Friday, November 2, 2012

THe Postcolonial Lterature


Department Of English
Maharaja Krishnakumarsinhji
Bhavnagar University

Name: Bhatt Vidhi Rajeshkumar
Roll No.: 04
SEM: 03
Year: 2012-13
Subject: Postcolonial Literature
Assignment Topic: Black Skin, White Masks: An Overview
Submitted To: Dr. Dilip Barad

 


 

 

 

 

 

                

Black Skin, White Masks: An Overview


Because of Frantz Fanon schooling and cultural background, the young Fanon conceived of himself as French, and the disorientation he felt after his initial encounter with French racism shaped his psychological theories about race and culture. 1945 letter to brother: “I made a mistake. Nothing can justify my sudden decision to defend the interests of the French peasant when he himself does not give a damn.” During this period in Lyon, a dishearten Fanon began what he believed to be his thesis (originally called “Essay for the Desalinations of the black”), which instead became Black Skin, White Masks.      
               Black Skin, White Masks remained obscure for decades after its initial publication. Since the 1980s, it has become well known as an anti-colonial and anti-racist work in English-speaking countries. However, it remains a "relatively minor work" in francophone nations, despite its explicit connection with those countries.  Modern discussions among theorists of nationalism, anti-colonialism, and liberation have largely focused on Fanon's later, more revolutionary works, rather than the psychoanalytic explanation of colonial relations.
             The writings of psychiatrist Frantz Fanon had tremendous impact on the European anti-colonialist movement. His books Black Skin White Mask and The Wretched of the Earth explore the effects upon colonialism on both the conquerors and the conquered.
                His first book is an analysis of the impact of colonial subjugation on the black psyche. It is a very personal account of Fanon's experience being black: as a man, an intellectual, and a party to a French education.
                 Fanon believed that black’s adopting the language and the culture of the dominate society had larger implication for one’s consciousness: Speaking the language of the colonizers means that can accepts, or is concerned into accepting, the collective consciousness of the person or, which identifies blackness with evil and sin. In an attempt to escape the association of blackness with evil, the black man with white mask, or thinks of himself as a universal subject equally participating in a society that advocates and equality supposedly abstract from personal appearance.
Essentially the Negro is born into a hopeless situation. In this context, the black man will never be normal, but always an inborn - no, a preborn- human of abnormality. "Let me add only that in the psychological sphere the abnormal man is he who demands, who appeals, who begs." Fanon invokes Freud; however the Oedipus complex is a luxury for the white man.
Incidentally, in the middle of the 20th century a young black intellectual by the name of Frantz Fanon emerged as a great champion in the art of problematising the study of ‘color line’, for indeed the issue of ‘color line’ had become a global problem. Now history tells us that the 20th century is behind us, yet as we live in the beginning of the 21st century the problem of ‘color line’ is still a part and parcel of our society. In this essay, I attempt to critique one of Fanon’s essays entitled ‘The Fact of Blackness’, which deals with this problem.

                 I have divided the main body of my essay into three sections. The first one deals with the social-psychological notion of ‘self-identity’ in relation to the so-called ‘fact of being a black person’. The second section deals with the economical and social-political notion of ‘self-determination’ in relation to the ‘fact of being a dominated black person’. And the final section deals with the contradictory nature of affirming the ‘fact of being a black person’ vis-à-vis the ‘non-homogeneity of blackness’. But before delving into these sections, it is important to sketch a brief biographical background of Fanon in the context of his politics and the intellectual currents of his time i.e. the time he wrote ‘The Fact of Blackness’.

THE BLACK IDENTITY MOVEMENT
The Noble Drew Ali was one of the most influential Black Nationalist leaders of the century. He strongly influenced the growth and development of Black Nationalist Identity between 1913 and the 1930s. His movement combined black Messiah feelings, Black Nationalism, and a theology of deliverance from the white man’s world, culture and religion.
THE SEARCH FOR BLACKNESS
From the 18th century through the first third of the 19th century, black religious and educational organizations used the prefix African in their names, providing a sense of cultural integrity and a link to their African heritage.  The first black religious organization established in Savannah in 1787 was the First African Baptist Church.  The second oldest black denomination in North America, founded in 1787, was the African Methodist Episcopal.  In 1806, blacks constructed the first African Meeting House in Boston. 
BLACK SLAVE OWNERS AND THE MULLATO CLASS
The majority of black slave owners were members of the mulatto class, and in some cases were the sons and daughters of white slave masters.  Many of the mulatto slave owners separated themselves from the masses of black people and attempted to establish a caste system based on color, wealth, and free status.

FANON AND THE BLACK MAN’S BURDEN
If the black is not a man, then what is the biological, psychological and cultural identity of the black? If the black is not a man, what and who is black? Fanon’s answer to this is equally enigmatic: ‘The black is a black man.’ Moreover, his answer to what a black man wants is more enigmatic: ‘The black man want to be white’
He sarcastically describes his fragmented thought processes as follows: ‘Toward a new humanism…Understanding among men...Our colored brothers...Mankind I believe in you...Race prejudice...To understand and to love...From all sides dozens and hundreds of pages assail me and try to impose their will on me. But a single line would be enough. Supply a single answer and the color problem would be stripped of its importance’ .A single answer was and is indeed not enough to deal with Dubois’ old problem of color line.

BLACKNESS AND THE QUEST FOR SELF-IDENTITY
Thus, when Fanon talks about the limits of ontology in explaining the being of the black man, he simply means that ontology can only explain the being of the black man if and only if it deals with his existence as a black man per se and not as black man in relation to a white man. But this is unattainable because a colonized black man is Manichean constructed or brought into being in relation to an opposite, that is, a white man. Without a white man there is no black man. As far as skin color is concerned, a black man can indeed be ontologically brown or even posses a skin shade that can make him pass for white as history has shown us. But a black man in Fanon’s time was not brown or white because the white gaze had ensured that he must not only be black, but he must be black in relation to the white man: ‘Look A Negro!’ ‘Dirty nigger!’

BLACKNESS AND THE QUEST FOR SELF-DETERMINATION
When Fanon was writing the 'The Fact of Blackness', the champions of negritude were prospective statesmen and major political figures of the soon-to-be-independent colonies. For instance, in Africa there was Leopold Seder Senghor who was to become a president of Senegal and in Martinique there was Aime Cesaire who was to be a prominent politician in that former French colony. In their quest for both self-identity and self-determination, the champions of negritude ‘sought to understand and to change colonial reality by explaining the colonial relationship in terms of a clash of fundamentally different cultures’.
BLACKNESS AND THE DILEMMA OF BLACK ESSENTIALISM
As a result the self-consciousness and the black situation in a white world was in a dialectic interrelationship of independence and dependence: ‘That is, Fanon stressed that self-consciousness of blacks has been sublated by oppression; and that the other, the white oppressors, do not regard black self-consciousness as real, but see in the black only their own self-consciousness. As long as the black self-consciousness is not recognized by the other, the other will remain them of his (the black’s) actions.
This ignorance will sooner or later make one realize, as Fanon realized, that when he is trying to express his essence or existence, he will run the risk of finding only the non-essence or nonexistent.
Fanon is one of the very few non-Anglophones to be admitted to the post-colonial canon, and alarmingly few of the theorists involved realize or admit that they read him in very poor translations. The mistranslation obliterates Fanon’s philosophical frame of reference, which is supplied by a phenomenological theory of experience, but it also perverts his whole argument; for Fanon, there is no fact of blackness, but that experience is defined in situational terms and not by some trans-historical ‘fact’.
However, for a long time she abandoned Fanon’s ‘Black Skin, White Mask’ because of in its patriarchal nature it forgot about the black woman. One of the statements that disturbed hooks had to do with ontological resistance: ‘When Fanon declares that “the black person has no ontological resistance to the white gaze” he denies that the interaction between black males and black females might serve as just such a site’.
Conclusion
This work of Fanon has ironically led some to argue that the major problem of blacks is not racism.
When the champions of black power such as Stokely Carmichael call Fanon their ‘patron saint’ one needs to offer a close reading of their work to see how much the notion of black power has drawn from the violence of the ‘Wretched of the Earth’ and blackness of ‘Black Skin, White Mask’. All in all ‘The Fact of Blackness’ is a work that touches all those who encountered experiences which are more or less like the one Fanon encountered in the white world.
The ambitiousness of ‘Black Skin, White Mask’ is rooted in its attempt to deal with the ways in which the psychical or fantastical reality of race might be more consequential than the empirical one. Because the connotations with the color black are purely negative, blacks share the stereotypes as much as whites, so desalination can never mean a simple negation of what is black.
Fanon locates the historical point at which certain psychological formations became possible, and he provides an important analysis of how historically-bound cultural systems, such as the Orientalist discourse Edward Said describes, can perpetuate themselves as psychology. While Fanon charts the psychological oppression of black men, his book should not be taken as an accurate portrait of the oppression of black women under similar conditions. The work of feminists in postcolonial studies undercuts Fanon's simplistic and unsympathetic portrait of the black woman's complicity in colonization.










ELT~1


Department Of English
Maharaja Krishnakumarsinhji
Bhavnagar University

Name: Bhatt Vidhi Rajeshkumar
Roll No.: 04
SEM: 03
Year: 2012-13
Subject: ELT~1
Assignment Topic: Various Approaches
Submitted To: Heenaba Zala










Various Approaches
What is approach?
ü Approach is an organized way to produce the content material.
ü Houghman has used the word approach this way- “It is a method which is used to introduce English subject”.
ü Approach is wider term than the term method.
ü It deals with assumptions, a concept a point of view.
ü “It is a point of view or philosophy or an assumption which one believes but cannot necessarily prove”.
ü This means, approach is the study of self-evident truths. It is axiomatic. So, in short, we can say approach refers to the different theories of how languages are learned.
ü In short, we can say that approach means perfection of language learning.
Structural Approach
What is Structure?
Structure means pattern of words. The word pattern suggests a model form which many things of the same kind. Take the simplest structure “I am a girl/ happy man/ angry/…..” Here the variety of limitless situational word we can put. So, structure can give to rise to so many dimensions of expression. So, we should know its structures, handle then in various situations and master it for the purpose of various skills. He Structures provides the essential frame-work of the language.
What is structural approach?
·        The structural approach is one of the modern techniques of teaching English. The meaning of the structural approach: - “To learn a language to get mastery over various structure”.
·        This approach is based on the belief that in learning a foreign language, mastery over structure is more important than acquisition of vocabulary.
·        This approach strictly believes that the teaching of language is totally differed from other subjects are giving us only knowledge.
·        While language learning is a skill. And as we know skill is learned by daily practice which requires repetition. And this repetition should always be in meaningful situations.
·        Thus, to teach the language with the help of graded structures vocabulary and other language elements are the main consideration of this approach.
·        In short, structural approach concentrates on the teaching of structures and structural.
·        Structural approach promotes various actions and gestures to achieve the proper meaning of the structure.
Principles:-
o   This approach is based on the teaching of structures and vocabulary in a graded manner.
o   A structural syllabus is a list of language items arranged in the order of teaching (SVO).
o   This approach recognizes the importance of speech in a language learning process, and hence, it gives great importance to oral work for firmly fixing the structures before practicing reading and writing.
o   The structure must be properly graded. The selection of the structure must be based on the usefulness and the teaching ability. The gradation of the structures must be based on the usefulness and the difficult value.
o   This approach expects the teacher that we attempt to teach the language in a very natural manner that means, the way of learning mother-tongue.
Structural approach promotes various actions and gestures to achieve the proper meaning of the structure (Body language)
Merits:-
v It emphasizes on oral or spoken from of the language and therefore there should be plenty of oral work providing more opportunities to learners to practice the use of language. Thus, language learning through oral work, becomes lively and real.
v It provides more opportunities to the learners to express their ideas, feelings and experiences. As such it helps them to acquire more command over the language.
v It is a great helps in teaching basis skill of English language as it brings about a harmonious development of his skills implied in language learning.
Demerits:-
*    This approach puts more emphasis on repetition and drill and therefore, teaching learning becomes dull, mechanical and monotonous to some extent.
*    Since the approach attaches more importance to the oral presentation and speech, reading, writing and vocabulary expansions are neglected.
*    In this approach, the centre of interest is the language material.
Functional Approach
What is functional approach?
*    Generally, functional refers to something else to fulfill its purpose or function.
*    Dictionary meaning of functional- capable of performing, relating to functions.
*    The functional approach is one of the methods in classification of activities that occur in the marketing processes by breaking down the processes into functions.
*    The teacher gives the functions and the students have to make a sentence from it and it gets the English language.
*    All the approaches are used in speaking English, these became very useful to speak English, and so that teacher should work on it.
*    As we know that the meaning of functional approach and that is fulfillment of the aim. Something is that first all three are taught and at least, functional approach is going to teach because the last step or the last fulfillment of dream or aim of the students.
*    The students who are not able to speak English, they face many problems in this approach whenever they are working on it.
*    The functional approach was developed for a specific need in mind. Learning units were arranged in terms of function and meanings.
*    Functional approach focus on language mostly discourse features and also do discourse control. Materials are simplified functionally.
*    In the functional approach, the syllabus is meaning based not structure based.
Communicative Approach
Introduction:-
*    Language learning was considered as the product of language teaching which mainly involved habit formation.       – Skinner’s view
*    ‘A language was a set of habits which children learnt by imitation by the behavior of adults.’ – Skinner
*    “Language learning was not merely a habit formation but involved cognitive understanding of rules and structures on the part of learner.”
*    As a result of all these experimentation of present, the aim of language learning and teaching Is to develop the communicative competence. So, this theory, put very much stressed on the importance of communicative competence.
Meaning:-
*    This approach is based on the idea that the goal of learning second language is to gain communicative competence
*    And term ‘communicate’ means to share ideas or to convey messages verbally or non-verbally. It means, this approach emphasizes on the communicative capabilities of the learners.
*    Language, being a means of expression and communication, is learnt to communicate throughout the use and therefore any language course ought to provide the learner, the skill of interacting with others
*    So, the whole focus is on:
o   Communicate proficiently rather than on more mastery of language.
o   Puts emphasis on communicative competence of the learner rather than on structural competence.
o   Emphasis is on doing activities is the classroom, so students may be able to communicate, to express well.
o   The whole focus is on learners and not on the teacher.
Communicative Competence:-
1.     Grammatical Competence
2.     Discourse Competence
3.     Strategic Competence
4.     Socio-linguistic Competence
o   So, communication is the soul of human interaction. We cannot neglect the importance of communication.
Principles:-
*    Pays systematic attention on functional as well as structural aspect of language.
*    Advocates the cognitive theory of Psychology in learning a language.
*    Meaning based teaching, meaning should find paramount place in this.
*    Believes in developing basis language skills in an integrated way.
*    Suggests providing maximum opportunities to the learners in order to take part in meaningful communicative interactions.
*    Believes in natural acquisition when a learner learns a language through use, he naturally acquires a target language.
Merits:-
*    This approach is highly scientific because it promotes learner-centered activities to be carried out in classroom.
*    This approach makes learners active participants of classroom activities. (Indirectly motives them to introduce the topic unnaturally)
*    It Offers a great deal of practice.
*    It can give hidden practice of language points without the students being aware of it.
Demerits:-
ü Too much use of native language
ü During the course of activity, there may be excessive talk resulting in noise.
Situational Approach
Meaning:-
It means the creation of different appropriate real and related situation to teach word or a structure. This approach established a direct relation between the object and idea or thought.
Principles:-
1.     The principles of action-chains: In this approach the chain of related actions are very important
2.     The principle of attention and interest: Because of this situation the teaching process becomes live and it draws the attention and interests the students.
3.     The principle of variety and simplicity: The teacher creates more than one situation to teach a particular topic or structure.
4.     The principle of play: the teacher creates play- way situations and makes the student’s interest.
5.     The principle of hearing: the teacher creates different situation and describe them. So, it draws the attention of the students and provides them the opportunity to hear the spoken language.
Merits:-
*    Because of situation the teaching learning process become live and interesting.
*    It is useful in teaching of foreign language. Particularly, new structural items and providing practice and drill of those structural items.
*    It creates a long lasting effect on the mind of the students. So, they can master the structure effectively.
*    Vocabulary introduction becomes interesting and live through this approach. Even abstract vocabulary can be introduced through situations.
*    This approach is a psychological approach because it is based on the theory of interest and attention through activities and situations.
Demerits:
*    It is benefitted for the lower classes. It is not more informative. So, not useful for higher classes.
*    Only some selected and certain language items can be taught through this approach and not all language items.
*    Other language forms such as prose, poetry and rapid readers and composition items cannot be taught.
*    Only skilled and resourceful teachers can teach through this approach and not average students.
*    Only bright and intelligent pupils can take advantage from this approach and average or all the pupils of the class.