The Empire Writes Back

Ashcroft, Bill; Griffiths, Gareth; Tiffin, Helen

doi:10.4324/9780203426081

Cited by 1,235 publications

(46 citation statements)

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“…We might also think of the critiques that have emerged from a post-colonial standpoint of the work that a literary education has done as part of an educational apparatus designed to enable people in colonial settings to identify with the civilizing mission of empire and thus to consent to their oppression (cf. Ashcroft et al, 1989). …”

Section: Resultsmentioning

confidence: 99%

Literary praxis: Engaging with texts in classroom settings

Doecke¹,

Ven²

2012

L1 Educational Studies in Language and Literature

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This article focuses on a small group of teachers as they reflect on the strategies they use to support their students in their efforts to interpret literary texts. We argue that the interpretation of literary texts within classroom settings is mediated in complex ways: by the social context of the classroom, the institutional setting of the school (including its curriculum and organization), as well as mandated educational policies. These dimensions shape the relationships between teachers and students as they engage in the 'social exchange of meanings ' (Reid, 1984) that is prompted by the texts chosen for study. Students bring their own biographies to this exchange, drawing on their experiences outside school in order to make meanings from the texts they are required to read. Teachers, on the other hand, also bring their biographies with them into classrooms, including their beliefs about the value of a literary education. By exploring the reflections in which a small group of teachers of literature engage about their work, we ask questions about the value of a literary education, reaffirming its significance in the contemporary world.

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Section: Resultsmentioning

confidence: 99%

Literary praxis: Engaging with texts in classroom settings

Doecke¹,

Ven²

2012

L1 Educational Studies in Language and Literature

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“…During the history of British rule in these places, English was always made the official language for administration, education, commerce and law while local languages were marginalised (Ashcroft, Griffiths and Tiffin, 1989), the consequences of which have continued to shape post-independence language policies to this day.…”

Section: Esl In Malaysiamentioning

confidence: 99%

Your Language My Culture (YLMC): Developing a Local-Culture ELT Matrix for Schools in Terengganu, Malaysia

Yahya¹,

Ibrahim²,

Ramli³

et al. 2017

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“…1-2). Ashcroft et al (1989) further puts forth that the idea of 'postcolonial literary theory' emerges from the inability of European theory to deal adequately with the complexities and varied cultural provenance of postcolonial writing. European theories themselves emerge from particular cultural traditions which are hidden by false notions of 'the universal'.…”

Section: Postcolonial Literaturementioning

confidence: 99%

“…While each of these colonized country's literature has its own special and distinctive regional characteristics, Ashcroft (1989) states that "they emerged in their present form out of the experience of colonization and asserted themselves by foregrounding the tension with the imperial power and by emphasizing their differences from the assumptions of the imperial center". It is this which makes them distinctively postcolonial literatures (p. 2).…”

Section: Postcolonial Literaturementioning

confidence: 99%

“…Postcolonial literature refers to the writings by those peoples who were formerly colonized by Britain, in particular, and other European powers as well. Ashcroft et al (1989) states that the term 'postcolonial' covers "all the culture affected by the imperial process from the moment of colonization to the present day" and that "it is concerned with the world as it exists during and after the period of European imperial domination and the effects of this on contemporary literatures" (pp. 1-2).…”

Section: Postcolonial Literaturementioning

confidence: 99%

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A Postcolonial Reading of Cecil Rajendra’s Selected Poems

Ganesan¹,

Sabapathy²

2013

ASS

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This study analyzes poems written by Cecil Rajendra, a Malaysian poet, from a postcolonial perspective. In other words, it entails a postcolonial reading of his selected poems. It seeks to identify and illustrate embedded concepts of postcolonialism and orientalism in the poems. It also seeks to understand how these concepts operate.The theoretical framework used in this research is the postcolonial theory, specifically employing Bill Ashcroft et al.'s Key Postcolonial Concepts and Edward Said's Orientalism. It uses the Close Reading methodology to analyze the corpus, looking specifically into the concepts being used.The study reveals that although colonization has ended in many countries, a new form of colonization, namely Neo-colonialism is evident in many developing ex-colonies. This includes replication of colonial powers by today's political leaders. It also speaks about Euro-centrism and its related ideologies which can operate oppressively against eastern nations.It is hoped that this study contributes to a better understanding about postcolonial issues, especially in the Malaysian context.

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The Empire Writes Back

Cited by 1,235 publications

References 0 publications

Literary praxis: Engaging with texts in classroom settings

Literary praxis: Engaging with texts in classroom settings

Your Language My Culture (YLMC): Developing a Local-Culture ELT Matrix for Schools in Terengganu, Malaysia

A Postcolonial Reading of Cecil Rajendra’s Selected Poems

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