Friday, 25 March 2016

Representation of Women in African Literature with reference to the novels- Things Fall Apart, Waiting for the Barbarians and A Grain of Wheat

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Representation of Women in African Literature with reference to the novels- Things Fall Apart, Waiting for the Barbarians and A Grain of Wheat

Prepared by- Urvi Dave
Course- M.A.- II
Semester- 4
Paper no. - 14
Paper name- The African Literature
Enrollment no. – 14101009
Batch- 2014-16
Email id- dave.urvi71@gmail.com
Submitted to- Smt. S. B. Gardi
           Department of English
Maharaja Krishnakumarsinhji Bhavnagar                               University



Introduction
Women's place in society is thought a lot in contemporary studies. In literature, women's representation is observed and criticized with feminist approach. Like most literature around the world, African literature also portrays women in different shades. In early African works, incomplete and inaccurate female characters are littered. The fact, like other literature, African literature was first written by men. Educated African men not only come from patriarchal society but were educated by colonizers, who also come from patriarchal society. Some feminist critics say that male francophone African writers routinely portray their female characters in the stereotype of an oppressed and subjugated wife who has little if any say in shaping her destiny or changing the system that deprives and oppresses her. The African novels present different images of women in the contemporary patriarchal society. Female character do not have their own identity or story to be called or celebrated. But they are always portrayed as less heroic than men and in periphery. The famous African writers like Flora Nwapa, Buchi Emecheta, Ulasi, Chinua Achebe, Wole Soyinka, Cyprian Ekwensi, Amos Tutuola and Ben Okri use African imagery in portraying and dramatizing the characters and situation, for effect and authenticity.
      African societies are primarily viewed as masculine. Feminine perspective of Africa and African society, especially about the role of women in African novels, is richly illuminating. In African natives religion and African life, it is the image of the chief deity, the Goddess of earth that dominates. The chief deities of the Ewe community of Ghana  are Mawu and Lisa. Mawu representing the moon is a female while Lisa symbolizing the sun is masculine. The image of Mawu greatly influences the life and living of the people. Though men do not duly regard women, she is universally acknowledged as the mother of mankind.
               Gender discrimination, family constraints and social restrictions on women are the greatest banes of African society. Some female voices scream that the real place of woman is in her home. However, women are sometimes glorified in their personal life as family caretakers and teachers. Woman constitutes a force to nourish and shapes the young minds in her family. In the traditions-bound society, she is confined to her home discharging her primary duties. The creation of myth and literary image of Africa meaning one's physical attachment, formulates the woman's place in the house. But still in some cases, as a stereotype, the idea of an 'African dilemma' is there with representation of women. African women have to choose between being true to their traditional culture and embracing thee colonising western culture and having equal rights is an interesting one. The study of women characters, portrayed in African colonized literature is an interesting with that one can know human nature of colonising, marginalizing  or making other race gender religion subaltern.

THINGS FALL APART BY CHINUA ACHEBE

Umofia, the village in Achebe's Things Fall Apart respects only one women called Chielo, the priestess of the Oracle of the hills and the caves. Chielo has a dual role to play as an ordinary woman and as the one to reprimand the offenders of the community. She, as the spokesperson of the deity, screams at Okonkwo when he accompanies his wife and daughter to the shrine of the Oracle of the hills and the caves: beware of exchanging words with Agbala. Okonkwo, the great warrior and matchless wrestler, rants at Nwoye's mother.. Do what you are told woman. Okonkwo's wife becomes meek and dumb before Chielo. Achebe has presented the image of an idealized woman, thereby opening the space for women to become active and involve themselves along with men in the nation-building activities. They are the images of progressive women though they are not fully evolved characters. Achebe's Chielo is a priestess and a healer whose roles allow her control of spaces that the fearless Okonkwo is cautious about entering. Confident of these spaces and the social environment on a moonlit night, she runs through the town with a sick Ezinma on her back. Throughout Chielo's race that night, her voice calls out greetings to notable community personages and Agbala. Chielo's voice shows no hint of oppression or suppressed womanhood. The fact that Ezinma recovers after the encounter with Chielo also speaks about Chielo's power in Agbala.
            There is no male equivalent to this role of priestess in African life. Okonkwo must follow later and wait in the shadows as woman-as-priestess and Agbala renegotiate the child's health and continuance. Significant here is the fact that the process of ritual and negotiation are embedded in narrative tradition and practice. Like Achebe, Nwapa makes use of this relationship in Efuru in which the major characters have praise names. Achebe says-
"Names reflect the circumstances of one's birth and family background."
      Many women in the novel are flat characters who are satisfied with oppressive structures like Polygamy as Okonkwo's wives. Critics condemn Achebe for being too male-focused, there could be many reasons for this lack of female representation. One is that, readers are seeing the culture and events largely from Okonkwo's point of view, who could be said to have unenlightened gender views by Ibo standards. For example- when he is sent to his mother's village, be cannot answer to his uncle why a common name and saying is "mother is supreme", Uchendu, his uncle replies, "A man belongs to his fatherland when things are good and life is sweet. But when there is sorrow and bitterness, be finds refuge in his motherland. Your mother is there to protect you. She is buried there that's why we say mother is supreme." In these words, women as mother is respected. The portrayal of Okonkwo's daughter Ezinma, is the only visible rounded female character in the novel. There is evidence in the novel which suggests that Achebe was showing ridiculous nature of a strong patriarchal society. Ezinma was intelligent enough to eventually run the family the way Okonkwo wanted. Okonkwo says-
"She has the right spirit."
          Okonkwo is unable to think outside of his cultural paradigm, when Ezinma offers to carry Okonkwo's chair to the wrestling match, traditionally a boy's job, Okonkwo says-
"No, that's a boy's job."
         Instead of finding a way to let Ezinma run the home, be only comments that "She should have been a boy."
It shows Achebe's poverty in describing woman character in patriarchal world. Still there was not much female representation in the novel. It is important to realize that Achebe wrote this novel to justify his native culture, where women become victims, to European audiences, who were patriarchal themselves. With the exception of Ezinma, Achebe's female characters in the novel were not rounded or visible. Okonkwo carries more space and female characters are marginalized in narrated patriarchal culture.

A GRAIN OF WHEAT BY NGUGI WA THION'GO

A Grain of Wheat is a political narrative talking about Mau Mau Kenyan movement first placed in forest. The movement included both men and women against British colonizers. Women played remarkable role directly or indirectly in that rebellion. Ngugi pays respect to these women and celebrates their limitless sacrifices, their contribution and struggle for freedom of the homeland in this novel. The novel describes heroic women as providing the invisible backbone to the movement. The writer also made use of traditional African values of womanhood to fight with the enemies. Wambui, the major character in the novel, is a model of the resistant woman during emergency; she carried secrets from the villages to towns. Incident of Wambui and policeman is very significant in portraying her character. For example- Karanja, Kihika and Gikonyo encounter Mumbi at Gikonyo's workshop, she is addressed respectfully as Karanja calls her "Mother of Men, we have come, make us some tea." Kihika, the Mau Mau hero in the novel, refers to the homeland as mother as be proudly says "With us, Kenya is our mother."
               Female identities and anatomies become symbolically bound to motherhood and to the nation. We can find privileging of motherhood in Ngugi's fiction. In the novel, where Gikonyo has an inferiority, Mumbi is more self-assured and capable of action. Gikonyo's mother, Wangari, refuses to accept defeat when her husband beats and rejects her, accusing her of sexual coldness. She displays undaunted courage when she settles in Thabai with her baby son. Wambui introduces the active role of women in the movement, while Karanja's mother mirrors Nyokabi's defiance of the traditional female role, as she questions the action of men. Ngugi, through the depiction of the ideal patriotic women pays great tribute to the African women especially in those dark days. The strength and courage of certain black women is incontestable in relating the fight for freedom. Ngugi through the persons of Wambui and Mumbi clearly shows us that though the men were fighting openly, the war led by the women was as much important as theirs. Example- Wambui's "now-famous drama at the worker's strike in 1950," how through her words and the common action of women they had revived the strength of men. There is also the comic episode of how Wambui "once carried a pistol tied to her thighs near the groins" where behind the comic account of the incident, Ngugi portrays the courage and role of women in freedom fighting. If African women had not been such an inner force, Kenya would have never been what it is today. This argument is illustrated by Mumbi's inner force during the emergency period. She is in fact the character who depicts the ideal African woman according to Ngugi. Strong, beautiful, both and furthermore mother of a child, be strength during that period if far than admirable, "In the end, she tied a belt around her waist and took on a man's work."
                Far from the sensual woman, she has the ability to play a completely different role which is that of the submissive woman or rather wife. Mumbi, who despite having survived during harsh times, has to bear the authority of Gikonyo at home, "I'll make you shut this mouth of a whore", he cried out, slapping her on the left cheek. Ngugi does not seem to criticize this attitude of Mumbi; her attitude as a weakness, the author transforms this into a strength by the characters. Mumbi's mother Wanjiku says-
"The women of to-day surprise me. They cannot take a slap, soft as feather, or the slightest breath, from a man. In our time, a woman could take blow and blow from her husband without a though to running back to her parents."
           Ngugi Wa Thion'go enrich African literature with portraying his woman characters strong, courageous and patriotic, who equally and sometimes more than male characters,, participate in struggle for freedom.

WAITING FOR THE BARBARIANS BY J.M. COETZEE

Waiting for the Barbarians is set in an indeterminate place and time. It is an allegory about the evils of colonialism. The story is told with the point of view of a Magistrate. The novel has one woman character, Barbarian girl, with whom portrayal of woman character can be studied. She is a prisoner of Colonel Joll's but after their release she is left behind by her folk in the outpost, begging, semi-blinded and disfigured from the torture. This symbolizes in extremes that how people can be transformed to be perceived as the other by an ideology and how the normal can turn out to be abnormal by the system. She will always stay as the other, both as a Barbarian in the eye of the empire and as carrying the marks of the empire in her uncanny body, in the eyes of her folk. Wenzel reads the relationship between the Magistrate and the girl by saying that-
"The Magistrate seeks to eliminate his sense of the girl's otherness and to understand the pain of her torture as her verbally and physically probes the girl in an effort to read the signs of torture written on her body."
      Actually, Barbarian girl is a symbol of colonized. Her relationship with Magistrate is of master and slave. She is tortured by colonizers. She is not colonized by empire but as a woman by the Magistrate as well. He uses her body as an object. The narration never gives us the view point of the Barbarian girl, but the magistrate attempts to understand feminine Viewpoint. He is even at one point dressed as a woman by his torturers who are servants of the empire. The empire and the Barbarian culture are symbolically represented by the magistrate and the Barbarian girl and their relationship the same.  The Magistrate sometimes sympathies the girl but it is also true that he uses as an object, he becomes cause of her sorrows. Sometimes, the girl plays a role of the catalyst for the change that takes place in the Magistrate; she fulfills the role as colonized woman. Coetzee's choice to put a girl as a symbol of colonized, slave and subaltern indicates woman's position in society and in men's mind.

CONCLUSION
These three famous African novels represent women differently. One has no significant space for women. One made women courageous, strong and even greater than men; and one made it slave, colonized and inferior. These different portrayals shows women's role in different situations and different cultures, which is moving and not static.


Works Cited

"Things Fall Apart."
http://studyquestion.blogspot.in/2012/11/portrayal-of-women-in-contemporary.html?m=1
http://www.academia.edu/8325497/A_Grain_of_Wheat
Class Notes

 


                

                

Poor-Rich Divided in The White Tiger by Aravind Adiga

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Poor-Rich Divided in White Tiger

Prepared by- Urvi Dave
Course- M.A.-II
Semester- 4
Paper no. - 13
Paper name- The New Literature
Enrollment no. – 14101009
Batch- 2014-16
Email id- dave.urvi71@gmail.com
Submitted to- Smt. S. B. Gardi Department of English
Maharaja Krishnakumarsinhji Bhavnagar University



Introduction
Aravind Adiga is an Indian-Australian writer and journalist. His debut novel, The White Tiger won the 2008 Man Booker Prize. During his freelance period, he wrote The White Tiger. The novel studies the contrast between India’s rise as a modern global economy and the lead character. Balram, who comes from crushing rural poverty? Adiga says-

“At a time when India is going
Through great changes and, with
China, is likely to inherit the
World from the west, it is
Important that writers like me
Try to highlight the brutal
Injustices of society (Indian). That’s
What I’m trying to do- it is not
An attack on the country, it’s
About the greater process of
Self examination”

Story
Balram Halwai is a composite of various people of India; Adiga has portrayed Ashok, his family and the other upper class as harsh. Rich and poor divide and corrupt in India are not going away. Balram narrated whole about his life in a letter which he writes to a Chinese Premier, Wen Jiaboo, He tells everything that how the son of a rickshaw puller struggled and managed to become a successful businessman and an entrepreneur. He was born in a rural village of Laxmangarh, where he lived with his big family. He was a bright child but couldn’t study due to their financial condition. He then starts to work in a tea shop where he begins to learn about India’s government and economy from customer’s interaction. Balram then decides to become a taxi driver and learns driving. He then starts working in New Delhi with Ashok and his wife Pinky madam. During his stay in Delhi, Balram gets exposed to extensive corruption. Contrast between the poor and rich is visible through their proximity to one other. One night, Pinky madam was drunk to forced Balram to leave the car so that she can drive. In a drunken state, she hits something and drives away. Balram is forced to confess that he was driving the car.
Ashok bribes the government officials in order to increase the benefit of their family coal business. Balram plans to kill Ashok and hits him with a bottle and takes away a large share of bribe along with him. He then arrives in Bangalore where he Bribes the police so that he can startup a new, his own taxi business, Balram then explains that his own family was killed by Ashoka’s relatives as retribution for his murder. In the end, Balram rationalizes his actions and considers that his freedom is worth the lives of his family and of Ashok.
Beginning the Topic
Balram mentions two things about Delhi-
1 Systematic housing lane and traffic.
2 People live like animal in a forest do.
He gives every minute description of urban and rural life. The novelist also tells how teachers stole the money which was given for student’s charcoal could be arranged from government mines by paying culprits and criminals protected themselves by grassing the palm of carried out openly and brazenly. Balram explores a new India in New Delhi itself and gets attracted towards it. Imitating his master, he starts going to red light areas and consumes alcohol. Villagers are always eager to live this type of life and so does Balram thinks about living it so to lead a lavish and wealthy life, he kills Ashok as Adiga wrote about two destinies- eat or get eaten. Adiga tells us that increasing gap between upper and the lower class produces criminals like Balram.
Adiga talks about the progress in almost all the fields but behind this bright shine there are billions who are deprived of basic necessities of life. He exposes and explores this grim facet of Indian life. Negative aspects of Modern India are presented in a very humorous way. Economic growth has been accelerated but this poor rich gap has widened due to globalization. The narrator says-
“The story of a poor man’s life is written on his body, in a sharp pen”.
Adiga hints to stop corrupting at all the levels create social awareness and close monitoring of functioning of the government machinery. Balram is presented as a modern Indian hero, in the midst of the economic prosperity of India in the recent past. He represents the poor in India who yearn for their tomorrow. His story is a parable of the new India with a distinctly macabre twist. He is not only an entrepreneur but also a roguish criminal remarkably capable of self justification. The background against which he operates is one of corruption, poverty and inequality. Social Discontent and violence has been on the rise.
Adiga had highlighted the ever widening gap between the rich and the poor and the economic system that lets a small minority to proper at the expense of the majority. There has been greater economic disparity since the neoliberal economic reforms. The story of Balram moves from “darkness” to “light” i.e. from rural India to urban India. His thirst for freedom came alive when he visited his thirst for freedom came alive when he visited his native village. He describes-

“While Mr. Ashok and Pinky Madam
Went to an excursion… It was a very
Important trip for me…while Mr. Ashok
And Pinky Madam was relaxing…
I swam through the pond…walked
Up the hill… and entered the black
Fort for the first time… Putting
My foot on the wall, I looked
Down on the village from there.
My little Laxmangarh, I saw the
Temple tower, the market, the glistening
Live of sewage, the landlord’s mansion
And my own house, with that dark
Little cloud outside that water
Buffalo. It looked like the most
Beautiful sight on the earth. I
Learned out from the edge of the
Fort in the direction of my village
And then I did something too
Disgusting to describe to you. Well
Actually, I spat, again and again.
And then, whistling and humming,
I went back down the hill. Eight
Months later, I slit Mr. Ashoka’s Throat.
His schooling in crime begins with the reading of murder weekly as all drivers do, to while away their time. He feels degraded as a human being, deprived of basic human rights to enter a shopping mall. A poor driver couldn’t enter a mall as he belonged to the poor class. He knows full well that Ashok comes from a caste of cooks and yet now he has to serve the wretch who is moneyed. He decides to break out of this fate of the poor in India, as from a Rooster coop. Ashok spent a lot of time visiting malls, along with Pinky madam, his wife to Mongoose. Balram’s job was also to carry all e shopping bags as they came out of the malls. The mean and stingy behavior of the rich is shown through the lost coin episode where Mongoose insults Balram for not while getting out of the car. He was so bothered about a rupee coin after bribing someone with a million rupees.
Such mean behavior of the masters continues when they instruct the servants about do’s and don’ts. Balram is told never to switch on the AC or play music when he is alone. Taunting Balram of his lack of an English Education was great fun for Ashok and Pinky madam. It patched up their quarrels. When he mispronounced ‘maal’ for ‘mall’, they had their ironic laughter. When  Pinky madam left Ashok suddenly in a rage, Balram had driven her to the airport in the middle of the night for which he was rewarded with a fat brown envelop filled with forty seven hundred rupees. Introspecting on the tip, Balram recounts:
Forty seven hundred rupees… odd sum of money wasn’t it?
There was a mystery to be solved here. He is educated in the mean ways of the rich which imbibes him in course of time. Balram, a victim of rich-poor divide, reverses the role and becomes ‘master like servant’. When he is alone, he takes pleasure in masochism. While in Delhi, Balram experiences two kinds of India with those who are eaten, and those who eat, prey and predators. Balram decides he wants to be an eater, through his criminal drive; Balram becomes a businessman and runs a car service for the call centers in Bangalore. The protagonist confirms that the trust worthies of servants are the basis of the entire Indian economy. This is paradox and a mystery of India. Because Indians are the world’s most honest people… No, it’s because 99.9% of us are caught in the Rooster coop just like those poor guys in the Poverty market. Balram wants to escape from the Roster coop. Having been a witness to all of Ashoka’s corrupt practices and gambling with money to but politicians, to kill and to loot, he decides to steal and kill. Adiga delves deep into his subconscious as he plans to loot Rs.70, 000 stuffed into red bag.
In creating a protagonist like Balram in The White Tiger, as Adiga come forward to make subaltern speak through crime? Gayatri Chakravorty Spivak’s concept of subaltern leads to the premise that subalterns cannot speak. It is not a classy word for oppressed, for other, for somebody who’s not getting a piece of the pie, but it signified “proletarian” whose voice could not e heard, being structurally written out of the capitalist bourgeois narrative. Speaking on the master-slave relationship, Adiga says-
The servant-master system implies two things: One is that the servants are far poorer that the rich-a servant has no possibility of ever catching up to the master. And secondly, he had access to the master- the master’s money, the master’s physical person. Yet crime rates in India are very low. Even though the middle class who often have three or four servants are paranoid about crime, the reality is a master getting killed by his servant is rare… You need two things (for crime to occur) - a divide and a conscious ideology of resentment. We don’t have resentment in India. The poor just assume that the rich are a fact of life… But I think we’re seeing what I believe is a class based resentment for the First time.
Injustice and inequality has always been around us and we get used to it. How long can it go on? Social discontent and violence has been on the rise. What Adiga highlights is the ever widening gap between the rich and the poor.

Conclusion
Poverty trends in India have been debated by that claming decline in poverty and those disproving it. Angus Deaton and Jean Dreze in their thought provoking essay “poverty and inequality in India: A Re-examination” state that some claim that here has been a period of unprecedented improvement in living standards, while others argue that the period has been marked but widespread impoverishment. This novel is an excellent social commentary on the poor rich divide in India Balram represents the downtrodden sections juxtaposed against the rich.


 

 

Works Cited

Sebastian, Dr. A J. "Poor-Rich divide in Adiga's The White Tiger." Journal of Alternative Perspectives in the Social Sciences 1 (2009).
Sebastian, Dr. AJ. "Poor-Rich divide in Aravind Adiga's "The White Tiger"." (2015).
Tiger, The White.

http://studenthelpline.co.in/2015/06/poor-rich-divide-in-aravind-adigas-the-white-tiger-prof-aj-sebastian-sdb/
Class Notes










Thursday, 29 October 2015

TEACHING ENGLISH AS A SECOND LANGUAGE IN INDIA : FOCUS ON OBJECTIVES

PAPER NO.- 12-A  ENGLISH LANGUAGE TEACHING-1
TEACHING ENGLISH AS A SECOND LANGUAGE IN INDIA : FOCUS ON OBJECTIVES
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PREPARED  BY- URVI DAVE
COURSE- M.A.
SEMESTER- III
ENROLLMENT NO.- 14101009
PAPER NO.- 12-A
PAPER NAME- ENGLISH LANGUAGE TEACHING-1
BATCH YEAR- 2014-16
email ID- dave.urvi71@gmail.com
TOPIC- TEACHING ENGLISH AS A SECOND LANGUAGE IN INDIA : FOCUS ON OBJECTIVES

SUBMITTED TO- SMT. S.B. GARDI
DEPARTMENT OF ENGLISH
MAHARAJA KRISHNAKUMARSINHJI                BHAVNAGAR UNIVERSITY

 The term 'second language' is understood in two different ways :-
                               i.            English is second language after one or more Indian languages, which are primarily more significant;
                             ii.             In school education, the second language is what is introduced after the primary stage and has a pedagogical as well as a functional definition, particularly in the context of the 'three language formula'.

The global objectives of language teaching can be defined as helping children learn a language or languages to perform a variety of functions. These range from the sociable use of language for phatic communication and a network of communicative uses to its use at the highest level of 'catharsis' and 'self- expression'. Underlying these functions are two fundamental functions helping children learn how to ask questions, the most important intellectual ability man has yet developed, and helping children use this language effectively in different social networks. Languages in a multilingual setting from a system-network. Each language in this network has a  function- determined value contrasting to the function determined values of the other languages. A society or a government can assign a new value to anyone of the languages in the system network in terms of its own policy of language planning, but the society or government must realise that this assignment of a new value to a language will produce a chain reaction in the network. The values of the other language in the network are bound to undergo changes.

The notion of link languages or lingua franca has an important significance in a multilingual setting. It encourages wider morality, national integration, and a sense of tolerance. In enriches other languages in contact and gets enriched by them. Effective bilingualism or trilingualism or even multilingualism is a powerful way of enriching  the linguistic repertoire of individuals. These resources offered by plurality of languages can be used for rapid social and economic changes and modernization programmes. Learners are not just passive recipients of socially accepted language patterns. They play an active role in this teaching- learning process. They actively strain, filter and reorganise what they are exposed to their imitations are not photographic reproductions but artistic recreations. The learners are meaning makers. The main objective at every level of teaching should be to help learners how to draw out their latent creativity.
Every learner is born with a built in language learning mechanism. This mechanism gets activated when the learner is exposed to that language. What is essential is to create an atmosphere where learning can take place. Children learn the language they hear around them. Exposure to a rich variety of linguistic material is as important in first language acquisition as in second language learning. The teaching of English as a second language, has often been less successful than it might have been, as a result of the restricted variety of linguistic contexts with which students are provided.

Second language may be used as an auxiliary or associate language, as a slot-filler, performing those functions which are not normally performed by first language. For a vast majority of educated people living in towns and cities, English as a second language functions primarily as an interstate or international link language. Some of them also use it as an international language of knowledge, trade or industry. An important question here is - Is L2 the main or associated medium of instruction at all levels or at medium of instruction at all levels or at a particular level?
The objective of teaching a language or languages is not simply to make the learner the major language skills but to enable the learners to the play their communicative roles effectively and to select languages/ registers/ styles according to the roles they are playing.
"Every social person is a bundle of personae, A bundle of parts, each part having its lines.
The objectives have to be formulated in the light of what we perceive our needs for English to be in a multilingual setting at both the national and individual levels. This is related to the following questions :
1.    What are the roles of Hindi, English, Regional languages, Classical languages, Foreign languages and languages of the minority group in our multilingual settings?
2.    What are the topics and situations that will necessitate the use of English?
3.    What is the kind of English and amount that the learners will need?

At the national level, English must serve as our 'window on the world', as the language in which nearly all contemporary knowledge is accessible. As the language of science and technology, trade and commerce, political science, economics and international relations, English will be important be important for industrial and economic development. It will function as the "language of development". our scientists, technologists, engineers, doctors and economists must be able not only to have access to professional literature in English but also to contribute to it, and to communicate with their counterparts in other countries. The continuation of English seems important if our science and technology, trade and commerce, are to be truly international. English based Indian bilinguals constitute the third largest pool of trained and technical manpower in the world.
English may continue to be the medium of instruction in several faculties at the college level. These students will need a greater proficiency in the skills of listening, writing and speaking than students being taught through other languages. At the individual level, English continues to be ' the language of opportunity' and 'the language of upward social mobility'. Any individual seeking socio economic advancement will find ability in English as asset. English has important functions in communications of diverse types. The skills of communication will continue to be at a premium will and teaching will have to try to impart a certain minimal competence in these skills. The primary aim of teaching English as a second language at the secondary level should be to give the learners an effective mastery of the language, that is to help them acquire.

1.    The ability to read easily, and with understanding, books in English written within a prescribed range of vocabulary and sentence structure, and to read with good understanding easy unsimplified texts on familiar topics fully glossed and annotated in their known language;
2.    The readiness to proceed to a more advanced reading stage, that of  reading unsimplified texts, particularly those bound up with personal studies and interests, with the help of bilingual dictionaries;
3.    The ability to understand a talk in English on a subject of general experience and interest, clearly spoken and restricted in vocabulary and sentence structure to the range of the syllabus;
4.    The ability to carry on comprehensibly a conversation in English on a topic fully the range both of their experience and interests and well within the range of active command postulated by the syllabus.
5.     The ability to write comprehensibly in English and without gross errors on a familiar topic which lends itself to expression within the range of vocabulary and sentence structure that has been taught.
The level of active command to be aimed at should be adequate both for those who wish to pursue higher education at the end of the secondary stage and wish to enter upon a career. The term aims and objectives are used interchangeably. However both have different meaning. The main difference begging aim provide general direction to educational purpose whereas objectives indicates particular achiever to be made in specific time limit.

2 types of objectives : 1) General objective
                                     2) Specific objective
GENERAL OBJECTIVES
The general objectives are long term aims in comparison to the specific objectives. The general objectives are par with the aims and education. Therefore they are meant to be achieved during the schooling period of pupil. As English begins from 1st class and continues to be studied up to 12th class, these general objectives are to be well spread from 1-12 classes of school period. The objectives are decided in advance. They are distinct for each subject and standard. They state what to achieve at the end of the year or course. General objectives are the statement indicating general achievement regarding knowledge comprehension, application skill etc, there can be many specific objectives for one general objective :-
1.    Semantic aspect
2.    Phonetic aspect
3.    Graphic aspect
4.    Phonic aspect
Semantic aspect is related to understand meaning, meaning of words and their relationship with other words which are used in sentence.
Phonetic aspect deals with speech, sound, spellings and pronunciation of words.
Graphic aspect  deals with the written form of a language. It deals with the representation of language and script.
Phonic aspect deals with reading aspect of language development and literary development are also general objectives of it. It can help students to mug up English language but is not helpful in day to day communication.

SPECIFIC OBJECTIVES
Besides the above stated general objectives of teaching. English, the teacher should have definite clear cut aims for each lesson in his mind. They are called specific objectives. In other words, these are objectives of teaching the content of lesson to indicate particular achievement to be made within specific time limit. They are short term goals, and can be achieved in the classroom. They are definite, clear, precise, to the point and expressible in the terms of achievements.
They are achievable in day to day learning. They will accord the teaching point of a teacher. It is very necessary for a teacher. It is very necessary for a teacher to specify his objectives of teaching. It helps him to know what he is to do of a particular lessons, why and how. Objective is an intent communicated by statement describing a proposed change in a learner a statement of what the learner is to be like when he has successfully completed a learning experience. It is a description of pattern of behaviour.
CONCLUSION :-  Teachers and learners are the greatest resources available to any society. The main aim of our educational system should be to provide the proper climate and facilities to allow all individuals to realise the full potential of their capabilities and to encourage them to use these capabilities in every appropriate way both for the enrichment of their personal lives and for the benefit of society.


Works Cited

Verma, Shivendra K. "Teaching English as a Second language in India: Focus on objectives." The Cambridge Guide to Teaching English to Speakers of Other Languages 1 (2001).









COMMONWEALTH LITERATURE

PAPER NO.- 11 THE POSTCOLONIAL LITERATURE
COMMONWEALTH LITERATURE 

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PREPARED  BY- URVI DAVE
COURSE- M.A.
SEMESTER- III
ENROLLMENT NO.- 14101009
PAPER NO.- 11
PAPER NAME- THE POSTCOLONIAL LITERATURE
BATCH YEAR- 2014-16
email ID- dave.urvi71@gmail.com
TOPIC- COMMONWEALTH LITERATURE
SUBMITTED TO- SMT. S.B. GARDI
DEPARTMENT OF ENGLISH 
MAHARAJA KRISHNAKUMARSINHJI                BHAVNAGAR UNIVERSITY


The term "commonwealth" has a long history. It was first used by Oliver Cromwell, after establishing the republican  government in England in 1649. Literally it implied common good or public good; a body-politic in which power is with the people. It came into discuss as a form of government for nearly 300 years, till it was resurrected in the statue of Westminster 1931, when with the creation of the dominions, the British Empire was re-christened as the British commonwealth of Nations. Commonwealth literature concept came into practice in the mid-twentieth century, there are various factors that were responsible for its growth in the nineteenth century. The concept began to evolve in the aftermath of the American war of Independence which had convinced the British statesman that they should formulate a new approach toward the emerging nationalism in the colonies which were destined to become independent states in due course. In order to forestall a violent break-up of the Empire, in the pattern of what happened to its thirteen colonies in America, Britain thought it imperative to follow a path of concessions and reforms, and develop self-governing institutions in the colonies. The distinctive feature of this new grouping was that they all were colonies of settlement, with close ethnic connections with Britain and had adopted the British pattern of political institutions. This institutional framework remained unchanged until independence was granted to India in 1947 and until India decided to stay in the commonwealth after becoming a republic in 1950. With the entry of India, the modern commonwealth acquired a new complexion and character and  demonstrated its potential for evolution and growth. The association became multi-racial; and it was declared as a free association of independent nation where equality of status was fully recognised. The commonwealth is the British Empire in reverse. It is the flowering of independent entities out of the bondage of colonial dependency. The term literally meant "common well being". The commonwealth of nations, also known as the British commonwealth, has manifested a distinctive literary development marked by its cultural and historical diversity. The commonwealth is an intergovernmental organisation of 54 nations which were formerly part of the British Empire. The commonwealth aims to provide a framework of common values, facilitating co-operation between its member states in the field of democracy, human rights, rule of law, free trade and peace. In general, commonwealth literature is a vague term which defines English-language works written in the former British colonies or place which had the status of dominions. Also known as New English literature, it is a body of fictional works grouped together because of the underlying cultural history and certain recurrent patterns. As commonwealth comes from a wide variety of regions, they win fame in the Anglo-American world because of their exotic setting and character. In Salman Rushdie's essay "commonwealth Literature does not exist", it is defined as
"A body of writing created in the English Language, by persons who care not themselves white Britons, or Irish, or citizens of the United States of America"
In Australia, New Zealand and Canada on one hand, and in Asia, Africa and the west Indies on the other, the English language - whether as an inherited or an acquired language has been employed as the medium of creative expression in diverse cultural contexts, thereby achieving a texture and resonance not usually found in the purely Anglo-Saxon idiom and usage. While writing in English, the Indians, the Africans and the west Indians are writing in the language of the colonizer, in a language that in a number of way carries with it a distinctly English culture and ethos.
Commonwealth literature can be usefully studied under two different categories-
1)  The literature written in those commonwealth countries where English is practically a native language for example in Australia, New Zealand and Canada.
2) The literature written in those countries where English is used as  a second language (or even as a foreign language), for example, in  India, commonwealth countries in Africa (Kenya, Nigeria, Tanzania, Uganda, Zambia, Zimbabwe), the West Indies, Sri Lanka and Bangladesh.
 The use of English in literature written in the first group of  countries is radically different from that in  second group. Language is an inseparable part of its matrix culture, and English likewise is an inseparable part of the British culture. In a similar cultural ambience, the use of English in creative writing will not be very different in general terms, of course, apart from certain individual and idiosyncratic variations. But in an entirely different cultural setting, for instance, in India, Sri Lanka, Philippines or Africa. The use of English cannot be widely different Raja Rao's Kanthapura(1938) is, for instance, a specifically Indian experience, and the idiom used to convey it is anything but the traditional English Idiom. R.K Narayan's use of English is beautifully and adequately adopted to communicate a characteristically Indian sensibility. Chinua Achebe's Arrow of God(1964)  has created an absolutely African world and found the right idiom- very differently from any other English- to do so.
Most scholars and working in the area designated ' Commonwealth Literature' have arrived there from initial training and practice in 'English Literature'. An eminent twentieth- century North Atlantic poet and critic could see English literature as an organic part of European literature, 'the several members of which cannot flourish if the same circulate throughout the whole body'. The literatures of those commonwealth countries that can conveniently be regarded as belonging to the third World are either very much concerned with the 'turning world', as in Africa and the Caribbean, or look back to great cultural phenomena unrelated to Europe's renaissance, as n India-despite Raja Rao's interest in the Albihensian heresy in the serpent and the rope. The really interesting literature in English on India begins with Mulk Raj Anand's untouchables and R.K Narayan's Swami and friends in 1935, of Black Africa with Sol plaatje's muhdi in 1930 and Amos Tutuola's  'The Palm- wine Drinkard' in 1952, of the Caribbean with Claude McKay's Home to Harlem in 1928, or alternatively with C.L.R Jame's Minty Alley in 1936. There were earlier writings in verse and prose, but these titles are markers of the rising tide which proclaim that the Third World commonwealth literatures truly begin in the second quarter of the twentieth century, at least a decade after the end of the first  of Europe's two holocausts. The high moral sentences that accompanied Allied gunfire in both of Europe's wars were taken seriously by the subject people of Europe's overseas empires, as was much of the political creed that toppled the Tzar of all the Russians. It would be futile to pretend that most of the writings that constitute the third world literatures in English are not concerned with  political issues, even it often, indirectly, with cultural situations brought about by colonial political history. In the west, literature that is primarily about political concepts, about how political events act upon the lives of ordinary people, tends to be treated with suspicion, or at least reserve, and seems to have to pass be non-propagandist test more stringently than writings on other themes. Literature is art in the use if words. To distinguish between meaning ad technique  is itself to distort, for words both mean and are arranged to mean, and out of the interaction of the magnetic fields of these two modes of meaning as great literature. Yet the distinction is a useful piece of temporary scaffolding. The languages and literatures which feast at the high table of this gathering are those with relatively clearly defined literary traditions- France, Germany, Britain and USA. The pace at which the literatures which make up commonwealth literature have developed puts each of them in a different stage of continuity within these literatures is largely futile. The diversity in the literature is something to celebrate because it adds much to the richness of literature in English, The movement of commonwealth literature from the periphery of English literary studies toward the centre is made the more difficult by the fact that formal teaching of commonwealth is itself peripheral.
Combining the elements of magic and fantasy, the grimmest realism, extravagant farce, multi-mirrored analogy and a potent symbolic the astonishing energy of novel unprecedented in scope, manner and achievement in the hundred and fifty year old tradition of the Indian novel in English. Rushdie must portray reality, and in this endeavour fiction and nonfiction overlap boundaries Salman Rushdie, the writer of the three novels Grimus, Midnight's Children and Shame and a book on Nicaraguan journey The Jaguar Smile, emerged with the publication of Midnight's children in 1981 as a new phenomenon in the genre of fiction. The book was awarded 1981 Booker Mcconnell prize and literary critics compared Rushdie to novelists like Milan Kundera, Gabriel Garcia Marquez, Gunter Grass, John Irving, V.S Naipaul. he has been hailed as a creator of epics. Starting with Grimus, a work in fantasy, Rushdie went on to create the real sub-continent condition in his phenomenal works Midnight's Children and Shame. His investigation of life led him to the uncovering of the true circumstances in India and Pakistan. Individual human personality, the novelist realised, proved meaningless in the present global situation. Be personified India and Pakistan for the true realisation of life in the two countries.
"True great realism depicts man and society as complete entities, instead of showing merely one or the other of their aspects".
In his endeavour towards the adequate presentation of the complete human condition Rushdie adopts non-linear, non-naturalistic forms to meet the challenge of portraying reality. For Rushdie the 60s in Cambridge were euphoric  years. Recalling them be said,
" There was the Vietnam war to protest about, student pioneer to  insist upon, drugs to smoke, flowers to put in your hair, good music to listen to".
Something of the capriciousness of those years spill over in his first novel. Midnight's Children is a memory novel and therefore a semi-fantasy, nonetheless dealing with stark realities:
"Memory's truth, because memory has its own special kind. It selects, eliminates, alters, exaggerates, minimises, glorifies and vilifies also: but in the end it creates its own reality".
The historical perspective enables Rushdie to reminisce backward and forward re imagining himself in the persona of the protagonist through the life cycle and a series of historical moments.
In his essay "commonwealth literature does not exist". Rushdie describes the category ' commonwealth literature' as a  ghetto created by those who practice English literature 'Proper'.
"Every ghetto has its own rules" and "One of the rule one of the ideas on which the edifice rests, is that literature is an expression of nationality". and that culture springs from tradition. He says that
"What we are facing here is the bogy of authenticity...(which) is the respectable child of old- fashioned exoticism. It demands that sources, forms, style, language and symbol all derive from a supposedly homogenous and unbroken tradition".
An exoticized culture must always show its credentials in order to prove itself worthy of 'special attention'. While Western culture seems dynamic, progressive and developed. It is demanded of exoticized cultures to be original, pure, simple and preferably religious. The term postcolonial implies a kind of pre-colonial purity which has become corrupted because it could not resist the colonizers domination. It does not take into account that the process of colonization changes both the coloniser and the colonised and that cultural exchange in heterogeneous and not singular. Racial, cultural, linguistic singularity or purity is only unlikely but also a pathological pursuit. The exact characteristic of commonwealth literature also remains debatable. Recurrent motifs there are misuse of power, exploitation and alienation as well as post colonial society. Apart from the issues of shared characteristics, scholars debate as to which writers to be include in the commonwealth canon. Famous names among commonwealth writers include:
1)  Salman Rushdie
2)  R.K Narayan
3) Nayantara Sehgal
4)  Ruth Prawer Jhabvala
5)  Japanese Nobel Kazuo Ishiguro.

Works Cited

R. K. Dhawan, P. V. Dhamija. Recent Commonwealth Literature. Ed. A. K. Shrivastava. Vol. 1. 1989.