FF:AJ28001 Postcolonial Rewritings - Course Information

AJ28001 Postcolonial and Feminist Rewritings of Master Narratives

Extent and Intensity

0/2. 2 credit(s) (plus 3 credits for an exam). Recommended Type of Completion: zk (examination). Other types of completion: z (credit).

Teacher(s)

Mgr. Martina Horáková, Ph.D. (lecturer)

Guaranteed by

Jeffrey Alan Vanderziel, B.A.
Department of English and American Studies – Faculty of Arts
Contact Person: Tomáš Hanzálek

Timetable

Tue 16:40–18:15 G32

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 15 student(s).
Current registration and enrolment status: enrolled: 0/15, only registered: 0/15

fields of study / plans the course is directly associated with

there are 15 fields of study the course is directly associated with, display

Course objectives

This course focuses on a selection of canonical texts of the Western literary discourse and their rewritings, adaptations, appropriations or deconstructions from the postcolonial and feminist perspectives. The starting point for textual and cultural analysis will be the common postcolonial and feminist practice of exploring the gaps and silences in the master narratives with the intention of giving voice to the previously unheard. In four units of “coupled” canonized pretexts and their rewritings, we will compare and contrast these texts, discussing the narrative strategies and cultural shifts that surface in the rewritings. The readings will include Daniel Defoe’s Robinson Crusoe/ J. M. Coetzee’s Foe; Charles Dickens’ Great Expectations/ Peter Carey’s Jack Maggs; Charlotte Brontë’s Jane Eyre/ Jean Rhys’ Wide Sargasso Sea, Homer’s Odyssey and Margaret Attwood’s The Penelopiad. The primary texts will be complemented by secondary readings focused on postcolonial and feminist theories. Students will be expected to read the assigned texts, contribute to seminar discussions, prepare one oral presentation/ develop a theoretical keyword, write four one-page response papers and a final essay, incorporating key theoretical concepts and critical analyses into their work.

Syllabus

• Syllabus
• Week 1: Introduction to course policies and assignments
• Week 2: Daniel Defoe, Robinson Crusoe; oral presentation
• Week 3: J. M. Coetzee, Foe; response papers due
• Week 4: Postcolonial criticism; keyword definitions due
• Week 5: Charles Dickens, Great Expectations; oral presentation
• Week 6: Peter Carey, Jack Maggs; response papers due
• Week 7: Intertextuality
• Week 8: Charlotte Brontë, Jane Eyre; oral presentation
• Week 9: Jean Rhys, Wide Sargasso Sea; response papers due
• Week 10: Feminist rewritings and criticism; keyword definitions due
• Week 11: Homer, Odyssey; oral presentation
• Week 12: Margaret Attwood, The Penelopiad; response papers due
• Week 13: conclusion and evaluation of the course

Literature

• ATWOOD, Margaret. The Penelopiad : [the myth of Penelope and Odysseus]. 1st pub. Edinburgh: Canongate, 2005, xv, 199. ISBN 1841956457. info
• The post-colonial studies reader. Edited by Helen Tiffin - Gareth Griffiths - Bill Ashcroft. London: Routledge, 1995, xvii, 526. ISBN 0415096227. info
• BRONTË, Charlotte. Jane Eyre. London: Penguin Books, 1994, 447 s. ISBN 0-14-062011-7. info
• DEFOE, Daniel. Robinson Crusoe [Defoe, 1994]. Harmondsworth: Penguin Books, 1994, 298 s. ISBN 0-14-062015-X. info
• DICKENS, Charles. Great expectations. London: Heinemann Educational Books, 1980, 446 s. ISBN 0-435-16234-9. info
• RHYS, Jean. Wide Sargasso sea. Edited by Francis Wyndham. 4th impression. London: André Deutsch, 1974, 189 s. ISBN 0233958665. info

Assessment methods

assessment: student presentations/keywords 25% response papers 25% discussions 10% final essay 40% Guidelines: oral presentations: purpose: to orally, yet clearly articulate complex arguments, use a variety of audiovisual aids, respond to comments form: fifteen to twenty minutes of being in charge of the class, written outline (including a title) and bibliography emailed to the instructor in advance, additional materials pertinent to the topic (optional); 10 min. spent on the presentation, 5-10 min. on the discussion with the class (be ready to respond to comments, you can also prepare questions and elicit discussion) content: your own creative / critical thoughts and discoveries and opinions based on the primary reading and supported by/in dialogue with two or three secondary sources (don’t forget to acknowledge secondary sources!); try to suggest the ways in which the master narrative invites the rewritings; you may also investigate other rewritings of the particular canonical text and introduce one or two in more detail; style: easy to follow argumentation, logical organization (preview, introduction of the thesis and secondary sources, main points, supporting evidence, conclusion, discussion), appropriate pacing, variety of presentation strategies (textual examples and audiovisual aids), interaction with the audience (eye-contact, gestures, rhetorical questions, check-up questions, discussion questions), use of spoken discourse markers (pauses, repetitions and restatements, sign posting and transitions, short sentences, simple words, loud voice, clear articulation), you may refer to your notes occasionally but do not read keywords definitions: the list of potential keywords is posted in the ELF, chose one from the “post-colonial” list and one from the “feminist” list purpose: to research various perspectives, theoretical approaches and historical developments of some of the most recurring concepts in postcolonial and feminist criticisms; to refine critical thinking; form: up to one page, bring a hard copy to class and email to the instructor before the class; content: get acquainted with the various, sometimes contesting, definitions and uses of the term; use scholarly sources only; if applicable, try to suggest how the term developed, who first coined it and in what context; as all of the concepts are very complex, try to express the various and differing perspectives, covering this complexity; try to suggest how this particular concept can be used in critical textual analysis of a primary text; response papers: purpose: to read critically, notice details, take notes when reading, make connections, return to key passages, gain a deeper appreciation of the assigned text(s), clearly formulate one’s own thoughts in writing, get personalized feedback from the instructors, be prepared to participate in class discussion form: one page, not more; double spaced, MLA format, precise and concise title; two to three paragraphs; bring a hard copy to class (4 papers altogether); marked out of 10 points, if you submit the response paper late, you’ll lose 2 points; content: no research, “only” your own creative / critical thoughts and discoveries and opinions based on the primary reading, analytic mini-essay rather than a record of personal impressions, narrow focus (particular themes, images, narrative techniques, characters, relationships, issues, contexts, and so on); style: clear argumentation, logical organization (introduction, main body, conclusion) coherent paragraphs, integrated citations, “academic” language

Language of instruction

English

Further comments (probably available only in Czech)

Study Materials

• Enrolment Statistics (Spring 2009, recent)
  
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