Ambivalent attitudes towards Anglophone education in postcolonial Indian women’s literature in English

Begum, Hazera (2015) Ambivalent attitudes towards Anglophone education in postcolonial Indian women’s literature in English. BA dissertation, University of Portsmouth.

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    Abstract

    This dissertation examines the status of Anglophone education in Postcolonial India. I am using the following primary texts: Fasting, Feasting (1999) by Anita Desai, The Inheritance of Loss (2006) by Kiran Desai, and The God of Small Things (1997) by Arundhati Roy. I will discuss how the complex outcomes of Anglophone education cause the ambivalent attitudes towards it. I will examine the effects Anglophone education has on class, caste, and gender hierarchies. All three of the primary texts include these themes; I will show how these themes overlap with one another, and discuss how an Indian native’s escape through education is never fully achieved until they have freed themselves from the constraints of these social hierarchical structures. Especially in the case of females, as I will show how patriarchal males use their Anglophone education to ‘colonise’ and subjugate females which makes them types of ‘subalterns’. Therefore even in a postcolonial India, elements of colonialism remain. To support this argument I will use Gayatri Chakravorty Spivak’s essay ‘Can the Subaltern Speak?’ (1988).
    I am going to use theories by Graham Huggan and I will use Homi Bhabha’s text ‘Of Mimicry and Man’ to explore how Anglophone education increases Indian natives’ mimesis of anglicised traits. This can lead to dual outcomes of a native’s integration into both English and Indian societies and their isolation from both societies due to their fragmented identities. To achieve a good understanding of transculturalism through transnationalism, it is important to have a good access to education. However social rigidities of class, caste, and gender prevents everyone from accessing an education in the first place. The texts show how it is also vitally important for society as a whole in India to stop defining the values of human beings through their class, caste, and gender status. The full benefits of Anglophone education can only be seen when everyone in India has the right to education.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Social, Historical and Literary Studies
    Depositing User: Jane Polwin
    Date Deposited: 29 Jan 2016 08:33
    Last Modified: 29 Jan 2016 08:33
    URI: http://eprints.port.ac.uk/id/eprint/19521

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