Comparative historical-cultural study can break the colonial grid in English teaching
Evidence
It is only by submitting the teaching of English Literature to the more crucial and comparatist discipline of Historical and Cultural Studies, and by connecting the knowledge of that literature with literatures of our own, that we can begin to break that colonial grid and to liberate the teacher of English from a colonially determined, subordinated and parasitic existence. — Aijaz Ahmad, In Theory, 541
Categorization
- XREF: Mirrors the very method of this book — In Theory reads Western theory through its Indian context — making this a methodological self-description as much as a claim about pedagogy. — connects to: Pre-professionalization English teachers produced bilingual practice without inner split — Aijaz Ahmad, In Theory: Classes, Nations, Literatures, 1217
Related
- Only a materialist-comparatist frame can break the colonial grip on Indian English Studies. (similarity 0.91)
- English literature has shaped the very categories of modern Indian thought (similarity 0.81)
- Pre-professionalization English teachers produced bilingual practice without inner split (similarity 0.80)
- English was justified as the necessary glue for a fragmented nation (similarity 0.80)
- Historians should read along the colonial grain before reading against it (similarity 0.79)
- English, not any Indian language, forms India’s only unified national literary intelligentsia. (similarity 0.79)
- Indian reformers embraced English as a scientific window, not a literary imposition (similarity 0.78)
- English in India is stratified as a class boundary, not a neutral world vehicle (similarity 0.78)
- English in India is simultaneously knowledge production, global connection, and class division (similarity 0.78)