Simon Fraser University
Engaging the World

Course Outlines

Fall 2024 - ENGL 853 G100

Studies in Postcolonial Literature (4)

Class Number: 6885

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 4 – Dec 3, 2024: Thu, 4:30–8:20 p.m.
    Burnaby

Description

CALENDAR DESCRIPTION:

Examines postcolonial theories and literatures in a variety of genres. The course will vary according to critical approach, selection of media, and geographical and historical focus.

COURSE DETAILS:

Caribbean Literatures in Transition, 1950-1970

During the period from 1950 to 1970, the Caribbean experienced profound historical, social, and cultural transformations. A significant aspect of this era was the wave of decolonization across the region, leading to the independence of several Caribbean nations from colonial rule. Countries such as Jamaica, Trinidad and Tobago, Barbados, Guyana, and The Bahamas achieved independence during this time, marking a pivotal moment in their histories and the culmination of an important phase of anti-colonial struggles. Additionally, this period saw a surge in labour activism and migration as Caribbean workers, facing difficult conditions and inadequate wages, mobilized through strikes and protests to demand improved treatment. Waves of immigration to the United Kingdom, the United States of America, and Canada characterized this period, solidifying diasporas that have remained pivotal to the Caribbean, and influencing the production and reception of its literature. Throughout this period, amid the political and social upheavals, the Caribbean also experienced a flourishing of cultural expression. Intellectuals, writers, and artists asserted their cultural identity through literature, music, visual arts, and theatre. Throughout this course, we will engage with critical accounts of Caribbean literary histories in the recent publication Caribbean Literature in Transition, 1920–1970 as well as other critical texts about and from this period. As we explore Caribbean literary histories and cultural production during the period from 1950 to 1970, we will consider the challenges women cultural workers faced in a male-dominated era, the impact of independence movements on Caribbean writing, and how writers tackled intersections of race, class, gender, and sexuality in their works. We will also examine broader socio-political contexts shaping Caribbean literature, probing questions such as: How did colonial legacies influence themes and styles? What was the role of diasporic and exiled writers in the development of Caribbean literatures?

COURSE-LEVEL EDUCATIONAL GOALS:

  • Understand the impact of decolonization and independence movements on Caribbean nations and their cultural production.
  • Examine the effects of labour activism and migration on Caribbean literature and diasporas.
  • Analyze the challenges faced by women cultural workers and the intersection of gender with race, class, and sexuality in Caribbean literature.
  • Examine how socio-political contexts and colonial legacies influenced themes and styles in Caribbean literature.
  • Enhance skills in critical analysis and interpretation through discussions, essays, and presentations.

Grading

  • Participation 20%
  • Oral Presentation 15%
  • Response Paper 15%
  • Final Project Proposal 10%
  • Final Project 40%

NOTES:

Outstanding Participation goes beyond regular attendance and sporadic contributions; it entails consistently sparking thoughtful discussions with insightful questions and ideas related to the course material. Actively engage with and build upon the contributions of others in the seminar in a generous and thoughtful manner.

You will be tasked with preparing a 20-25 minute Oral Presentation focusing on one of our topics. Approach it pedagogically to set up an interpretive context, explain key concepts, and raise discussion-worthy issues. Use clear and compelling prompts to engage colleagues, fostering focused conversations on important ideas from our readings. Aim for breadth by linking various sources, while also focusing a specific aspect(s) of the readings. Evaluation criteria include content (clarity, sophistication, relevance), style and delivery (clarity, coherence), creativity and engagement (provocativeness, memorability), and pedagogical value (instructiveness, discussion generation). Prepare a visual aid (e.g., slides or handouts) and provide a written transcript of your presentation (not graded). A sign-up sheet will be available at the start of the course for presentation slots.

Response Paper: Write a 750-1000 word paper in MLA style, focusing on an issue or concept inspired by weekly topics and readings. Papers will be presented orally to the class. Unlike presentations that emphasize breadth, response papers are selective, focused, creative, and personal. Each paper must address different topics and readings from your presentation. Notify me a week prior to your presentation date, ensuring it does not coincide with your presentation day. Up to three students may present response papers per seminar. A hard copy of the paper is due on the day of relevant reading discussion, and evaluation is based on clarity and depth.

Final Project Proposal: Create a 750-word MLA-style proposal for your Final Project, which should engage with course concepts, texts, and/or methodologies, though not limited to syllabus materials. Describe your topic, outline your argument or approach, suggest potential conclusions, and emphasize the project's significance. Include intended resources. Ensure clarity, persuasiveness, and immediate appeal, showing coherence, manageability, and necessity. While drawing on presentation or response materials is allowed, the Final Project should explore new ideas. Submit by early November; late submissions require justification (e.g., medical or family emergency). Evaluation will focus on clarity, effectiveness as a proposal, feasibility, and polish.

The Final Project can take any of the following forms:

  • A Research Essay (4500 - 5000 words).
  • A Research Creation Project accompanied by a Critical Commentary/Introduction (word/page count determined in consultation with instructor).
  • A Design Plan or Proposal for a Conference, Public Humanities Project, or Community Engagement Initiative (4500 - 5000 words).
  • An Annotated 13 week Undergraduate Syllabus inspired by course topics, accompanied by a Critical Commentary (2500 - 3000 words).
  • A Book Review Essay of 2-3 recently published academic or creative texts that relate to the course content (4500 - 5000 words).

Materials

REQUIRED READING:

George Lamming, In the Castle of My Skin (1953)

Sam Selvon, The Lonely Londoners (1956)

Jean Rhys, Wide Sargasso Sea (1966)

Austin Clarke, The Meeting Point (1967)

V.S. Naipaul, The Mystic Masseur (1957)

Paule Marshall, Brown Girls, Brownstones (1959)

Note: The Internet Archive database offers scanned copies of these texts for borrowing. Print copies have been ordered through the SFU bookstore as well. All other coursee material will be provided via Canvas.


REQUIRED READING NOTES:

Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html

RELIGIOUS ACCOMMODATION

Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.