conclusion conclusion 1. mapping: visual mapping & cognitive mapping world literatures in...
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ConclusioConclusionn
1. Mapping: Visual Mapping & Cognitive Mapping
World Literatures in English
and
ContinuationContinuation
1. Taiwanese counterparts;
2. Our Guests/Friends
What is Mapping and what is it for?
Visual mapping– the authors and characters are not out of nowhere.
Cognitive mapping – a way to manage your own knowledge and to locate oneself
I: Contextualization & Artistic Concretization
II. Major ThemesIII. Self-Location
Mapping
India
Canada
Caribbean Area
South Asia
Lahore
Shahjahanpur
Kelara
The Caribbean Islands & their migrants
Canada
The U.S.
““Children of the Sea”; FugeesChildren of the Sea”; Fugees
Annie John M. Cliff, B. Marley
Wide Sargasso Sea Sugar Cane Alley
England France
Canada
Lake Huron
Toronto
Cognitive mapping I
the cultural specifics: e.g. India: Caste system, purdah, e.g. the Caribbean: obiah, krik?krak! e.g. Canada: sense of duality; victim mentality.
the artistic embodiment: e.g. spatial metaphors, e.g. natural beings as metaphors e.g. Biblical allusions e.g. English sayings and words.
Language
Cognitive mapping II
A. Colonization Government and colonization: 1. control by categorization and “help” with lack
of understanding.2. More brutal control in “Children of the Sea”
and Handmaid “Whiteness” and Domination– with various
kinds of power Mental colonization Gender and colonization -- women’s role
Cognitive mapping II
B. Children and Gender
1. Children’s growth and education
2. Marriage, sex and child birth
3. Mother-daughter relationship C. Diaspora, Gender and Writing
1. Writing –e.g. “revising the written record” (Cliff); “bearing witness ”(Danticat)
2. Treatment of colonial/personal/cultural past.
Continuation Continuation (I)
Taiwanese counterparts; A. (de-)colonization: Does Taiwan succeed in
constructing its own identity after the multiple colonization by Holland, Spain, Japan, the U.S. and under the neo-colonial powers of the U.S. and Japan?
(e.g. the stories by 黃春明; the films 《無言的山丘》、《無卵頭家》、 A Borrowed Life, City of Sadness, 《超級大國民》、《太平天國》 (Bhadha Bless America) 、《匪諜大亨》,and so many other texts.)
ContinuationContinuation (I)
Taiwanese counterparts; B. cultural/national identity: What kinds of cultural
identities do Taiwanese have? How are they different from the Chinese diaspora in the other parts in the world?
(e.g. 《春光乍洩》、《三個女人的故事》《甜蜜蜜》《愛在他鄉的季節》《春光乍洩》 vs. many novels such as 〈魚骸〉、平路〈台灣奇蹟〉〈玉米田之死〉;張大春〈將軍碑〉、〈四喜憂國〉;林燿德《高砂百合》 and such films as 《青少年哪吒》、《只要為你活一天》、《望鄉》. )
ContinuationContinuation (I)
Taiwanese counterparts; C. gender and race: Orientalism. How have
Taiwanese women suffered from the colonizers' rape ( e.g. Comfort Women, 慰安婦) , or from double victimization by both patriarchy and colonialism (李昂〈戴貞操帶的魔鬼〉《迷園》) ? How have Taiwanese women assert themselves against both? (平路 《行路天涯》)
ContinuationContinuation (II)
Our Guest Speakers
Sintia Molina;
Assistant professor of Latin American and Caribbean literature, Center for Ethnic Studies, Borough of Manhattan Community College, the City University of New York.
Work: Naturalism in the Cuban Novel (in Spanish 2001)
Ed. On Transnationalism in Dominican disapora
ContinuationContinuation (II)
Our Guest Speakers2. Yi-Chun Tritia Lin;
BA in Normal U. MA in Tamkang U. Ph.D. in SUNY Stony Brook Assistant professor of English, Ethnic Studies
and Women’s Studies, Borough of Manhattan Community College, the City University of New York the City University of New York.
Work on a comparative studies of the Asian Pacific and Caribbean Writing; one special issue of Women’s Studies.