'History, really beginning' : compulsions of post-colonial pedagogy

    Research output: Journal PublicationsJournal Article (refereed)

    Abstract

    The challenge to English literature in our cultural context needs to be seen as part of a larger process of critical evaluation and the creation of resources. To effectively confront the existing paradigm of English studies two questions which have significant implications for both literary theory and pedagogic practice are 'what is to be taught' in English departments and 'how to teach it'. This essay suggests that the ambivalent enterprise of teaching English in India could perhaps be re-evaluated, deflected and re-inflected through the reading of post-colonial texts whose incorporation into the existing paradigm should be resisted by refusing to employ customary ways of reading.
    Original languageEnglish
    Pages (from-to)2379-2382, 2384
    JournalEconomic and Political Weekly
    Volume25
    Issue number42/43
    Publication statusPublished - 20 Oct 1990

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    compulsion
    paradigm
    English literature
    pedagogics
    history
    India
    Teaching
    evaluation
    resources
    Pedagogy
    Paradigm

    Bibliographical note

    This article also published in R. S. Rajan (Ed.) (1992), The lie of the land: English literary studies in India (pp. 246-259). Dehli: Oxford University Press.

    Cite this

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    title = "'History, really beginning' : compulsions of post-colonial pedagogy",
    abstract = "The challenge to English literature in our cultural context needs to be seen as part of a larger process of critical evaluation and the creation of resources. To effectively confront the existing paradigm of English studies two questions which have significant implications for both literary theory and pedagogic practice are 'what is to be taught' in English departments and 'how to teach it'. This essay suggests that the ambivalent enterprise of teaching English in India could perhaps be re-evaluated, deflected and re-inflected through the reading of post-colonial texts whose incorporation into the existing paradigm should be resisted by refusing to employ customary ways of reading.",
    author = "Tejaswini NIRANJANA",
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    'History, really beginning' : compulsions of post-colonial pedagogy. / NIRANJANA, Tejaswini.

    In: Economic and Political Weekly, Vol. 25, No. 42/43, 20.10.1990, p. 2379-2382, 2384.

    Research output: Journal PublicationsJournal Article (refereed)

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    AB - The challenge to English literature in our cultural context needs to be seen as part of a larger process of critical evaluation and the creation of resources. To effectively confront the existing paradigm of English studies two questions which have significant implications for both literary theory and pedagogic practice are 'what is to be taught' in English departments and 'how to teach it'. This essay suggests that the ambivalent enterprise of teaching English in India could perhaps be re-evaluated, deflected and re-inflected through the reading of post-colonial texts whose incorporation into the existing paradigm should be resisted by refusing to employ customary ways of reading.

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