ConclusioConclusionnMapping: Visual Mapping

& Cognitive Mapping in the ‘Big Wide World”

World Literatures in English

and

ContinuationContinuation

Relatedness to our World and Taiwan

What does it mean to live in a global village?

To be good at American English only? To know all the geographical and historical

facts? To travel around? What matters is how we relate to different

people, cultures and events in this world. Image: “Peep and the Big Wide World”

社會新鮮人國際觀大調查Are these questions important? Why?

畢業科系與平均分數： 理工學院 27.13 商管學院 41.03 文學院 29.62 外語學院 37.07 醫學院 31.35 法社學院 40.21 傳播學院 38.98 其他學院 27.44

問題內容： 1. 請問以下那個宗教的教義禁酒？

基督教、神道教、回教、東正教、道教回教（ 36.44% ） to protect the mind of

man which is part of the body

2. 請問以下那個國家的人民多半不吃牛肉？美國、巴林、斯里蘭卡、沙烏地阿拉伯、印度

印度（ 56.27% ） 9. 請問在社交場合上，對初次見面的美

國人，要避免以下哪種主題的談話？球賽、環保、財經、休閒活動、政黨

政黨（ 62.24% ） Try it yourself!!!http://www.9999.com.tw/pj/act/p930831_a/xls.htm

何謂國際觀？何謂全球視野 ?

不只是增加 當代地理、歷史（地名、人名）知識﹔ 企業和個人競爭力﹔還包括注重 Connectedness 了解、注意全世界各地的關連性（文化、政

治、經濟、氣候）﹔ Communication: 跨文化溝通的能力﹔ Learning Motivation and Abilities: 對其他文化的了解意願和學

習能力﹔ Concerned: 關切其他國家和世界性的災難和議題（很多始於

種族、文化、宗教差異相關，如以阿戰爭、印巴對立）。 Comparative Perspective and Self-Positioning: 經由和其他文

化相似、相異處，更加了解我們自己的位置和文化認同。

誰知道我們會不會有越南裔同學？不會有個印度丈夫？

What is Mapping and what is it for?

Visual mapping & Daily News Connections – the authors and characters are not out of nowhere.

Cognitive mapping – a way to manage your own knowledge and to locate oneself

I: Contextualization & Artistic Concretization

II. Major Themes

III. Self-Location

Visual Mapping

India

South Africa

Caribbean Area

Visual Mapping: South Asia

Lahore

Shahjahanpur

Kelara

Daily News Connections: News Today Arm Race: 一九九八年印巴 先後試爆核武成功 奇異在印度 將大舉擴張 將啟動第三階段擴張計畫，預料在印度的營收將從目前八億美元，驟升至五年後的五十億美元。 (China Times)

Bollywood’s popularity. 1956: Pakistani women gain right to vote in national elections.

2005 Kuwait (source: http://www.ipu.org/wmn-e/suffrage.htm )

Visual Mapping: South Africa

Daily News Connections: News Today

不甘長期受屈辱 非洲婦女爭人權 (PTS source)

Kenya: against family violence; Nigeria: 教導當地青少女維護自己權利的啟蒙課程。奈及利亞女性：以我個人來說 -在我家和傳統上女孩必須行割禮 (clitoridectomy )我很幸運很早就接觸到 -女孩權利啟蒙組織也就是在行割禮前所以當我面臨那個時期時

史瓦濟蘭 (Swaziland) 國王恩史瓦帝三世 南非副總統 朱馬 (Zuma, who used to be an anti-

apartheid fighter) 涉軍購貪污遭撤職 (PTS; )

Visual Mapping: The Caribbean Islands & their migrants

Canada

The U.S.

““Children of the Sea”; FugeesChildren of the Sea”; Fugees

Annie John M. Cliff, B. Marley

Wide Sargasso Sea Sugar Cane Alley

England France

Daily News Connections: News Today

Haitian president thanks Taiwan for airport link

A highway linking the Haitian capital Port-au-Prince's international airport to the city's downtown district, which was completed with funds donated by Taiwan(donated more than US$8 million) improve traffic

conditions. (source: http://www.taipeitimes.com/News/taiwan/archives/2003/01/06/189940 )

2004 Sept 伊凡颶風在加勒比海地區造成 33 人死亡 (source) 南非衛生部長傳布有關 HIV散播非洲的陰謀論 ; AIDS征服

加勒比海島嶼 (source: 愛滋新聞 )

Daily News Connections: News Today

(PTS news) Kingston, Jamaica, 資優班，班上超過六十個學生中三分之二是女生 ;

Reasons: 在牙買加，父親經常在家中缺席，男孩被鼓勵在運動和音樂等課外活動，取得傑出的表現。相對的他們在課業上的表現，就沒有那麼受到關注。為了改善這樣的傳統造成男孩學習成積上的落後，牙買加的學校會鼓勵學童邀請父親一起來上課，甚至在某些日子，女學童不用上課，只有男學生和他們的父親一起到校上課。

Another Possibility:

Audio Connection e.g. Syrian music Islamic music, etc.

This is like working on a jigsaw puzzle with no fixed image or boundaries.

Cognitive mapping I --Questions1. How is marriage determined and influenced

by class differences in one of the following Indian texts (e.g. "Flute Music," "Gainda," Monsoon Wedding and Fire). 

2. The limitations and/or protection of Indian women by purdah in "Purdah 1" or "Honour."

3. The issue of illiteracy and letter writing in either Saloom Bombay or "Annamalai."

4. Discuss the use of a Caribbean custom (e.g. abeng, hunting, Krik? Krak!) in one of the following texts (Sugar Cane Alley, "Children of the Sea," Abeng).

Cognitive mapping I –Questions (2)1. Political Upheavals, Racial Conflicts and their

Consequences in one of the following texts: The God of Small Things, Earth, "The Day of the Riot," and "Children of the Sea." (immediate; remote-- e.g. the history house; Massacre)

2. The issue of Land in during the period of Apartheid in one of the following texts: "Six Feet of My Country," "Amnesty," Cry, the Beloved Country.

3. The issue of "English" education (both literature and language) and identity in one of the following texts: The God of Small Things, Foe, "Dan is the Man in the Van."

4. The role of obeah woman and obeah in one or two of the following texts: "The Prophetess," Wide Sargasso Sea, Annie John, Abeng .  

Cognitive mapping I

the cultural specifics: (esp. in religions, gender and race/class relations) e.g. India: multiple religions (e.g. Ganesh & Krishna,

Sita) and languages, Caste system, purdah, e.g. South Africa: multiple languages; apartheid,

“cross-over” styles in music (e.g. “God Bless Africa”: iscathamiya + missionary school music)

e.g. the Caribbean: creolization, krik?krak!

Cognitive mapping I-2

Traveling and interchanges of cultures: Obeah – 1) African roots; 2) mixture of signs of

Christianity and voodoo Caribbean Music – mixture of influences from Africa

(drum, abeng) and the U.S. (e.g. reggae from New Orleans R&B); influences of slavery (Calypso) and capitalism.

Cognitive mapping I—example 1 “Purdah”

Stands outside herself, or turns inward to look for a self for herself;

“Honour” Moral constraints + romantic/sexual fantasies lack of

sympathy and reality checks “Her Mother”

Housework fragmentary thinking and writing; Limitations: in view of marriage and the “foreigners” Able to sympathize with her husband and her daughter;

support her daughter’s education.

Cognitive mapping I—example 2

Influences of Political Upheaval “The Prisoner Who Wore Glasses”

“[The prinson] makes a man contemplate all kinds of evil deeds.” (71); different kinds of constraints (physical stealing, mental not being able understand grander motivation of revolution).

“The Day of the Riot” –all the mysteries in the ending; The riot before Antoinette’s house. The mob in Earth.

Cognitive mapping I-3: Questions

9. Compare and contrast the different spatial imagery in "Bright Thursdays," Wide Sargasso Sea, and "Children of the Sea."  (e.g. the protagonists' senses of the houses, the garden, the mountain and the sea and how they reflect their senses of identity.)

10. Nature: Choose one text.  Discuss the way nature is treated; for instance, the symbolic meanings of Paparachi's moth in The God of Small Things, mongoose and the pig in Abeng, or butterflies, banyan tree and the sea in "Children of the Sea".

11. The use of different narrators in Foe, Wide Sargasso

Cognitive mapping I-3: Art

the artistic embodiment: e.g. the “symbolic” meanings of obeah (WSS and

“The Prophetess”) e.g. spatial metaphors, e.g. natural beings as metaphors e.g. Biblical allusions (WSS-garden, ) e.g. English sayings and words. Language

Cognitive mapping II-1: Themes--Questions

Colonization, Systems of Inequality and Post-Colonial Resistance

a. Colonization and Gender--1) How is colonial mentality (its inner lack and its views of the Other) analyzed and presented in terms of gender relations in  the following two texts? Foe, Wide Sargasso Sea.

2) Analyze the different roles the white masters (including both Creoles and Afrikans) play in three of the following text: Sugar Cane Alley, Wide Sargasso Sea, the hunting episode in Abeng, "The Prisoner Who Wore Glasses" and "Six Feet of the Country"

Cognitive mapping II-1: Themes--Questions (2)

Colonization, Systems of Inequality and Post-Colonial Resistance

b. Systems of Inequality in colonial society-- 3) Use two examples from below to a) analyze how

women can be doubly victimized in gender and racial hierarchy in a (post-)colonial society; b) and compare their different responses to the experiences of victimization. Earth, Salaam Bombay, Wide Sargasso Sea, Abeng (exerpt), "Amnesty" and "Children of the Sea."

4) How is social hierarchy presented in two of the following texts? Explain their differences in terms of their social contexts. "Gainda," "The Day of the Riots" and "Bright Thursday."

Cognitive mapping II-1: Themes--Questions (3)

Colonization, Systems of Inequality and Post-Colonial Resistance

c. Post-colonial Revision and Languages: 5) How are the endings of Foe and Wide Sargasso

Sea different from or similar to each other? In their postcolonial revision of canonical texts, who gets to speak and who don't?

6). Postcolonial cultural syncretism: In many postcolonial texts, we see the English revised and turned into 'englishes.' Choose two texts (the group reports' texts included) to comment on their different mixture of standard English with another english, or their appropriation and revision of canonical text in their own. 

Cognitive mapping II-1.a: Central Themes

Colonization, Systems of Inequality and Post-Colonial Resistance

a. Colonization and Gender Colonial mentality:

Need for expansion; Lack – in their mind, or of money. (Crusoe,

Rochester, the jailer) Gender and colonization -- women’s role as

object of exchange Creoles and Afrikans –don’t always have the

power because of their “white” skin colors.

Cognitive mapping II-1.b: Central Themes

b. Systems of Inequality in colonial society—Racial(government) hierarchy // gender hierarchy

minority women doubly victimized but also the ones to survive: e.g. (the mother) and the sweet sixteen in SB, Earth, the girl in Sugar Cane Alley, “Children.”

Racial hierarchy criss-crossed with that of gender: e.g. Abeng

Women’s responses: Sense of fatality (Antoinette) showing their power of survival and greater awareness:

“Amnesty”

Cognitive mapping II-1.c: Central Themes

c. Post-Colonial Resistance and identities Christophine’s criticism of Rochester; Antoinette’s “dark journey home.” Friday’s dance and flower ritual on the sea Susan Barton’s ceaseless attempts at

communication and writing;

Cognitive mapping II-II: Questions

II. Children's Growth and Gender Relationships in (Post-)Colonial society

5) How are children (their education, gendering process and/or family relations) affected in a colonial or post-colonial society (e.g.  Wide Sargasso Sea, Salaam Bombay, Sugar Cane Alley, The Hunting episode in Abeng, Annie John, "Bright Thursday," "The Prophetess," "The Music of the Violin," etc.)?  . . .

6) Discuss the theme of mother-daughter relationship in three of the texts we have studied.  (e.g. "Her Mother," "Bright Thursdays,"  Wide Sargasso Sea and Annie John.) (How does the mother teaches the daughter?  If the mother-daughter relationship gets broken, what are the reasons?   How does the daughter establish her sense of identity in relation to the mother?)

Cognitive mapping II-II

B. Children and Gender 1. Children’s growth and education (e.g. Clare and

Zoe vs. Antoinette and Tia; Krishna vs. Jose; Vukani (“Violin”) vs. Jose; the boy in “Prophetess” vs. Antoinette)

2. Mother-daughter relationship

Cognitive mapping II-III

C. Diaspora: Connecting to the Big Wide World 8). How do the immigrants (including English

colonizers), or the diasporic groups, serve to link together the three areas we cover in class, as well as the other parts in the world?  Choose 2-3 texts to discuss what these diasporic connections mean in the texts' themes and styles, and whether people of the same race have different social statuses in different societies.   (Use at least one text we deal with in class, and then you are free to choose whatever relevant texts you know as examples.)

Cognitive mapping II-III

C. Diaspora: Connecting to the Big Wide World Wild Connections: the astronauts in Floating Life

the astronauts in 《候鳥》劉若英 台商 Different positions of “white” women in Wide

Sargasso Sea, Abeng, L’Amant, and Salaam Bombay.

Robinson Crusoe in different places and situations.

Cannibalism

Continuation Continuation (I)

Taiwanese counterparts; A. (de-)colonization: Does Taiwan succeed in constructing its

own identity after the multiple colonization by Holland, Spain, Japan, the U.S. and under the neo-colonial powers of the U.S. and Japan?

  (e.g. 1. Japanese and American cololization: the stories by 黃春明； the films 《無言的山丘》、《無卵頭家》、 A Borrowed

Life, City of Sadness, 、《太平天國》 (Bhadha Bless America) 、

2. KMT and White Terror: 《悲情城市》《超級大國民》 《匪諜大亨》

3. and so many other texts.)

ContinuationContinuation (I)

Taiwanese counterparts; cultural/national identity: What kinds of cultural identities do

Taiwanese have?  How are they different from the Chinese diaspora in the other parts in the world? 

Taiwan’s identities:Taiwan’s identities: 〈台灣奇蹟〉；張大春〈將軍碑〉、〈四喜憂國〉；林燿德《高砂百合》

Immigrants:Immigrants: 《候鳥》 vs. 《春光乍洩》《浮生》 from Hong Kong

to the States: 平路〈玉米田之死〉 、《三個女人的故事》 vs.

《甜蜜蜜》、《愛在他鄉的季節》Immigrants in Taiwan: Malaysians in Taiwan many novels such as〈魚骸〉、 《望鄉》、《飛行城市》

ContinuationContinuation (I) Taiwanese counterparts; gender and race: Orientalism.   How have Taiwanese women suffered from the

colonizers‘ rape （ e.g. Comfort Women, 慰安婦） , or from double victimization by both patriarchy and colonialism （李昂〈戴貞操帶的魔鬼〉《迷園》） ? 

How have Taiwanese women  assert themselves against both?  （平路 《行路天涯》）

How about mainland Chinese women in Taiwan? Wives waiting for getting their citizenship; “Some” prostitutes seeing 收容所 as their temporary

home.