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Course Objectives:


Satisfies: Other Literature (1c); Genre Study (Fiction) (Fiction); Multinational (4a); Women Writers (4c); 2011 International Issues (3a); 2011 Women and Gender Studies (3c); and GER World Literature. 


-    to appreciate the interconnectedness of 20th-century world literature (comparative literature)

-    to deepen knowledge about global politics and culture and their centrality to literature (global studies)

-    to learn to analyze literary elements in short stories, novels, and dramas (literary criticism)

- to consider any differences and similarities between the way men and women represent experiences (gendered readings)

-    to synthesize writers’ representation of difference (ethnic studies)

We address the following questions: What is painful about growing up, and in what ways do narratives about growing up mirror the pain of the world?

In the first unit, we will study how the traditional fairy tale structure allows authors to portray characters' coming of age. At the same time, we will try to read beneath the surface of these tales, in order to see what authors might be saying about greater political, social, cultural, and gendered values in the modern world.
Literary Terms

I. Coming of Age: 1) reaching maturity, respectability, or prominence; 2) losing one's virginity. When it is used as an adjective, it is written with hyphens (coming-of-age).

Characters who come of age in literature do so through life-changing events that challenge them to leave childhood behind, and to embrace their status as adults. Examples of coming-of-age stories are often found in young adult literature, such as fairy tales, Catcher in the Rye, Adventures of Huckleberry Finn, and Their Eyes Were Watching God.

II. Allegory: An allegory is a story that teaches readers and listeners about important values by means of visual cues. Many dictionary definitions cite the example of "blind justice," or the figure of Justice, who balances the scales while wearing a blindfold. This visual allegory teaches audiences that justice weighs issues blindly. Allegorical stories nearly always try to teach audiences about some moral or lesson.

III. Symbol: Allegorical stories often use symbols. In the example above, the blindfold symbolizes impartiality, and the scales depict fairness.

The Benefits and Trials of Online Learning

Positives:

You will

- Learn to communicate quickly and effectively in writing, a skill that is key for the modern workplace;

- Complete work at your own pace ;

- Learn new technologies and build confidence in learning new tools;

- and perhaps be inspired to participate more in class.

Negatives:

- Difficult for struggling students: It is very important that you keep up with the work! Students who complete their work on time seem to have very little problem adjusting to online learning. Students who procrastinate and have a difficult time keeping to a schedule, however, often fail to complete coursework. So if you tend towards the latter, please consider ways to become more diligent about deadlines this semester. I am more than willing to talk to you about how to become a more efficient learner.

* Another way we will combat the issue of keeping up is that there will be no make ups of missed online classes. The only way not to fall behind is to keep moving forward! 

- Difficulties in absorbing the material: Some students report learning more during our live class days. It's very important to participate in all activities I give you for our online class meetings. Not only does incomplete participation count towards an absence, I feel you might not be learning all the knowledge I aim to share with you.

- Technology: I am very understanding about any problems with technology you might encounter, especially if you start early. Just email me about what's going on, and we will try to find a solution.

Other Questions? See the Online FAQ


What values should fairy tales teach young children in your opinion?


Review

1. What do "Little Red Riding Hood" and "Blue Beard" (28) teach young women about how to survive growing up? List at least symbols and/or keywords that support your interpretation.


- Shakeema

- problem / paradox: How can both tales teach obedience when in fact "Blue Beard" shows that disobedience saves her life? (Luisa)

2. In what ways do "Ashenputtel" (68) "Baba Yaga" (411), "Indian Cinderella" (694), and "The Magic Orange Tree" (727) differ from one another? What values does each story emphasize young girls should possess?  Point to specific keywords and symbols to support your answer.

3. Examine some of the similarities between "Snow White" (53) and "Three Magic Oranges" (756). What might the competition between younger and older women say about the stories' depiction of women? Try rereading these stories from the Queen's and witch's perspectives. Point to important symbolism in each story.

- Ashley, Shakeema, Lauren, Auriela

Further questions to consider:

- Why is the main character of "Blue Beard" nameless?

- What might different elements of fairy tales symbolize?

•    red hood, coat -- blood, love, maturation

•    path -- crossing over
•    wolf -- masculinity
Perrault, Charles

Grimm, Jakob and Wilhlem > filial piety









Discuss 3 out of the 4 Student-Generated Questions:

1. Adapted from Shakeema: In which tales do fathers play a role (and what is this role)? What might the fairy tale's seeming preoccupation with mother figures signify about their cultural source, purpose, and/or function?

2. Luisa: How are  fairy tales written for girls different from fairy tales written for boys?

3. Joe C.: Many of these tales depict a female figure, or a "damsel in distress", if you would. Would the outcome of the story or our perceptions change if instead the male character was in distress and the female character came to his rescue?

4. Onika: What do folktales such as "Hansel and Gretel" (145-151) and "Jack and the Beanstalk" (193-98) tell children about their relationships with their parents?


Review of Last Class







Brainstorm an answer in writing for the next 5-10 minutes:  What do you personally think the use is of stories that are untrue?


Discussion Day 2: In groups of 2-4, brainstorm answers to questions 1 & 3 or 2 & 3 (your choice):

1. In what ways is Haroun a critique on modern life? (57, 85, 90, 92)

- Acronyms
- critique of marriage
- invasive (Water Genie)
- stories drying up = losing our imagination
- critique of who's in power (Eggheads, Prince Bolo)
- "wicked luxury items" (92) vs. extreme poverty
- p. 85: likes heterogeneous/democratic societies, but not ones that preach silence/homogeneity

2. What does Rushdie suggest is the nature of all stories? What qualities do they share?

- 50: 1001 Nights

- 73: All stories come from other stories

- 79: good stories can change
- 83: bad times/ bad literature
- 86: "it is the new combinations that make them new"
- Gardener of stories: stories need care, don't belong to any one person

3. What might any of the following symbolize: the Water Genie (54-6, 63-4), the exchange of the turtle- and peacock-beds (52-4), the conflation of the "Mail Coach Driver, Butt" with the "Hoopoe" (65, 80) and then the Walrus (89-90), and the Floating Gardener, Mali (82-3).

Review of 9/24

A. Narration: 3rd-person limited point of view (Haroun's)

B. What does Rushdie think the use of fiction is?

1. Other points of view can create a democratic world.

- The democratic example of Gup (118)

- Stories are alive and dynamic (72).  They don't really belong to any one person b/c all stories come from other stories (73, 86).

- Does so-called reality have to be dull? (114)

- A "suspicious and distrustful" populace does not stand together in times of crisis (Rushdie 185).


2. Storytelling can be used for political purposes.

- Joe C.: political satire

- 26: profession of Rashid Khalifa/Shah of Blah

- 88, 98: the Pages of Gup as propaganda

- "'Now the fact is that I personally have discovered that for every story there is an anti-story. I mean that every story--and so every Stream of Story--has a shadow-self, and if you pour this anti-story into the story, the two cancel each other out, and bingo! End of story" (Rushdie 160).

- This represents an attempt to dominate and control others' opinions (Rushdie 161). When that fails, fanatical leaders use terrorism (183) and idols (190).

- Overthrow of Mr. Buttoo


3. They preserve language & freedom of speech in a world where it is disintegrating.

Kareem + Mary T. + Maria L. + Claudia: freedom of speech

- 31: crude and rude signs; "war makes people crude" (Rushdie 184)

- 57: world of acronyms (P2C2E)

- So a world where stories are being destroyed represents ecological disaster, or the destruction of an entire world


Student Questions: Pick 3/4 to address in groups of 3-4

1. Luisa: Although Haroun is different from the fairy tales we read in the beginning of the semester, it still teaches readers a lesson. What is the lesson that Haroun teaches?

- explore & embrace the unknown
- ("There's more to you . . . ."): explore one's potential
- keep imagination
- importance of free speech & fiction
- it's not everyone in the enemy's country that is bad, just the dictator

2. Jacqui: What are the similarities and differences between Haroun and the Sea of Stories versus the other fairy tales we've read this semester?

Similarities
- hyperbolic characters
- good vs. evil
- coming of age > trust one's own instincts
- prime #s
- "There was once . . . " (15)
- happy ending?
- Aladdin
- loss of parent

Differences

- inverts princess rescue story
- ugly princess
- "fake" happy end (208)
- not a happy a happy end until everyone is happy
- two worlds: FT + "real"


3. Victoria: What if the story were told from the perspective of the Chupwalas?

- could be a uprising
- grittier
- could be more about democracy

4. Claudia: What contributes most to the happy ending? Is Soraya's return necessary?

- ability of Chups and Gups to embrace change and each other
- Soraya's return = children's/young adult novel, ties together his wish


Review of 10/1/1

Reflections on the Coming-of-Age Story

1. Claudia: Western audiences would like Human Ashes b/c it's a coming-of-age story. Is one possible function of the coming-of-age story an ability to make difficult subjects relatable?

2. Onika: Crazy Iris and many of the folktales we read in this class such as Ashenputtel result in change; seeing that this is not always reality, can we say that the very notion of change is fictional? And if some of the very notions of folktales are fictional, can we deem [them useful in teaching good morals]?

3. The majority of you identify responsibility as the most painful part of growing up. Perhaps this may be an answer to Sam's question:
What is the significance of finding Mr. Nakayama's wife in Human Ashes?

On the Meaning of Ash:

- Shakeema: "ash symbolizes the remains of Japanese society after the bombing of Hiroshima, and according to Oda and Ibuse, fear, death, and a heightened sense of human nature are what remained of Japanese society after the attack."

Ending of Crazy Iris:

- Auriela, Courtney

>> but also please consider: the importance of SHAME in Japanese culture in both stories

- The water jar is an example of juxtaposition.

Comments / Questions about last lecture:

1. Gianna: The narrators' (seeming) emotional detachment from the story









What is the difference between male writing on the A-Bomb ("Crazy Iris," "Human Ashes") and female writing about the same event ("Colorless Paintings," "Empty Can," Hiroshima mon amour)?

NB: women's writing [écriture féminine] (Clément and Cixous), gynocentric writing

Male: "Crazy Iris" (Ibuse) and "Human Ashes" (Oda)
 Female: "Colorless Paintings" (Sata) and "Empty Can" (Hayashi)


Review:

Allegory: Ousmane represents the New Senegal refusing to be colonized by France/Mireille France. What moral does the tragedy of their relationship teach? (Today's discussion)

Colonialism, according to Senegal's first president, Leopold S. Senghor, "means an economy directed to the sole end of enriching the colonizer," France (51). What does colonialism mean to you? (write for 5-10 minutes)

- When one country governs another country’s people
- Role of dominance, parasitic on resources
- one-sided relationship where one government has control

- assimilation of dominant cultures and beliefs
- death of original culture or language / hybrid culture

- carries ideology of “bettering” or “civilizing” another culture

- neo-colonialism









Work Cited: Senghor, Leopold S. Prose and Poetry (London: Oxford UP, 1965).




Please discuss your responses to these questions (and pick one to share with the rest of the class in 10 min.):

1) Challenges: What did you find challenging about the Close Analyses?

2) Lessons: What did you learn by doing them? How did you improve?

3) Outcomes: Which is your best Close Analysis, and why?

Discussion of Research Synopses

1) What was your research question?

2) What answers to that question did you find?