Maurice O'Connor

Analizar la profunda revisión del canon Inglés

Delimitar los elementos históricos y culturales que han provocado este cambio

Seleccionar puntos de interés de la critica poscolonial y de los estudios
culturales para explicar la apertura del canon Inglés.

Localizar intertextualidades con otras corrientes de la literatura Inglesa.

Marco teórico
1. The Colony Relationship
Homi Bhabha
2. Race and Colour
Paul Gilroy
3. The Local and the Global: New Identities
Stuart Hall

Marco práctico
1. V.S. Naipaul The Mimic Man & Half a Life (Media Vida)
2. Hari Kunzru The Impressionist (El Trasnformista)
3. Monica Ali Brick Lane (Siete Mares, Trece Ríos)
4. Abdulrazak Gurnah By the Sea (En la Orilla)
5. Nadeem Aslam Maps for Lost Lovers (Mapas para Amantes Perdidos)
6. Hanif Kureishi The black Album
7. Ben Okri ‘When the Lights Return’

Hay dos tipos de actividades.
1ª Elaboración de material sobre cada autor del curso para su comentario en
clase.

2ª Elaboración de un trabajo individual.

ASSIGNMENT PROSA INGLESA

Chose one of the novels or collection of short stories from the course.

1. V.S. Naipaul The Mimic Man & Half a Life (Media Vida)
2. Hari Kunzru The Impressionist (El Trasnformista)
3. Monica Ali Brick Lane (Siete Mares, Trece Ríos)
4. Abdulrazak Gurnah By the Sea (En la Orilla)
5. Nadeem Aslam Maps for Lost Lovers (Mapas para Amantes Perdidos)
6. Hanif Kureishi The Black Album
7. Ben Okri Stars of the New Curfew

Make an analysis of the novel according to the themes we have discussed in
class. It is important to give textual evidence for the ideas you wish to
expound on. The student
Must have read the complete novel and the work must reflect this. The essay
MUST NOT be an introduction about the author, his/her life, or other irrelevant
information. The principal themes of the theoretical framework must be
reflected in the body of the work i.e.
1.  The Colony Relationship
2.  Race and Colour
3.  Integration or isolation
4.  The Local and the Global:
5.  New Identities

The work does not have to have an extended bibliography. The body of research
taken by the student from internet, along with the class notes is sufficient.
What I am most interested in is a personal analysis. Mistakes, both conceptual
and grammar mistakes etc. will be accepted up until a certain degree (there is
a minimum standard required from a student of the second cycle). However, what
will not be tolerated under any circumstances will be a text copied from
internet. This will result in the essay being not apt for correction. I will be
absolutely strict on this point so, please, do not even try copying material
from internet and do not be surprised if you get a zero in this evaluation.
Furthermore, I will not allow for the student to repeat the work.

The work must be clearly and logically constructed. This means that you have an
introductory paragraph stating what the aim of your analysis will be.
Paradoxically, the introduction is usually the last thing we write, as it is
only when we have finished and corrected the essay that we are fully aware what
it is we want to say. The following paragraphs must follow a clear order of
argumentation, where the rule of thumb is that we go from the most general to
the most specific. This means that if we have identified say four themes to
speak about in the essay, then order these ideas in function of their
importance. An obscure or less important idea should not appear at the
beginning, or simply be “stuck in” so as to fill a page.

WORD COUNT: The essay must have a minimum of 2,000 words.
DEADLINE:
TIME GIVEN OVER TO ASSIGNMENT:

Se utiliza una metodología teórico y práctica, que combina tanto la
explicación de los conceptos sociales, históricos y literarios necesarios para
centrar el estudio de las obras escogidas, como, por otro lado, la aplicación
y fijación, mediante una atención individualizada, de dichos conocimientos
teóricos  a  través del análisis y el debate de textos.

Nº de Horas (indicar total): 150

• Clases Teóricas: 16  
• Clases Prácticas: 32  
• Exposiciones y Seminarios: 5  
• Tutorías Especializadas (presenciales o virtuales):
  • Colectivas: 5  
  • Individules: 5  
• Realización de Actividades Académicas Dirigidas:
  • Con presencia del profesorado: 5  
  • Sin presencia del profesorado: 5  
• Otro Trabajo Personal Autónomo:
  • Horas de estudio: 32  
  • Preparación de Trabajo Personal: 42  
  • ...
     
• Realización de Exámenes:
  • Examen escrito: 3  
  • Exámenes orales (control del Trabajo Personal):  

Asistencia a clase y participación en los debates y seminarios. 2 puntos
Elaboración de comentarios. 1 punto
Elaboración de un trabajo individual 3 puntos
Un examen final. 4 puntos

AHMAD, ALI (2004) “Brick Lane: A Note on the Politics of ‘Good’ Literary
Production.” Third Text, Vol. 18, Issue 2, 199-205.
BHABHA, HOMI, K. (1994): The Location of Culture. London: Routledge.
CORMAC, ALISTAIR (2006) “Migration and the Politics of Narrative Form: Realism
and the Postcolonial Subject in Brick Lane.” Contemporary Literature, XLVII, 4,
695-721
GILROY, PAUL (1987) There Ain’t No black in the Union Jack. London: Routledge
Classics. [2002]
———— (2000) Against Race: Imagining Political Cultural Beyond the Color Line.
Massachusetts: The Belknap Press of Harvard University Press Cambridge.
GREENBERG, ROBERT M. (2000) “ Anger and the Alchemy of Literary Method in V.S.
Naipaul’s Political Fiction: The Case of The Mimic Men”. Twentieth Century
Literature, summer,
HALL, STUART (1996) “Who need Identity?” In Stuart Hall & Paul du Gay (Eds.)
Questions of Cultural Identity. London: Sage Publications [2002]
———— (1991) “The Local and the Global. Globalization and Ethnicity.” In
Anthony D. King (ed.) Culture, Globalization and the World System. London:
Macmillan.
KALETA, KENNETH C. (1998) Hanif Kureishi: Postcolonial Storyteller. Austin:
University of Texas Press
MOORE-GILBERT, BART 82002) "I am going to rewrite Kipling’s Kim": Kipling and
Postcolonialism. The Journal of Commonwealth Literature 2002; 37; 39
O’CONNOR, MAURICE (2006) “Writing From Memory: The Diasporic Discourse of
Abdulrazak Gurnah and Ben Okri”.
journal.afroeuropa.eu/index.php/afroeuropa/article/viewDownloadInterstitial/17/1
4 -
QUAYSON, ATO (1997) Strategic Transformations in Nigerian Literature: Orality
&History in the Work of Rev. Samuel Johnson, Amos Tutuola, Wole Soyinka, & Ben
Okri. Oxford: James Currey.