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In a description of nationalist poems about “a golden age of black heroes; of myths and legends and sprites” (Marechera 74), the narrator of The House of Hunger (1978) observes that these themes are the “exposed veins dripping through the body of the poems.” In this article we extend this observation to argue that, metaphorically on display in Marechera’s novella itself, are the “exposed veins dripping through the body of the [text]” (74). The novella’s themes include colonialism, social destitution, violence, state-sanctioned oppression, identity struggles, poverty, dislocation, disillusionment and anger, all of which are appropriately imaged in Marechera’s visceral metaphor of the pain and violence implicit in the literary text. More specifically, corporeal imagery emphasises the unnamed narrator’s troubled existence, suffusing The House of Hunger in a manner that elicits disgust and horror, thus encouraging the reader’s affective response to the representation of the colonial condition. This article illuminates Marechera’s seeming obsession with corporeality by providing a postcolonial and psychoanalytic reading, focussing in particular on Julia Kristeva’s theory of abjection. Although critics have objected to reading African texts through the lens of psychoanalysis, the article sets out to address this concern, noting the importance of theorists like Frantz Fanon and Joshua D. Esty in justifying psychoanalytic readings of African literature, and drawing resonant parallels between Kristevan theory and Marechera’s perspective on the colonial condition of Zimbabwe (Rhodesia) in the 1970s.

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.