South Africa, Shakespeare, and Post-colonial CultureEdwin Mellen Press, 2005 - 301 páginas This book works within the frameworks of post-colonial studies and cultural studies in order to theorise, and then to illustrate, the possibilities for cultural creation in the context of oppression. It re-works the concept of hybridity, and the philosophies of liberalism and humanism, in order to suggest that these important and much-contested terrains within critical theory have specific potential in a South African context. This book applies these theoretical points to a specific trajectory of writing in English in the region, which it finds embodied in the writing of Solomon Plaatje, Peter Abrahams, Es'kia Mphahlele, Bloke Modisane, and Can Themba. By seeking to unlock the complex and sometimes contradictory ways in which Shakespeare is useful to these writers, the book addresses the traditional imbalance of knowledges in Shakespeare Studies by conceptualizing the presence of Shakespeare in these texts as indicative of an act of cultural appropriation and political resistance. Ultimately, the book makes a contribution to post-colonial and cultural studies' engagements with how culture works, how resistance is inscribed, and what role theory can play in the neo-colonial world. |
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Página 229
... teachers have to say about teaching Shakespeare makes it clear that the problems of accessibility faced by South African teachers and learners are not unique to this country . Echoing many of the points made by researchers about the ...
... teachers have to say about teaching Shakespeare makes it clear that the problems of accessibility faced by South African teachers and learners are not unique to this country . Echoing many of the points made by researchers about the ...
Página 244
... teachers . It is clear from the interviews and focus group discussions that teachers are working hard within strict time , and sometimes resource , constraints ; many are dedicated to finding creative solutions for the teaching of ...
... teachers . It is clear from the interviews and focus group discussions that teachers are working hard within strict time , and sometimes resource , constraints ; many are dedicated to finding creative solutions for the teaching of ...
Página 273
... teachers , and Western Cape Department of Education English Subject officials , by means of questionnaires and focus groups , in order to ascertain how Shakespeare was being taught in Grade 12 classrooms in the Western Cape , and to ...
... teachers , and Western Cape Department of Education English Subject officials , by means of questionnaires and focus groups , in order to ascertain how Shakespeare was being taught in Grade 12 classrooms in the Western Cape , and to ...
Conteúdo
Shakespeare and the Essentially Human | 52 |
South African Shakespeare Tracing | 77 |
Drums Shakespeare | 152 |
Direitos autorais | |
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