De-Scribing Empire: Post-Colonialism and Textuality by Alan Lawson, Chris Tiffin

By Alan Lawson, Chris Tiffin

De-Scribing Empire is a beautiful number of top quality essays. jointly they study the formative function of books, writing and textuality in imperial regulate and the fashioning of colonial world-views. the quantity as a complete places ahead innovations for knowing and neutralising that regulate, and as such is an incredible contribution to the sphere. will probably be necessary for college kids in post-colonialist feedback.

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Additional info for De-Scribing Empire: Post-Colonialism and Textuality

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This is of crucial significance to post-colonialism since, whatever else it is, it manifests itself as opposition from the beginning of colonialism. The true luxury…of our times falls to the poverty-stricken, that is, to the individual who lies down and scoffs. … henceforth no one can rediscover the meaning of wealth, the explosiveness that it heralds, unless it is in the splendour of rags and the sombre challenge of indifference. One might say, finally, that the lie destines life’s exuberance to revolt.

Basically, the question of agency can be restated as a question of who or what acts oppositionally when ideology or discourse or psychic processes of some kind construct human subjects, and the question of specifying agency is becoming an extremely complex one in all forms of critical theory at present. 1 remains ambivalent at every moment of colonialist discursive control. I tried to explain the first debate—the debate over historical specificity—by demonstrating just how slippery the colonial 22 STEPHEN SLEMON discourse model becomes when two different orders of archaeological work on the same historical period were conflated by the theory.

That is, the residual ambivalence in the vector of line ‘F’ within colonial discourse theory seems to invite the fusion of Viswanathan’s kind of analysis with critical readings that would articulate a downward movement at this place in the diagram; and one of the areas such work is now entering is the analysis of how English literary activity of the period (at the bottom of line ‘F’) suddenly turned to the representation of educational processes (at the top of the line), and why this literature should so immediately concern itself with the investments of educational representations in the colonialist scene.

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