial Feeling, 1–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58641-6_1.

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AbstractIn the introduction to Familial Feeling, Haschemi Yekani proposes a transatlantic reframing of Ian Watt’s famous work on the rise of the novel. Offering a critical overview of the intertwined histories of enslavement and modernity, this chapter proposes a focus on transatlantic entanglement already in the eighteenth and early nineteenth century to challenge the more prevalent retrospective paradigm of “writing back” in postcolonial studies. Introducing the concepts of familial feeling and entangled tonalities, Haschemi Yekani describes the affective dimension of literature that shapes notions of national belonging. This is then discussed in the book in relation to the four entangled aesthetic tonalities of familial feeling in early Black Atlantic writing and canonical British novels by Daniel Defoe, Olaudah Equiano, Ignatius Sancho, Laurence Sterne, Jane Austen, Robert Wedderburn, Charles Dickens, and Mary Seacole. To provide context for the following literary readings, scholarship on sentimentalism and the abolition of slavery is introduced and significantly extended, especially in relation to the shifts from moral sentiment and the abolition of the slave trade in the eighteenth century to social reform and the rise of the new imperialism and colonial expansion in the nineteenth century.
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Ford, Biranda. "From a Different Place to a Third Space: Rethinking International Student Pedagogy in the Western Conservatoire." In The Politics of Diversity in Music Education, 177–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_13.

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AbstractConservatoires in the West are now made up of a significant body of international students who come to study the Western canon of classical music. With the canon arising in the same milieu as Enlightenment notions of shared humanity, historically, many have argued that this music has a wide, cross-cultural appeal. Though such tropes of classical music still exist, they also have the potential today to act as awkward anachronisms, markers of elitism, whiteness and cultural hegemony. This chapter starts from the perspective that the considerable economic contribution of international students to host institutions risks reproducing colonial relations if their pedagogical experiences are not thought through carefully. Looking to postcolonial theory to make sense of the dynamics at play, key concepts from Homi Bhabha are used as a lens to view the conservatoire. It is argued that international students are marginalized through stereotyping and positioned ‘in need’ of a Western education, even with attempts to bring their cultural experience of learning into account. I advocate that the conservatoire must move beyond its attempts to contain the effects of cultural diversity and instead harness the potential for self-renewal that comes from embracing cultural difference in a third space.
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Conference papers on the topic "Postcolonial concepts"

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Mouli, T. Sai Chandra. "Towards Understanding Identity, Culture and Language." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.

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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.
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Gatt, Suzanne, Charmaine Bonello, Josephine Deguara, Rosienne Farrugia, Tania Muscat, Josephine Milton, Lara Said, and Jane Spiteri. "Exploring The Influence of COVID-19 on Initial Teacher Education in Malta: Student Participation in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12794.

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The COVID-19 pandemic forced a rapid transition from onsite to online learning spaces for initial teacher education (ITE); with Universities even adopting new modes of pedagogy and assessment. This study explores: (1) how Maltese ITE undergraduate early years and postgraduate primary education students dealt with more remote forms of learning during the pandemic in Malta, and (2) the teaching/lecturing modes used, by lecturers, for remote learning, assessment and concerns that tie-in with broader student wellbeing. The data were gathered through an online quantitative survey designed to collect information about ITE students’ views. Student responses strongly suggest that in the eventuality of an ongoing vaccination ‘post-COVID’ era, ITE within HE programmes should consider revisiting the course content and delivery, supporting and fostering, blended and online approaches. A ‘blind spot’ reflecting the struggle for independence, autonomy, and control during COVID-19 in a postcolonial Maltese Higher Eduction context also emerged. The insights gained highlight how ITE students’ views on their experiences of online pedagogy, assessment, and how these new modes impacted their wellbeing within a Maltese HE context can serve to inform policy and practice. These results emphasize the need to promote participatory research amongst university students as key to inform HE policy and practice. Keywords: Initial Teacher Education; Online learning; Covid-19; student participation; Higher Education
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