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Wednesday, February 23, 2011

Cultural Identity and Diaspora- Stuart Hall

the following write up on 'Cultural Identity and Diaspora' is by Inchara BR
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Stuart Hall beings his discussion on Cultural Identity and Diaspora with a discussion on the emerging new cinema in the Caribbean which is known as Third Cinema. This new form of cinema is considered as the visual representation of the Afro-Caribbean subjects- “blacks” of the diasporas of the west- the new post colonial subjects. Using this discussion as a starting point Hall addresses the issues of identity, cultural practices, and cultural production.

There is a new cinema emerging in the Caribbean known as the Third Cinema. It is considered as the visual representation of the Afro-Caribbean in the post colonial context. In this visual medium “Blacks” are represented as the new postcolonial subjects. In the context of cultural identity hall questions regarding the identity of this emerging new subjects. From where does he speak? Very often identity is represented as a finished product. Hall argues that instead of considering cultural identity as a finished product we should think of it a production which is never complete and is always in process.

He discusses two ways of reflecting on cultural identity. Firstly, identity understood as a collective, shared history among individuals affiliated by race or ethnicity that is considered to be fixed or stable. According to this understanding our cultural identity reflects the common historical experiences and shared cultural codes which provide us as “one people.” This is known as the oneness of cultural identity, beneath the shifting divisions and changes of our actual history. From the perspective of the Caribbean’s this would be the Caribbeanness of the black experience. This is the identity the Black diaspora must discover. This understanding did play a crucial role in the Negritude movements. It was a creative mode of representing the true identity of the marginalised people. Indeed this act of rediscovery has played crucial role in the emergence of many of the important social movements of our time like feminist, ani-colonial and anti-racist.

Stuart Hall also explores a second form of cultural identity that exist among the Caribbean, this is an identity understood as unstable, metamorphic, and even contradictory which signifies an identity marked by multiple points of similarities as well as differences. This cultural identity refers to “what they really are”, or rather “what they have become.” Without understanding this new identity one cannot speak of Caribbean identity as “one identity or on experience.” There are ruptures and discontinuities that constitute the Caribbean’s uniqueness. Based on this second understanding of identity as an unstable Hall discusses Caribbean cultural identity as one of heterogeneous composites. It is this second notion of identity that offers a proper understanding of the traumatic character of the colonial experience of the Caribbean people.

To explain the process of identity formation, Hall uses Derrida's theory ‘differance’ as support, and Hall sees the temporary positioning of identity as "strategic" and arbitrary. He then uses the three presences--African, European, and American--in the Caribbean to illustrate the idea of "traces" in our identity. A Caribbean experiences three kinds of cultural identities. Firstly, the cultural identity of the Africans which is considered as site of the repressed, secondly, the cultural identity of the Europeans which is the site of the colonialist, and thirdly, the cultural identity of the Americans which is a new world- a site of cultural confrontation. Thus the presence of these three cultural identities offers the possibility of creolization and points of new becoming. Finally, he defines the Caribbean identity as diaspora identity.

Tuesday, February 22, 2011

The Cornerstones: Marx and the Theory of Culture - Luke Ferretter

the following is a write up on 'The Cornerstones: Marx and the theory of Culture' by Josna Joseph
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Althusser is a Marxist Philosopher. Although he took a journey towards Marxism in his early works, but he began to think outside its frame of reference in his late works. In order to make sense of Althusser’s work we need to understand the basic elements of Marx’s thought.

Marx and Engels develop a systematic philosophy they call the ‘materialist conception of history’. The first premise of all human history, for Marx and Engels, is the existence of living human individuals. The first fact to be understood about these individual is that they find themselves. They distinguish themselves from other animals as soon as they begin to produce their means of subsistence out of the raw materials of nature. When men and women produce their means of subsistence in this way, according to Marx and Engels, they are indirectly producing their material life. According to this conception, a given society consists fundamentally of the forces and relations of production of its members’ material lives. Althusser intends correctly to expound is that the first and fundamental fact of human life is not at all human ideas, whether the idea of God, of man, of the good, or whatever. It is forces and relations of production into which men and women enter in order to maintain and develop their material lives. It is a person’s place in the system by which society produces the material conditions of the lives of its members and not any innate quality like humanity or personality which determines their life in every respect.

The second fundamental principle of the materialist conception of history, namely that the sum total of the force and relations of production in a given society constitutes its ‘base’ or ‘infrastructure’, which is its first and fundamental reality. Out of this economic base develops a ‘superstructure’, consisting of every other aspect of the life of that society. In the first place, the superstructure consists of the political and legal system, its judiciary, and its defence systems and so on. In the second place, it consists of all the forms of consciousness in whose terms the members of society understand and represent themselves to each other, namely legal and political theories, religion, art, literature and other kinds of cultural production. All these forms of consciousness comprise what Marx and Engels called ‘ideology’.

Since human history has always been the history of class struggles, ideology is a discourse of class interest, reflecting the positions of the antagonistic classes in society, especially that of the ruling class. The kind of literary and cultural criticism that follows from materialist conception of history, such as Althusser’s interprets the meaning that has produced it as such. Marx arrived at this materialist conception of history after an intellectual journey through the humanism that characterizes his early work, in which he describes the alienation of men and women from their humanity under capitalism, and their re-appropriation of this humanity under communism.

Monday, February 21, 2011

Masks of Conquests- Gauri Viswanathan

the following is a write up on 'Masks of Conquests' by Rinu Dina John
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Gauri Viswanathan’s Masks of Conquests is about the institution, practice, and ideology of English studies introduced in India under British colonial rule. It does not seek to be a comprehensive record of the history of English, nor does it even attempt to record, in minute historical fashion, the various educational decisions, acts, and resolutions that led to the institutionalization of English. The work draws upon the illuminating insight of Antonio Gramsci, writing on the relations of culture and power, that cultural domination works by consent and can (and often does) precede conquest by force. Power operated concurrently at two clearly distinguishable levels where, according to Gramsci, the supremacy of a social group manifests itself in two ways: firstly as ‘domination and secondly as ‘intellectual and moral leadership.’

This book sets out to demonstrate in part that the discipline of English came into its own in an age of colonialism, as well as to argue that no serious account of its growth and development can afford to ignore the imperial mission of educating and civilizing colonial subjects in the literature and thought of England, a mission that in the long run served to strengthen Western cultural hegemony in enormously complex ways.

The author has two general aims in writing this book. Firstly she studies the adaptation of the content of English literary education to the administrative and political imperatives of British rule; and secondly she examines the ways in which these imperatives in turn charged that content with a thoroughly changed significance, enabling the humanistic ideals of enlightenment to coexist with and indeed even support education for social and political control.

Among the several broad areas of emphases in this book the first and perhaps most important is that the history of English and that of Indian developments in the same areas are related but at the same time quite separate. The word separate indicates the gap between functions and uses of literary education in England and in India, despite the comparability of content at various points. One of the great contradictions in early nineteenth-century developments is uncovered at the level of comparison of the educational histories of England and India. With the educational context, one runs head on into the central paradox of British deliberations on the curriculum as prescribed for both England and India. While Englishmen of all ages could enjoy and appreciate exotic tales, romantic narrative, adventure stories, and mythological literature for their charm and even derive instruction from them, their colonial subjects were believed incapable of doing so because they lacked the prior mental and moral cultivation required for literature-especially their own-to have any instructive value for them.

The argument of this book leans toward the second proposition, specifically, that the introduction of English represented an tormented response to historical and political pressures: to tensions between the East India Company and the English Parliament, between Parliament and missionaries, between the East India Company and the Indian elite classes.

The book does not attempt to be a “definitive” study of English studies in India. It leaves aside many questions apart from those concerning the effects of literary instruction on individual Indians and the readings that educated Indians gave to the English texts they were taught