Concourse: Decolonization

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Showing posts with label Decolonization. Show all posts
Showing posts with label Decolonization. Show all posts

Saturday, February 3, 2024

Call for Papers #CONRAD IN THE FAR EAST, Editor: Pei-Wen Clio Kao (National Ilan University) Vol. 36 of #CONRAD: #EASTERN AND #WESTERN PERSPECTIVES, Editor: Wiesław Krajka

 The Maria Curie-Skłodowska University – Columbia University Press Conrad Project

Lublin: Maria Curie-Skłodowska University Press; New York: Columbia University Press, to be published in 2027.                                                                  

 

This Call for Papers invites contributions from Conrad scholars, whether based in the Far East or outside the Far East, to address issues of Conrad’s relation to the Far East. We encourage the Conradians to reread and rethink Conrad’s works from the perspective of the Global South, and reconsider how Conrad’s modernist works have inspired and motivated our critical mentality as well as positionality. We welcome academic articles based on the perspective of the Third World as inspired by the decolonizing waves of the 1960s. We also suggest analysis of Conrad’s Eastern or Malay tales in relation to his maritime life. A comparison of Conrad and his Asian counterparts or followers is also particularly in alignment with our volume profile.

 

In “Decolonizing University” (2024), Paul Giles proposes three agendas regarding teaching and studying literature in the university: decolonizing the iconography in the university; decolonizing the curriculum; and decolonizing the racial representation in the university. The thrust of the decolonizing university project is not to discard the Western cultural as well as literary tradition, but to incorporate Africa, Latin America, Asia and Oceania into the epistemological frame. As Asian Anglo-American literary scholars based in the Far East, the curriculum and pedagogies of decolonizing university have incited us to rethink our epistemic and political positionality, and reevaluate our given philosophical framework or even biases. Besides, as the literary scholars from the Global South who are situated in the heyday of postcolonialism, how to make relevance of Conrad’s works to our time has become a pressing issue awaiting the Asian Conradians to address.

 

During 1883 to 1888, Conrad sailed to Singapore, and the impression of this seaport city has become the materials for his later writing career. Conrad’s influences have gone beyond the confines of Europe and America to reach the Third World, including Asia. Numerous Asian scholars and critics are claimed or self-proclaimed protégé of Conrad. We could see the legacy or traces of Conrad in the works of Asian academic moguls like Edward Said, Gayatri Spivak, and Homi Bhabha, etc. In the 2014 film adaptation of Conrad’s “The Secret Sharer,” Peter Fudakowski transformed both the setting and the characters from the European to the Far Eastern. We can see familiar faces of the Chinese and the Taiwanese stars in the film, which demonstrates the importance of Conrad’s influence in Asian literary as well as cinematic circles. 

 

Terry Collits maintains that there are two methodologies for the contemporary readers to read Conrad’s works. One is “objective reading,” which is to see literature as the vehicle of disseminating moral truth. Another is “subjective reading” that centers on the reader’s subjective historical-spatial position. The 19th-century literary critic Matthew Arnold served as the representative of the former approach. In “The Function of Criticism at the Present Time” (1864) Arnold emphasized the way to treat literary works as an object, and the responsibility of the literary critics “to see the object as in itself it really is.” The latter approach is embodied in the works of the contemporary American leftist critic Fredric Jameson. He highlighted the importance of historical context in The Political Unconscious (1981), and argued that the reader’s subjective positionality has affected the interpretation of literature. We encourage both “close reading” and “political reading” to approach Conrad’s works and tease out the embedded meanings for the Far Eastern readers and beyond.

   

Topics included in this volume are listed as follows, and other related topics are also welcome:

 

˙Conrad and postcolonialism

˙Conrad and the Global South Studies

˙Conrad and decolonization

˙Conrad and the Third World Perspectives

˙Comparative studies of Conrad and Asian writers

˙Conrad and Asian studies

˙Conrad’s biography and the Far East

 

Please send 300–500-word abstracts, along with brief 100–150-word biographies, to Pei-Wen Clio Kao at peiwen.clio.kao@gmail.com before August, 2024. The full manuscripts are due in September of 2025. All manuscripts will undergo double blind peer-review for consideration. As of now, the book volume is set for publication in 2027.

 

Wednesday, November 1, 2023

Decolonial Dialogues: An International Colloquium in Literature, Linguistics and Education

 Dates: June 27-29, 2024

Despite the decolonization processes of the twentieth century, minds, institutions and knowledge practices around the globe continue to be shackled by colonial logic. “Decoloniality” identifies and engages with ongoing patterns of coloniality. It unlocks new institutional, pedagogical, curricular and interdisciplinary avenues. Beyond the implementation of inclusion and reparation measures, it inspires radical new ways of being and thinking. “Decolonial Dialogues” provides a space of encounter between multiple perspectives. We are interested in how “decoloniality” pertains to both research and lived experience, as it exists in different regions of the world, and as it is constantly reinvented in the entwined fields of literature, linguistics and education.

Within this framework, the decolonization of knowledges and the decentering of thought processes are not only deconstructive endeavors, but also founts of renewed approaches to languages and cultures. How might we renew knowledge by dismantling the ideological constructs rooted in a prevailing coloniality? What new critical toolkits and conceptual frameworks allow us to trace contemporary evolutions in thought? Ultimately, how might these interrogations enable the (re)evaluation of identities from cultural and intellectual perspectives?

In addition to academic panels, this colloquium will include an "unconference” day and several outings and activities in order to foster connections beyond the confines of traditional academic structures.

Contributions may be in English or French, and may include theoretical, practical and experiential perspectives, as well as critical analysis. Presentations will be organized around the following three clusters below and the (non-exhaustive) list of proposed topics:

Decolonial approaches to literatures
- Rethinking postcolonial and decolonial identities
- Postcolonial poetics
- Deconstructing imaginaries and knowledge
- Representations of Indianness, Creolity and Chineseness
- Feminism in postcolonial and decolonial theories
- Migration and diaspora literature
- Indigenous literatures

Linguistic decolonization
Language planning policies
- Ideologies and language and cultural planning
- Language revitalization
- Decolonization of language programs courses
- Role of ancestral languages
- Translation in the era of decolonization

Decolonization of knowledge & curriculum
Decolonizing mental spaces in a postcolonial contexts
- Principles and practices of equity, diversity and inclusion in academia
- Unlearning and relearning processes
- Cultural studies and historical approaches Cultural sites of independence and decolonization Role of individuals and institutions in cultural practices

KEY DATES

November 30, 2023: 

Abstract submission deadline. 200-300 words in English or French via this link (https://forms.gle/Jhx8cq9bssWHRPEGA). For any questions, please contact nikhita.obeegadoo@ubc.ca

December 10, 2023: Notification of acceptance

February 15, 2024: Tentative program

June 27-29, 2024: In-person conference (no virtual attendance permitted)

Organizing Committee

Dr. Nikhita Obeegadoo, University of British Columbia
Dr. Patricia Lee Men Chin, Dalhousie University
Dr. Kumari Issur, University of Mauritius

Collaborators

Dr. Yvette Marie-Edmée Abouga, Unviersity of Yaoundé I
Dr. Sushma Dusowoth, University of Hearst
Dr. Evelyn Kee Mew Wan Khin, Mauritius Institute of Education
Dr. Karen Ragoonaden, University of British Columbia
Dr. Ritu Tyagi, Pondicherry University