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From Anonymity to Identity: Orality in Three Women Poets from North-East India

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Gourab Chatterjee, Debanjali Roy & Tanmoy Putatunda

Kalinga Institute of Industrial Technology, (KIIT) Bhubaneswar, Odisha, India. Email: gou86rab@gmail.com.

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022. Pages 1-13. https://doi.org/10.21659/rupkatha.v14n2.ne34

First published: June 30, 2022 | AreaNortheast India | LicenseCC BY-NC 4.0

(This article is published under Themed Issue on Literature of Northeast India)
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Abstract

The expression ‘North-East India’ invokes an ethnographic monolith in popular imagination without looking into its multilingual set-up, heterogeneous cultural locations and diverse literary traditions, most of which are unscripted, orally composed and community-specific. Orality, which appears to be a crucial tool to understand the nuances of the literary landscape of this region, assumes a dual role. On the one hand, it is stratified, textualised, homogenised and commodified by the global market. On the other hand, it becomes a tool to challenge anonymity and reclaim the roots of the people, who had been suffering from a rupture in identity since the advent of the colonial education system and the ever-growing dependence on written communication in the modern socio-economic structure. This paper, through a close reading of three women poets of North-East India – namely, Temsula Ao, Mamang Dai and Esther Syiem, explores the reclamation of identity through the use of traditional tales, formulaic composition and indigenised vocabulary in their poetry. It also argues how orality is constructed within the ambit of the written text using coloniser’s language thereby creating a space for cultural hybridity thus subverting the hierarchy between orality and writing.

Keywords: Orality, Writing, Identity, Culture, Cultural Hybridity.

Grandfather constantly warned
That forgetting the stories
Would be catastrophic:
We would lose our history,
Territory, and most certainly
Our intrinsic identity.
So I told stories…

(Temsula Ao; “The Old Story Teller”, 2017)

The stories, the poet is so desperate to tell, are not merely stories. Rather, these are integral parts of the “intrinsic identity” of the diverse communities living in Northeastern India, who have been categorically homogenised, objectified and marginalised by the national imagination since India was perceived as a Nation-State in the colonial period. In the Indian context, whenever the expression ‘North-East’ is used, apart from signifying a particular geo-political place, connected with the rest of the country only through the narrow Siliguri corridor, it calls forth a monolithic ethnographic identity, referred to either as the “hilly country inhabited by independent tribes” (Allen et al. p. 2), as mentioned by the Gazetteer of Bengal and North East India, published before 1947 or as “(t)he distant north-eastern part of the subcontinent” (my italics) (National Council of Educational Research and Training 93) as described by NCERT history textbook in Independent India. Samir Das opined that though “from within[,] it represents one of India’s most diverse and heterogeneous of all regions”, Northeastern India “viewed from outside, looks both homogeneous and distinct from the mainland” (Das, p. 2). This statement reaffirms the imposed outsiderness of this region and the homogenisation of its cultural diversity.

It is needless to say that this piece of land, as it is quite rightly pointed out by Das, houses more than a hundred nationalities of diverse literary and cultural heritage and more than two hundred languages, belonging to different linguistic groups and language families (North East India, n.d.). However, many of these languages did not have scripts and all verbal expressions, including art and information, were composed and transmitted orally. Orality had a significant role in the society to sustain social order, legal conventions and communal identities. It was, of course, difficult for the Europeans, for whom writing was regarded “as a vehicle of syllogistic reasoning and as an instrument for consolidation of state power” (Misra, “Speaking, Writing and Coming”, 2013, p. 14), to understand the importance of oral traditions among these “independent tribes”. Hence the diverse population of the Northeastern region became easy ‘subjects’ of their ethnographic ‘discoveries’ and was described without given any distinct identity. Unfortunately, things did not change much after independence. With the borders being drawn for the Independent nation, Northeast became the perennial frontier of the country, secluded from the rest of India, geographically as well as culturally. After globalisation, things took a completely new turn and brought even newer challenges. The orally composed verbal arts became the new signifier of the commodification of “(t)he distant north-eastern part of the subcontinent.” Temsula Ao wrote:

The cultures of North East India are already facing tremendous challenges from education and modernization. In the evolution of such cultures and the identities that they embody, the loss of distinctive identity markers does not bode well for the tribes of the region. If the trend is allowed to continue in an indiscriminate and mindless manner, globalization will create a market in which Naga, Khasi or Mizo communities will become mere brand names and commodity markers stripped of all human significance and which will definitely mutate the ethnic and symbolic identities of a proud people. Globalization in this sense will eventually reduce identity to anonymity. (Cited in Sarkar, 11-12)

But this process did not go unchecked without any resistance as is evident in contemporary artistic and literary expressions. In this context, the poem cited at the beginning of this article, maybe read as evidently invoking the ‘pre-modern’ storytellers and their art of creating distinct cultural repertoires for individual communities. It emphasises the instrumental role stories play to build identities and to reinstate the same. The cultural traditions, which were turned into mere “commodity markers” by the globalised market, are reclaimed not only by TemsulaAo, but also by other contemporary poets from the Northeast and are reused as powerful tools to assert their individual uniqueness and cultural and political agency. In this article, therefore, there has been an attempt to scrutinise how orality is used to reverse the process of “identity to anonymity” in the works of poets from the Northeast, specifically, TemsulaAo, Mamang Dai and Esther Syiem, respectively from Ao, Adi and Khasi community, who, even after having a ‘non-script’ mother tongue, are writing their poems in English which can be identified as a “grapholect” or  a “transdialectal language formed by deep commitment to writing” (Ong, 2002, p. 7). This paper studies the poems of Ao, Dai and Syiem as these three poets belong to three different cultural locations that signify the diversities of Northeastern region and at the same time, build a polysystemic network through the use of myths and oral tales and create a platform of shared experiences by assuming the role of traditional storytellers.

This paper will first look into the homogenization of Northeastern culture and how its specific and distinct identity is stripped off by the global market by making it an “anonymous”[i] (as it has been identified by TemsulaAo), standardized commodified product and then it will show, how this process is resisted by the three women poets from three distinct Northeastern states and community by creating a heterogeneous, hybrid and dynamic space through the use of “written oral poems.” (see Foley, 2004)

Orality and Commodity

As Temsula Ao observed, globalisation-induced modern media and digital space gave orality a new exposure. While talking about the growing market of tourism in the Northeastern part of the country, Erik de Maaker (2020) noticed a common trend among the travellers, photographers and filmmakers, both from inside and outside India, to visit “real”, “traditional” and “animist” culture of the people of the hills, without looking into the ethnic differences and varied literary expressions. To him, the stereotypical portrayal and the imposed homogeneity “fulfil a demand in a national and global market, where audiences want to locate ‘tribal’ or ‘indigenous’ people in nature, and in a timeless past” (Maaker, p. 16-17). This trend magnified after the emergence of new media and cyberculture and the young generation of this region, which “is quickly becoming one of the fastest-growing markets for online retailers” (Hasan, p. 135), contributed to this process in a significant manner. Urban musical bands of the Northeast, like Shillong Chamber Choir, who “performed at the Rashtrapati Bhavan for visiting US President Barak [sic] Obama and Michelle Obama during their state visit to India” (Shillong Chamber Choir), and was commissioned for a video to promote electoral participation among the people of Meghalaya during 2014 Parliamentary Election, used oral narratives and indigenous lyrical forms as one of the components of their musical creation. Founded in 2001, Shillong Chamber Choir, with its music videos often set in the Northeast, propagate certain markers of the culture that hardly represent the immense diversity of the region. The visuals they use to depict the culture of Northeast, are overtly aestheticised and picturesque, and eventually fall into the same trap of simplifying and objectifying the cultural nuances.[ii] These videos, Hasan wrote, “blur(s) the distinction between different tribes and ethnicities, and presents young people from various parts of the Northeast region as a homogeneous, happy, purposeful, and trendy group” (Hasan 146) and by doing this turning the traditional oral verbal arts into a standardized consumerist product. This “systematic manipulation of signs” as Baudrillard would say, aims at “simulating a consumer totality” where diverse socio-cultural and linguistic identities could be contained within a grand narrative and be presented for collective cultural consumption (Baudrillard, p. 35).

The poets in discussion here are trying to create a counter-discourse to this homogenisation and commodification of oral narratives by the global market and media. The form of orality, represented by the urban bands or the contemporary photographers and film-makers, is essentially different from how orality is conceived by TemsulaAo, Mamang Dai or Esther Syiem, all of whom, as a part of their project, compiled, translated, transcreated and adapted Ao, Adi and Khasi oral tales, myths and legends.

Contesting Commodification

It has already been discussed how Ao wanted to resist the “mindless” use of oral tales, expropriated from their cultural roots, becoming a saleable product in the consumerist market. Her insistence on telling the stories, and reviving the oral tradition is completely an opposite and conscious endeavour. In her words:

But now a new era has dawned.
Insidiously displacing the old.
My own grandsons dismiss
Our stories as ancient gibberish
From the dark ages, outmoded
In the present times and ask
Who needs rambling stories
When books will do just fine?
The rejection from my own
Has stemmed the flow
And the stories seem to regress
Into un-reachable recesses
Of a mind once vibrant with stories
Now reduced to un-imaginable stillness.

       (Ao, “The Old Story Teller”, 2021)

This ‘new era’ undoubtedly refers to the era of “education and modernization” which marks the commodification of Northeastern cultural identities and the way it is turning them into “mere brand names”. However, the mention of books in the above-quoted stanza, implies the dual purpose of resuscitating orality. Orality is facing threats from two apparently opposite forces. On the one hand, its existence has been endangered (“un-reachable recesses”) owing to the advent of writing and print culture, and on the other hand, it is appropriated, commercialised and converted into an exotic, monolithic tourist attraction by the dominant culture. Theodore Adorno, while theorising Culture Industry, argued that “[c]ulture today is infecting everything with sameness” (Adorno and Horkheimer 94) and this standardised modes of production gives rise to “pseudoindividuality” where “[t]he peculiarity of the self is a socially conditioned monopoly commodity misrepresented as natural” (Adorno & Horkheimer 125). Hence any cultural element can easily be turned into a homogenised commodity, having an exchange value determined by the fetishism regulated by the dominant economy. According to him, any resistance to this mass culture is “radically individual” which has “residues not fully encompassed by the prevailing system and still happily surviving, and marks of the mutilation inflicted on its members by that system.” (Adorno and Horkheimer 200) It is interesting to note in this regard that Ao, Syiem and Dai chose the same tool of orality to subvert and resist the process of commodification of Naga, Khasi and Adi culture respectively.

Orality and Identity, Orality as Identity

EasterineIralu pointed out the challenges that authors of Northeast often face due to the dearth of major publishing houses in the region as a result of which they are often compelled to approach the big publishing houses of Delhi, and encounter “a stereotyped expectation that Naga writers are capable only of producing politically charged writing or exotic folk literature in mediocre language” (Iralu 2004). The poems of Ao, Dai and Syiem can be placed in opposition to this discourse. They are not simply imitating the oral tales as these were told in their distinct cultures, rather they are trying to assume the role of the traditional storyteller, who reminds people of their roots and customs, of their history and identity, which have been flattened and homogenised by the standardised format of printed texts. Syiem wrote:

The conceptual notion of what the oral is has received a severe beating at the hands of the practitioners of the written. This is but a natural consequence of the evolution of the written medium in which priorities change and societies are no longer the homogeneous entities that they once were. In such a situation, then, what is clearly needed is retrieval of a kind. Before any attempts are made to do this, however, it has to be understood that lest the exercise itself prove self-defeating, the oral has, to use a Khasi term, its own rngiew, the imperceptible aura that in Khasi thought permeates all things living, and which gives them being and identity. (Syiem, “Negotiating the Loss” 81)

Syiem’s attempt to “retrieve” orality neither refers to going back to the nostalgic past, nor is she trying to romanticise the oral tradition as an escapade from contemporary reality. Rather, to her, orality is an existing and living tradition [as she named her essay “Orality Alive” (Syiem, “Orality Alive” 38)], an organic part of the Khasi culture, constantly changing its form and has the potential to capture all the modern complexities. Her poems bring up the legends of Khasi creation stories and make them speak of the political, social and cultural reality of her time. She wrote:

Forlorn ancestress.
As a child I believed in you.
As a young woman
I wished to uphold you
 as my personal myth.
As of now,
I wish to preserve you
as a source of inspiration.

Shrewd historians
float theories about you;
and though you have been weighed
and found wanting,
I still chose to look upon you
as the source of my identity
from a distant time.

(Syiem, “Pahsyntiew”, 2006, p.  26)

The “ancestress” in this poem refers to the myth of Ka Pahsyntiew, the daughter of U-lei Shillong, who was tricked into marrying a human being and from whom the clan of Syiem sprang. It is said that she, after giving birth to her warrior sons, went back to the cave she came from and did not return. The myth does not only talk about the origin of Khasi people, but also, in Syiem’sutilisation,  locates the oral tale within the ambit of the politico-cultural environment of Meghalaya and connects the myth to her “identity” (“the source of my identity”).  It is worthwhile to note that in this poem, the word “jalyngkteng”, the yellow flower, with which Ka Pahsyntiew was tricked, which Syiem turned into a metaphor for political deception and exploitation happening with the people of her community, was not translated into English. In other poems too by the poet (“To Bemsynda”, “Ka Sohlyngngem’s Dirge”, “U Lymboit U Lymbiang”) similar Khasi words, laden with a multitude of cultural and historical significances and kept in the original language, are found. In the words of Ng?g? waThiong’o, language is the carrier of culture, consisting of cultural images that come down to us through the long passage of time. He wrote:

Our whole conception of ourselves as a people, individually and collectively, is based on those pictures and images which may or may not correctly correspond to the actual reality of the struggles with nature and nurture which produced them in the first place… Language as culture is thus mediating between me and my own self; between my own self and other selves; between me and nature. Language is mediating in my very being. (Thiong?o 15)

The use of Khasi words by Esther Syiem can therefore, be seen as a deliberate attempt on her part to indigenise the English she is using and make the language prepared to adapt the language of orality, which not only gives her an identity to reclaim but also connects her to her community.

Social identity theories contend that “the self is reflexive” and identities are formed through the individual’s conscious relation to “social categories or classifications” (Stets & Burke 224-225). Henri Tajfel, prominent social psychologist of the 1970s, noted that an individual’s social identity is conditioned by her/his association with a ‘group’ where the group serves two purposes. Firstly, it becomes the crucible where diversities in individual identities are subsumed to a noticeable, uniform pattern. Secondly, this sense of uniformity distinguishes the group (and the individual) from other categories and groups consequently creating a homogeneous idea about the group and resulting in the binaries of ‘us’ and ‘them’. Analysing the writings on and about Northeast in this light, it becomes clear how the narratives as well as the choice of the medium in which these narratives reach the consumers, underline conscious/unconscious attempts to carve out a group identity by virtue of deliberate “depersonalisation”. Considered as “[t]he central cognitive process in social identity formation”, depersonalisation regards the notion of the self as one that is blended with group characteristics “rather than as a unique individual” (Turner et al. 1987 cited in Stets & Burke, 231). This sense of depersonalisation, perpetuated by contemporary writings on Northeast, is contested by the counter-discourse of oral narratives that debunk easy categorisation and stereotypification.

Oral tradition, as seen by Sen and Kharmawphlang, does not only function as “a wealthy repository of mythical, legendary and historical past,” but also “articulates protest and dissent and simultaneously voices concerns of reform and redress.” (Sen &Kharmawphlangi) Mamang Dai said, apart from being “a simple recounting of tales for a young audience”, orality gives her “a sense of identity” (Singh, 2017). It is the knowledge of the oral tales, which are nothing but the “beliefs, determining way of life”, that “links the individual to a group” (Dai, “On Creation Myths” 4). While recounting the Khasi tale of the origin of U HynniewTrep, Esther Syiem echoed the same idea by saying that the tale gives a Khasi person an identity more complete “than the one that history has bestowed upon him” (Syiem, “Orality Alive” 44).

Reclaiming identity alludes to claiming back history. The contrast between legends and history, oral and written, indigenous perspective from within and the perspective of the “shrewd historians” from the outside, which becomes a recurring theme in the poems by Ao, Syiem and Dai, implies the proclamation of identity against the imposed generalization by the popular discourse. Ao wrote:

Then came a tribe of strangers
Into our primordial territories
Armed with only a Book and
Promises of a land called Heaven

Declaring that our Trees and Mountains
Rocks and Rivers were no Gods

And that our songs and stories
Nothing but tedious primitive nonsense.

(Ao, Book of Songs,  2013, p. 297)

Similarly, in Mamang Dai:

The history of our race
begins with the place of stories.
We do not know if the language we speak
belongs to a written past.
Nothing is certain.

(Dai, “An Obscure Place” 2021, p. 85)

The juxtaposition between “a Book” and “songs and stories” in Ao’s poem or the contradistinction between “history” and “stories” in Dai’s poem indicate the poets’ intention of replacing one with the other, and thus reverse and subvert the process of the official historiography.

Nevertheless, orality in the poems by these three poets were not only mere references. The poets imbibe Ao, Khasi and Adi tales, myths, legends, shamanic chants and other oral expressions into the poetic form as well as the content. Dai wrote:

Remember
the river’s voice,
Where else could we
be born, where else
could we belong,
if not of memory
divining life and form
out of silence,
Water and mist,
the twin gods
water and mist
And the cloud woman
always calling
from the sanctuary
of the gorge…

(Dai, “Missing Link” 2011, p. 65)

Apart from recalling the Adi myth of twin gods, the poem imitates the short-paced free flowing speech of an invocation chant. The first line of each stanza of this poem repeats the word “remember”, which refers to the significance of memory in oral traditions. Mary Carruthers observed that “valorisation” of memory is a “hallmark of orality” (Carruthers, 1990, p. 12). The dynamics between memory and the act of remembering in oral societies has a compelling connection with knowledge and experience and often manifests itself through the repetitive use of composite formulas. The word “remember” does not only act as a mnemonic call to the self and the readers to be aware of one’s identity, but also resembles the formulaic structure of an oral composition. The use of formulaic structure can be seen in Ao’s “Stone-people from Lungterok” (Ngangom&Nongkynrih, 2009, 1), which follows the structure of an oral praise poem, where each stanza starts with the word “stone-people.” Similarly, Syiem also refers to bird-chant in her “Ka Sohlyngngem’s Dirge” and reproduce the effect of an oral repetition in the following lines: “woman without means/ has no right to love,/ no right to love/ woman without means,/ has no right to love,…” (Syiem, “Ka Sohlyngngem’s “Dirge”, 2021, p. 44).

Even in the content Dai, Ao and Syiem recall the mythical and animistic past of pre-Christian Northeast, the legendary tales, the pastoral romances. “Ka Sohlyngngem’s Dirge” talks about a popular Khasi tale of lovers turning into birds, “Stone-people from Lungterok” refers to the myth of Ao Naga origin, Dai’s poems have numerous references to different Adi myths and popular tales. Wong observed that “Mamang Dai’s nature poetry is recognisably animistic in its messages” (Wong 74). She also noted that “[t]he incantatory rhythms of Dai’s poetry suggest hybridization with the vernacular chants of the peoples of the eastern Himalayas” (Wong, 2013, 74). Myths in the poems of Dai, Ao or Syiem, are not invoked to make their poetry more exotic and thus add materials to the process of commercialization of Northeastern culture, rather myth functions in a more personal and communal level, it revises the communal ties and calls for a collective identity.

However, though all three poets are using orality as a tool to reclaim identity and resist the process of standardisation and commodification of Northeastern culture, the uniqueness and distinct nature of choosing their literary forms are very evident in their poems. They are very cautious about not echoing each other and falling into the same trap of subscribing to the process of homogenisation.

Scripting Orality

Can oral poems be written? Temsula Ao asked, “how have the literate, educated inheritors of such traditions dealt with their inheritance?” (Ao, “Writing Orality”, 2007, p. 100). To answer this question, we may cite the example of the Nigerian poet Niyi Osundare, one of the pioneers of the AlterNative Poetry Movement, who wanted to capture orality in its truest form and published poems along with audio CDs. To him “the word as print can no longer carry the full burden of my voice” (cited in Newell, 130). The Canadian author Thomas King can also be referred to in this context. King wrote short stories mimicking the sentence structure of recorded interview clips of the aboriginal people of Canada published by the ethnographers (see King, 2013). Both of the authors wrote in English, and tried to capture the essence of orality in a scripted language. These attempts, nevertheless, do not take the readers to the oral sources, rather it create a hybrid space, or “fusion of elements” as suggested by Ao (Ao, “Writing Orality”, 2007, p. 103), where the oral and the written interact. This interaction, she observed, “has helped such writers to move away from western, euro-centric models and has enabled them to create a totally new literature deeply immersed in traditional sensibilities but at the same time imbued with contemporary perceptions” (Ao, “Writing Orality”, 2007, p. 103). The poets are well aware of the fact that oral tradition, a tradition so deeply rooted in the culture it originated from, can hardly be taken into another language, without risking its social, political and cultural values it embodies. Whenever orality is scripted, it immediately loses its performatory aspects, collaborative and interpolative nature, improvisation, audience participation, impact on auditory perceptions and so on. Writing orality calls for an aporia.

John Miles Foley, while discussing oral poems, proposed a “less centralized, more openended” (Foley, 2004, p. 12) model which included “written oral poems.” Written oral poems, Foley argued, may seem “a contradiction in terms” but as important as other forms of orality. Being “topical and locally situated” these poems have “their language and style came from one world and their subjects from another” (Foley 26-27). This idea echoes with the notion of “secondary orality” as theorised by Walter J. Ong  (Ong, 2002, pp. 10-11). Though the northeastern poets are writing in English, their way of indigenising the language by incorporating Naga, Khasi and Adi words, the use and reinterpretation of myths and legends, the inclusion of oral formulaic structure in their poems, the influence of indigenous cultural and religious expressions locate them in the canon of “written oral poems.” Earlier it has been stated that Dai, Syiem and Ao actively participated in translations of different Adi, Khasi and Ao oral tales. These engagements with orality influence their writing to a great extent.  Misra wrote:

When Mamang Dai records the ancient legends of the Adis preserved in the collective memory of the people, she uses the English language with the lyrical softness of an Adi rhapsodist chanting his songs amidst the hidden mountains. Her rich and vibrant language may not be her mother tongue, but she has made it her own in the most convincing manner. (Misra, “Crossing Linguistics Boundaries”, 2021, p. 3653)

Mamang Dai’s attempt to make the language “her own”, indicates the reclamation of identity, which has become a negotiated space of cultural hybridity due to colonisation and the cultural imperialism propagated by the globalised market. Bhabha argued:

Terms of cultural engagement, whether antagonistic or affiliative, are produced performatively. The representation of difference must not be hastily read as the reflection of pre-given ethnic or cultural traits set in the fixed tablet of tradition. The social articulation of difference, from the minority perspective, is a complex, on-going negotiation that seeks to authorize cultural hybridities that emerge in moments of historical transformation. (Bhabha, 1994, p. 2)

In the context of cultural expressions of the Northeast, orality thus serves the dual purpose of commodifying the culture in a homogenous “fixed tablet of tradition”, while simultaneously engendering a non-stratified, dynamic, heterogeneous hybrid space. This ‘space’, as appropriated in the poems by Ao, Dai and Syiem, not only resists and problematises this process of turning the diversified oral traditions into a singular, monolithic and anonymous estimation but also reinstates the individual agencies of Northeastern communities and celebrates their cultural identity.

Declaration of Conflict of Interests

The author(s) declared no potential conflicts of interest.

Funding

No funding has been received for the publication of this article. It is published free of any charge.

Notes

[i] In this discussion, the notion of anonymity is not synonymous with non-identity. Rather, it is treated as a distinct ontological category which makes identity lose its specificity and definiteness and thus turns it into an obscure existence.

[ii] Moral described the achievements of Shillong Chamber Choir as a marriage between “the folk from the northeast” and “the classical traditions of pan Indian songs and lyrics from its national anthem.” She wrote: “As the crystal clear notes of the Khasi folksong spill into the silence of the country’s impressive halls and theatres, members of the SCC’s band in traditional clothing and jewellery, in their native kynjri ksiar and the regal dhara stand before a mesmerised metropolitan audience donning the material objects of the land they belong to while their music evokes the deep gorges and pristine valleys of the distant Khasi Hills in the country’s borderlands.” (Moral, 2021, 194-195) It is the showcasing of “deep gorges and pristine valleys” which led Hasan to opine that “(i)t… ultimately lapses into a clichéd representation of Khasi youth as Westernised and presents a highly simplistic depiction of political choice and empowerment.” (Hasan 146)

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Sarkar, Surajit. (2021). Introduction; Oral Traditions in Highland Asia: A View from Northeast India. In Surajit Sarkar and Nerupama Y. Modwel (Eds). Oral Traditions, Continuities and Transformations in Northeast India and Beyond. Routledge, pp. 1-12.

Sen, Soumen, and Desmond L. Kharmawphlang. (Eds). (2007). Introduction. In Orality and Beyond: A North-East Indian Perspective, Sahitya Akademi, pp. i-iv.

Shillong Chamber Choir. (2021). About Shillong Chamber Choir | Official Website, 2020, https://www.shillongchamberchoir.com/. Accessed 30 December.

Singh, Robin. (2017). Writers in Conversation. In Conversation with Mamang Dai Jaydeep Sarangi, Flinders University, August 2017, https://www.arsdcollege.ac.in/wp-content/uploads/2020/05/In_Conversation_with_Mamang_Dai.pdf. Accessed 30 December 2021.

Stets, Jan E., and Peter J. Burke. (2000). Identity Theory and Social Identity Theory. Social Psychology Quarterly, vol. 63, no. 3, pp. 224-237. https://www.jstor.org/stable/2695870. Accessed 16 December 2021.

Syiem, Esther. (2021). Ka Sohlyngngem’s “Dirge”. Indian Literature, vol. 54, no. 3 (257), 2010, pp. 43-44. http://www.jstor.org/stable/23349452. Accessed 15 December.

Syiem, Esther. (2016). Negotiating the Loss: Orality in the Indigenous Communities of North East India. India International Centre Quarterly, vol. 4, no. 1, pp. 80-89. JSTOR, https://www.jstor.org/stable/26317400. Accessed 15 December 2021.

Syiem, Esther. (2007). Orality Alive: Recapturing the Tale. Orality and Beyond: A North-East Indian Perspective, edited by Soumen Sen and Desmond L. Kharmawphlang, Sahitya Akademi, pp. 38-50.

Syiem, Esther. (2006) Pahsyntiew. Indian Literature, vol. 50, no. 1 (231), pp. 26-27, URL: https://www.jstor.org/stable/23346334.

Thiong?o, Ng?g? Wa. (1987). Decolonising the Mind: The Politics of Language in African Literature. Zimbabwe Publishing House.

Wong, Mitali Pati, and Syed Khwaja Moinul Hassan. (2013). The English Language Poetry of South Asians: A Critical Study. McFarland & Company, Incorporated, Publishers.

1Gourab Chatterjee is an assistant professor in School of Languages, KIIT, Deemed to be University who did his PhD in Arts from the Department of Comparative Literature, Jadavpur University. His research interests include Comparative Literature, African Literature, Orality, Reception Theory and so on.

2Debanjali Roy is working as an Assistant Professor in the School of Languages, KIIT Deemed to be University. She is pursuing her Ph.D. in the Department of English, University of Calcutta. Her research interests include Sociolinguistics and English Language Teaching, Gender Studies, Modern Art and Literature and Popular Literature

3Tanmoy Putatunda is working as an Assistant Professor in the School of Languages, KIIT Deemed to be University. He is also pursuing his Ph.D. in the Department of English, Visva-Bharati, Santiniketan. His research interests include Urban Studies, Representation of City in Literature, Indian Literature in English, Popular Literature, Culture Studies, Postmodern and Postcolonial Literature.

Examining Teacher Competencies in Content and Language Integrated Learning: Professional Profiles and Ways Forward

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Hengzhi Hu

Universiti Kebangsaan Malaysia. ORCID: 0000-0001-5232-913X. Email: p108937@siswa.ukm.edu.my

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.26

First published: June 27, 2022 | Area: EFL Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
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Abstract

Despite the upsurge of research interest in Content and Language Integrated Learning (CLIL) teachers’ professional competencies, very little evidence has been presented from the Chinese academia. To bridge this gap and understand Chinese CLIL teachers’ status quo of competencies in relation to their demographic characteristics, the present study adopted a cross-sectional quantitative survey approach and investigated the differences of linguistic competence, content competence, pedagogic competence, CLIL fundamentals, interpersonal and collaborative competence, and reflective and developmental competence in a sample of 205 CLIL teachers from Chinese higher education providers. They had dissimilar genders, language expertise, content subject specialisation, affiliations, academic degrees, educational backgrounds, years of teaching CLIL and professional titles. Inferential analyses of the data obtained from a questionnaire indicated a high heterogeneity in the sample, allowing of the description of CLIL teachers’ profiles of professional competences in accordance with their demographic factors. It is concluded that professional training and ongoing research into CLIL teachers’ needs are essential to achieve the homogeneity of competencies and that a supportive network should be established to encourage active partnership amongst CLIL teachers and educational institutions.

Keywords: CLIL, teacher competencies, professional identities, professional development.

Introduction

Since the introduction of Content and Language Integrated Learning (CLIL) in the 1990s, this dual-focused pedagogical approach characterised by using an additional language other than learners’ mother tongue or shared language as the medium of instruction for both content and language learning has stimulated considerable research interest in various educational contexts. Although the level of emphasis placed on content learning and language learning differs from case to case due to the variation in educational policies and contextual needs (Dale & Tanner, 2012), it has been commonly acknowledged that CLIL has dual learning objectives of a discipline subject and a foreign language (L2), the dynamic amalgam of which can benefit learners both cognitively and motivationally (Coyle et al., 2010).

 In Mainland China (hereafter referred to as China), CLIL has been pushed forward since its first domestic application about two decades ago (Lv, 2001), though some scholars maintain that it has already been implemented in the late 1990s in the English-Medium Instruction programmes organised for young learners in developed cities (Wei & Feng, 2015). However, with the upsurge of research and development activities on CLIL application and practices in the western world, there is a dearth of empirical studies in China (Liu, 2019a; Mi, 2015), providing little evidence concerning the feasibility of this educational approach and making it a rare phenomenon for teachers to switch from a conventional L2 teaching approach to CLIL (Liu, 2020).

Against this general backdrop, the present study attempts to contribute to the understanding of CLIL in China by offering practical insights and suggestions out of empirical evidence gathered from real people in contemporary real-life institutions and settings. The pertinent research agenda is quite extensive, while the study brings attention to investigating the competencies of in-service CLIL teachers working in Chinese higher education providers (HEPs), which have witnessed most of the CLIL implementations in China’s educational context (Hu, 2021). CLIL competences refer to the necessary professional skills that a teacher is expected to possess “to teach content subjects and an additional language in an integrated manner” (Marsh et al., 2011, p. 6) and are an important variable as a catalyst for teacher professional development (Coyle et al., 2010). Adopting a survey approach, the author of this paper wishes to answer the following question:

  • Do the survey participants who have differing demographic factors differ in the CLIL competences needed for successful implementation of this pedagogical approach?

It is expected that the research findings can provide valuable insights into CLIL practices in China and encourage more comprehensive teacher development and better organisation of CLIL programmes.

Literature Review

CLIL is a pedagogical approach arising from the foreign language teaching (FLT) practices in Europe, and it is known as “a generic umbrella term that represents a dual-focussed flexible educational approach with multiple dimensions and applications, in which an additional language is used for learning both content and language” (Gabillon, 2020, para. 10). Due to its dual-focused nature which is different from other FLT approaches, it has caught considerable attention of researchers and educators. A popular CLIL research agenda focuses on the investigation of performance evidence (i.e. students’ language and content learning outcomes), effective evidence (i.e. learners’ perceptions, feelings and emotions), process evidence (i.e. key moments when learning occurs) and materials and task evidence (i.e. learning materials used in classes, design and organisation of teaching and learning activities) (Coyle et al., 2010). It is expected that an ideal CLIL study should cover these aspects of evidence to present a comprehensive account of the studied programme, and this train of thought is still the mainstream in academia, underpinning most previous and ongoing studies.

Another CLIL research area is concerned with teachers’ professional development and competencies, which play a significant role in assuring the effectiveness of CLIL implementations. Pavesi et al. (2001) are some of the earliest scholars attempting to bring this topic to the public. While identifying the types of teachers suited to CLIL (e.g. teachers qualified in both L2 and content subject, classroom teachers proficient in using an L2 as the medium of instruction, L2 teachers instructing learners on content subject learning, an L2 teacher cooperating with a content subject teacher), they illustrated that qualified CLIL teachers should have full command of L2 and content knowledge, “deep understanding of the cognitive, socio-cultural and psychological elements” of L2 learning, considerable teamwork skills, willingness to cooperate with other stakeholders (e.g. teachers, specialists) and commitment to classroom-based research (Pavesi et al., 2001, p. 87). One year later, Marsh (2002) proposed the notion of CLIL teacher competencies as to a teacher’s proficiency in the target language (TL), mastery over language theories, ability to employ CLIL methodologies, understanding of the learning environment, capability to develop a range of appropriate learning materials, flexible use of interdisciplinary approaches, and expertise in designing and organising proper assessment tasks. This work has given rise to the proposal of the European Framework for CLIL Teacher Education (hereafter referred to as the Framework) (Marsh et al., 2011), which identifies a CLIL teacher’s competencies with personal reflection (commitment to one’s cognitive, social and affective development), CLIL fundamentals (understandings of CLIL features and theories), content and language awareness (a dual focus on both content learning and language learning), methodology and assessment (pedagogical and professional skills in creating a meaningful learning environment), research and evaluation (engagement in classroom research), learning resources and environments (adopting suitable and cognitively challenging materials), classroom management (knowledge of classroom dynamics and management skills) and CLIL management (developing quality CLIL programmes and courses in collaboration with other stakeholders).

Since the introduction of the Framework, it has been highly rated for its constructiveness in teacher education and professional development (Cinganotto & Cuccurullo, 2017; Wolff, 2012). However, Vilkancien? and Rozgien? (2017) argue that it is vague in that some competencies (e.g. personal reflection) concern more with a teacher’s general capabilities rather than CLIL-specific ones. In comparison, the CLIL Teacher’s Competences Grid (hereafter referred to as the Grid) formulated by Bertaux et al. (2010) tends to be more specific, as it identifies over ten sorts of competencies that are crucial in effective CLIL (i.e. programme parameters, CLIL policy, TL competencies for teaching CLIL, course development, partnerships in supporting student learning, integration, implementation, second language acquisition, interculturality, learning environment management, learner focus in the CLIL environment, learning skills focus in CLIL, learning assessment and evaluation in CLIL, lifelong learning and innovative teaching and learning approaches). However, due to a lack of explicit distinction among those competency areas, the Grid may be too detailed to be effectively adopted in teacher professional development (Vilkancien? & Rozgien?, 2017). In this vein, Pérez-Cañado’s (2018) summative interpretation seems briefer and more practical, and a CLIL teacher should have:

  • linguistic competence: a teacher’s proficiency in the TL being taught and used as the medium of instruction.
  • pedagogical competence: a teacher’s familiarity with a range of student-centred pedagogical skills and methodologies to provide an engaging learning environment, diversified learning materials and appropriate evaluation tasks.
  • scientific knowledge: a teacher’s knowledge of the specific content subject being taught and CLIL-related theories.
  • organisational competence: a teacher’s classroom management ability within CLIL.
  • interpersonal and collaborative competence: a teacher’s ability to address students’ needs and cooperate with colleagues.
  • reflective and developmental competence: a teacher’s awareness of lifelong learning and keeping up with the latest research or information on CLIL.

These frameworks or interpretations have been utilised as a valuable tool in studies to examine CLIL teachers’ competencies and yield insight into professional development (Banegas & del Pozo Beamud, 2020; Cortina-Pérez & Pino Rodríguez, 2021; Custodio-Espinar, 2019; Vázquez et al., 2020). Although the contexts of these studies are different, they have all highlighted the necessity of paying more attention to CLIL teachers’ competencies and providing more training opportunities for them, aimed at promoting professional development.

In China, the syntheses recorded by Mi (2015) demonstrate that divorced from the growing interest in CLIL teacher competencies and development in the western world, only a few Chinese scholars have given heed to these issues. For example, by reviewing the theories underpinning CLIL, Liu and Han (2015), in line with Liu et al. (2016), maintain that to maximise the potential of CLIL, teachers should be competent in CLIL fundamentals, content and language awareness, methodological implementation of CLIL and CLIL management with special attention to cooperation with colleagues. Despite these assumptions, one of the available empirical studies is Liu’s (2019b), the results of which point out various types of competencies expected from the CLIL teachers in a HEP (e.g. the abilities to teach the TL, teach the subject content, foster students’ comprehensive capabilities, manage the classroom, organise assessment activities and design teaching materials). However, her research also has shown unbalanced development of teacher competencies, with several areas (e.g. content awareness, ability to foster learners’ comprehension) deemphasised. This is in line with Cao’s (2021) study on the hindrances to the successful implementation of CLIL, which discloses that CLIL teachers with little content and language awareness may be incompetent to design cognitively appropriate learning materials to rectify the situation that students are less stretched in content learning and less supported in language learning when traditional textbooks are the only source of information. Both Cao (2021) and Liu (2019b), along with some other Chinese researchers (e.g. Li & Yang, 2015; Zhou, 2017) whose studies are not reviewed here because of the page limit, have acknowledged the context-dependent features of their findings and suggested that more attention should be paid to CLIL teachers themselves. This assumption justifies the needfulness and design of the present study set in the Chinese higher education context, which has witnessed and encouraged most of the development of CLIL in China.

Methodology

Research Design

This study adopted a cross-sectional quantitative survey approach, which emphasised the collection of data from a population at a specific point of time. This could allow the researcher to understand the status quo of CLIL teachers’ competencies and compare them among the participants with diverse characteristics (Creswell, 2012). This design corresponded to the research objective and question.

Research Participants

A sample of 205 licensed teachers was recruited from Chinese HEPs by snowball sampling, which was appropriate for the study due to the difficulty of identifying units to include in the sample without a list of the population the researcher was interested in (Creswell, 2012). All the participants were informed of the purpose and design of the study with consent. Their demographic information was recorded in Table 1, including gender, language taught, subject taught, affiliation, highest degree, educational background, years of teaching CLIL and professional title. They were taken as the independent variables (IVs) in this study. Although there were other factors that might also influence the participants’ competencies, namely the dependent variable (DV) of the study, the listed ones were assumed to be sufficient based on previous studies (e.g. Campillo-Ferrer et al., 2020; Custodio-Espinar, 2019; Skinnari & Bovellan, 2016) that had used similar variables to investigate CLIL teachers’ competencies. It should be noted: First, because of the diverse languages the participants taught and the scattered percentages they occupied, they were simply categorised into English and languages other than English (LOTE); Second, the content subjects taught were also categorised into general discipline streams per the educational context in China; Third, despite the various types of HEPs that the participants were affiliated to, they were generally categorised into non-985/211 HEPs and 985 and/or 211 universities1; Fourth, in accordance with the participants’ years of teaching CLIL and Liu and He’s (2014) identification of Chinese teachers’ career stages, they were labelled as novice teachers with 0-5 years of teaching and proficient teachers with 6-14 years of teaching.

Table 1. Demographic Information of the Participants

Gender Female: 54.6% (n = 112)

Male: 45.4% (n = 93)

Language taught English: 77.6% (n = 159)

LOTE: 22.4% (n = 46)

Subject taught Economics: 24.9% (n = 51)

Law: 21.9% (n = 45)

Education: 17.1% (n = 35)

History: 15.6% (n = 32)

Literature: 12.7% (n = 26)

Science: 7.8% (n = 16)

Affiliation Non-985/211 HEPs: 53.2% (n = 109)

985 and/or 211 universities: 46.8% (n = 96)

Highest degree Doctoral degree: 50.7% (n = 133)

Master’s degree: 35.1% (n = 72)

Educational background Language-related: 70.2% (n = 104)

Content-related: 29.8% (n = 61)

Both language and content-related: 19.5% (n = 40)

Research Instruments

The instrument used in the survey was a researcher-made questionnaire named Chinese CLIL Teachers’ Self-Assessment of Competencies. It included six constructs, namely linguistic competence (LC), content competence (CC), pedagogic competence (PC), CLIL fundamentals (CFs), interpersonal and collaborative competence (ICC) and reflective and developmental competence (RDC). This conceptualisation was made based on Pérez-Cañado’s (2018) interpretation. However, the construct of scientific knowledge in her original work was divided into CC and CFs in this study due to her double-barrelled definition. Besides, Pérez-Cañado’s (2018) definition of ICC at a learner level somehow overlaps with the PC and the classroom-management-oriented focus of the organisational competence, because, to some degree, all of them reflect the construction of an engaging and meaningful learning context. Therefore, ICC in this study simply referred to a teacher’s ability to work with colleagues and specialists, and only PC was retained to represent a broad sense of CLIL teachers’ abilities to offer a meaningful learning context. The questionnaire included 31 items on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), and they were adapted from the Framework (Marsh et al., 2011) and the Grid (Bertaux et al., 2010). A pilot study had been run before the study, and it suggested acceptable reliability and validity of the instrument (see Table 2).

Table 2. Reliability and Validity of the Instrument

Cronbach’s Alpha Confirmatory Factor Analysis
Average Variance Extracted Composite Reliability
LC .82 .78 .80
CC .86 .71 .84
PC .76 .83 .88
CFs .88 .62 .93
ICC .74 .59 .81
RDC .77 .69 .90
Entire Questionnaire .80

Data Analysis

The questionnaire was distributed online via Wenjuanxing, a survey platform, and the response rate was 98.04% (n = 201). The collected data were then computed into Statisticsal Package for the Social Sciences 25.0 for analysis. The descriptive statistics reported in this paper included mean and standard deviation. Based on the normal distribution of the data, the inferential analyses were ANOVA when the factor had more than three groups and t-tests when the factor was dichotomous. When the homogeneity of variances was satisfied, one-way ANOVA was run with post hoc analyses with Turkey’s HSD. Otherwise, Welch’s ANOVA was run with Games-Howell. Due to a large amount of data, all the t-tests and ANOVA statistics were compiled together in Appendix. Only the key data with p-values less than .05 in post hoc analyses were recorded in the text.

Results

Linguistic Competence

As shown in Appendix, no statistical difference was found in LC with regard to the participants’ gender, the language taught and highest degree. However, it showed that affiliation influenced CLIL teachers’ LC, with those employed in non-985/211 HEPs having a lower score than those working in 985 and/or 211 universities (t = -3.12, p = .002). Likewise, years of teaching CLIL programmes also played an important role, as novice teachers had a lower level of LC than proficient teachers (t = -2.54, p = .012). In ANOVA analyses, significant statistical difference was only found regarding the educational backgrounds (p = .004). Post hoc analyses (see Table 3) revealed that the teachers with a language-related educational background had a considerably higher level of LC in the self-assessment than those with a content-related or language/content-related educational background (p < .05).

Table 3. Multiple Comparisons of Educational Backgrounds

(I) Educational Background (J) Educational Background Mean Difference (I-J) Sig.
Language-related Content-related 1.727 .018
Both language and content-related 1.938 .022

 Content Competence

As displayed in Appendix, inferential data analyses did not show any statistical difference between CC with the participants’ gender, subject taught, educational background or professional title but with the other IVs. Specifically, CLIL English teachers, 985 and/or 211 university teachers, teachers holding a doctoral degree and proficient teachers were more capable of content teaching than their counterparts, namely CLIL LOTE teachers, non-985/211 HEP teachers, teachers having a master’s degree and novice teachers (p < .05).

Pedagogic Competence

The data recorded in Appendix disclosed that no significant statistical difference was found between PC with the teachers’ gender, subject taught, affiliation, highest degree, educational background or years of teaching CLIL. Nevertheless, there was a substantial difference between CLIL English teachers with LOTE teachers (t = 3.21, p = .002). Meanwhile, a significant difference was found amongst the participants of dissimilar professional titles (F = 4.88, p = .003). Post hoc analyses (see Table 4) presented that teaching assistants had less PC than lecturers and associate professors.

Table 4. Multiple Comparisons of Professional Titles

(I) Professional Title (J) Professional Title Mean Difference (I-J) Std. Error Sig.
Teaching Assistant Lecturer -1.892 .56 .005
Associate Professor -1.705 .61 .029

CLIL Fundamentals

The data in Appendix indicated no statistical difference between the participants’ CFs with their gender, affiliation, educational background or years of CLIL teaching. However, English teachers had better mastery of CLIL-related theories than LOTE teachers (t = 2.48, p = .014). Such a difference could also be found between the teachers who had a doctorate with those who merely had a master’s degree (t = 3.21, p = .002). Besides, a substantial difference was found between the DV with the subject taught and the teachers’ title (p < .001). Post hoc analyses (see Table 5) indicated that CLIL education teachers had higher scores in CFs than all the other content teachers and that professors knew more CFs than the academics who had lower ranks of titles.

Table 5. Multiple Comparison of the Subject Taught and Professional Titles

(I) Subject (J) Subject Mean Difference (I-J) Std. Error Sig.
Education Economics 3.231 .356 .000

 

 

Law 2.933 .363
History 2.752 .404
Literature 3.524 .42
Science 3.611 .49
(I) Professional Title (I) Professional Title
Professor Teaching Assistant 2.217 .460 .000

 

Lecturer 1.844 .372
Associate Professor 2.277 .409

 Interpersonal and Collaborative Competence

Multifaceted statistical differences were found in this section between the DV with the IVs except for the language taught and the highest degree (see Appendix). T-tests revealed female teachers, 985 and/or 211 university teachers and proficient teachers had much higher scores than their counterparts, namely male teachers, non-985/211 HEP teachers and novice teachers. Statisticsal differences were also found in ANOVA analyses regarding the subject taught, educational background and professional title. Post hoc analyses (see Table 6) first showed multiple differences amongst the subjects taught in CLIL, and some teachers (e.g. law teachers) were less cooperative than the others. Besides, the CLIL teachers of a language-related educational background were less capable of interpersonal and collaborative work than those whose educational background was related to either the content subjects or a mix of language and content. Last, it was interesting to note that teaching assistants and lecturers had greater ICC than associate professors and professors.

Table 6. Multiple Comparisons of the Subject Taught, Educational Background and Professional Title

(I) Subject (J) Subject Mean Difference (I-J) Std. Error Sig.
Economics Law 1.750 .413 .000
History -1.492 .470 .021
Law Education -1.323 .456 .047
History -3.242 .477 .000
Literature -1.462 .499 .043
Science -3.121 .591 .000
Education History -1.919 .508 .003
Science -1.798 .616 .045
History Literature 1.779 .547 .017
(I) Educational Background (J) Educational Background
Language-related Content-related -1.670 .344 .000
Both language and content-related -1.821 .397
(I) Professional Title (J) Professional Title
Teaching Assistant Associate Professor 3.381 .393 .000

 

Professor 3.294 .426
Lecturer Associate Professor 3.002 .304
Professor 2.915 .345

 Reflective and Developmental Competence

Except for the participants’ diverse educational backgrounds, statistical differences in inferential analyses were detected in all the other variables (see Appendix). T-tests firstly presented that male teachers, CLIL English teachers, 985 and/211 university teachers, teachers having a doctorate and proficient teachers had much higher RDC than their counterparts, namely female teachers, LOTE teachers, non-985/211 HEP teachers, teachers having a master’s degree and novice teachers. ANOVA tests disclosed statistical differences in terms of the subject taught (p = .001) and professional title (p < .001). Post hoc analyses (see Table 7) indicated significant differences between education teachers with economics teachers, law teachers, history teachers and literature teachers, and between professors with teaching assistants, lecturers and associate professors.

Table 7. Multiple Comparisons of the Subject Taught and Professional Title

(I) Subject (J) Subject Mean Difference (I-J) Std. Error Sig.
Education Economics 3.182 .578 .000

 

 

Law 2.547 .588
History 3.410 .655
Literature 3.335 .682
(I) Professional Title (J) Professional Title
Professor Teaching Assistant 3.643 .731 .000

 

Lecturer 3.185 .711
Associate Professor 3.730 .706

Summary of Findings and Discussion

First, the above statistics indicated the participants’ affiliation played a significant role in their LC, CC, ICC and RDC in CLIL, with those employed in key universities more competent than the others working at ordinary HEPs. This is a context-specific finding due to China’s higher educational structures, which divide HEPs into various layers (Gu et al., 2018). It is worth noting that when HEPs at the top layers, which are normally top universities or 985 and/or 211 universities, receive more support (e.g. government funding) than ordinary HEPs at the bottom layers to improve teaching quality, enhance academic reputation and expand academic research, chances are that educational resources are unequally distributed, widening the gap between the HEPs at different levels (Chiang et al., 2015). The effect of such a dichotomous educational system on CLIL teachers’ competencies can be the same, as Espinar and Ramos’s (2020) study, though conducted in a different context, reveals that in-service teachers can be unequally trained, supported or prepared for delivering CLIL lessons due to the different administrative processes. In this vein, special attention must be paid to CLIL teachers who work at ordinary HEPs and may receive less professional support than those working in prestigious ones.

Another interesting finding was that the participants who had a master’s degree were less capable than those who had completed a doctorate, and specifically, the latter might have a sounder mastery over the content knowledge taught, a deeper understanding of CLIL-related theories and more commitment to lifelong learning and research than the former. Unfortunately, due to the research gap in CLIL teachers’ professional development (Banegas & Hemmi, 2021), no comparable findings from previous studies can as yet be found, though it seems to be a fait accompli that the higher degree a teacher has, the abler they are owing to the advanced education that has “improve(d) themselves academically and contribute(d) to their professional knowledge” of the subjects being taught, curriculum development, pedagogical instructions and professional development (Çal??o?lu & Yalvaç, 2019, p. 101). From an evidence-based perspective, this study confirms this view and brings forward the issue that some teachers, especially those who are not academically competitive enough, may need more support in delivering CLIL programmes.

Against the backdrop that LOTE education is deemphasised in CLIL in China (Hu, 2021), this study presents that LOTE teachers were less capable than English teachers in various CLIL aspects (e.g. CC, PC, CFs, RDC). This reflects the general picture that “the role of ‘global Englishes’…has led to the marginalising of LOTE contexts” in CLIL (Coyle & Meyer, 2021, p. 8) and that although multilingual education has been promoted in China, more should have been done at the governmental and institutional levels to support LOTE teachers’ professional development in the same way as how English teachers have been supported (Chen et al., 2020). Given the dual-focused nature of CLIL, the differences between CLIL teachers’ competencies with the subjects they taught were also investigated, which showed no significant difference in LC, CC and PC but in CFs, ICC and RDC. This confirms that the subjects taught can affect CLIL teachers’ competencies, just as the case reported by Custodio-Espinar (2019) that teachers of different subjects have disparate levels of professional competencies in organising CLIL programmes. This overall situation, on the one hand, reflects China’s endeavour to promote high-quality discipline construction, and Zhao and Dixon’s (2017, p. 11) work has confirmed this as evinced in the professional support offered to Chinese university and college teachers to ensure they possess high language proficiency, “good content knowledge, content pedagogical knowledge and also pedagogical knowledge for language teaching”. On the other hand, the disparities in certain competencies among different subject teachers reflect the criticism that the unequal support for the construction of different disciplines in China’s higher education system may cause segmentation between more favoured subjects with less favoured ones (Lo & Pan, 2021). It should also be mentioned that different educational backgrounds may also influence CLIL competencies, as the study demonstrated in a much commonsensical way that the teachers having a language-based educational background were more confident in teaching and using the TLs than those having a mixed or content-oriented educational background. Inevitably, many CLIL teachers are either language-driven or content-driven, and few of them may have received dual-focused teacher education specifically designed for CLIL (Lo, 2020), which justifies that they normally have divergent capabilities and perceptions of implementing CLIL (Villabona & Cenoz, 2021). This situation, along with the ones reflected by the findings about the languages and subjects being taught, sheds light on the need to unite language and subject educators of various fields to establish “not only a shared understanding of known practices but also a co-construction of new integrated pathways to guide meaning making through connecting language domains” and content domains (Coyle & Meyer, 2021, p. 8).

The last point to note is the findings about the participants’ gender, years of teaching and professional titles. First, gender was of little effect on the participants’ self-assessment of competencies. Nevertheless, female CLIL teachers were more willing to participate in interpersonal and collaborative work with others than male teachers who, in comparison, engaged more in reflective and developmental practices than their female counterparts. No comparable findings from previous research can be found to confirm or disconfirm this idea, while the ones of the research placed in a broader educational context do have illustrated that Chinese female teachers tend to be more interactive and enthusiastic about professional collaboration (Liang & Zhou, 2016) but less competent at lifelong learning and research, which is the essential indicator of RDC, than male teachers (Zhu & He, 2014). The reasons lying behind this are complicated and largely related to teacher identity discourses influenced by micro, meso and macro factors within a somewhat asymmetrical gender system in China (Luk-Fong, 2013). Thus, they will not be discussed in this text. Furthermore, the years of CLIL teaching also had little effect on the teachers’ competencies, but CC, ICC and RDC were subject to this variable with proficient teachers gaining an upper hand over novice teachers. This reflects Bier’s (2016) research finding that experienced teachers usually have a deeper understanding of CLIL and thus are more skilled than inexperienced teachers. Regarding the professional titles, teaching assistants had less PC than other academics of higher ranks, such as lecturers and associate professors; professors knew more CFs and were more involved in reflective and developmental work than other academics. This may sound commonsensical in the Chinese context, as an academic must have a thorough mastery of the basic theories of their branch of learning and superior “competence in education, teaching and research” to gain a higher academic title (Gu et al., 2018, p. 195). Still, it is surprising to find that teaching assistants and lecturers were more inclined to partake in interpersonal and collaborative work than associate professors and professors. This raises an interesting phenomenon in the field of CLIL. These findings correspond to the previous ones that the teaching experience gained over time and the types of teacher positions can indeed influence CLIL teachers’ professional practices and abilities (Campillo-Ferrer et al., 2020) and reject the assumptions that they may not necessarily explain teachers’ professional development (Skinnari & Bovellan, 2016).

The description and discussion of the heterogeneity of Chinese CLIL teachers’ profiles of professional competencies have mirrored the inevitable “gap between who CLIL teachers are and what ideal CLIL teachers need” (Lo, 2020, p. 21) and disclosed the complex challenges confronting them. It seems to be a consensus that CLIL is a “linguistic and cognitive challenge” (Bier, 2016, p. 396) or a psychological and pedagogical challenge (Lo, 2020) for teachers, while these views can be too simplistic to be linked with the dynamically interwoven CLIL competencies. Thus, given the research findings and the special higher educational context in China, it is proposed at the end of this paper that the challenges faced by Chinese CLIL teachers are related to micro, meso and macro factors. The micro factors are concerned with teachers themselves, such as gender, educational background and teaching experience; the meso factors (e.g. the languages and subjects taught, professional titles) are identified with the context-specific features at an institutional level; the macro factors are placed in a more general social context and normally associated with the regional and even national education moves or policies. They are interwoven with each other, challenge a CLIL teacher’s agency and influence their competencies. However, the recognition of these factors can help to better identify CLIL teachers’ professional growth needs, devise appropriate ways to improve their competencies and finally contribute to successful CLIL.

Conclusion

Regardless of the limitation that a non-probability sampling technique was adopted and thus prevented the researcher from generalising the findings to a wider population, the study can still be seen as one of the initiatives to bridge the CLIL research gap in the Chinese academia by focusing on teachers’ competencies in implementing this pedagogical approach. The results of the study are multifaceted, and various factors may shape CLIL teachers’ competencies of different types. In the process of professional development, the challenges confronting CLIL teachers can be varied, whether being linguistic, content-related, pedagogical, theoretical, cooperative or reflective. However, the identification of CLIL teachers’ profiles of professional competencies in accordance with the factors studied has underlined the need to establish an ecological milieu and a supportive network, wherein professional collaboration should be embraced among CLIL teachers of different profiles, information and resources should be shared amongst educational institutions, and support should be lent to the teachers who have just embarked upon their CLIL teaching journey. Continuous professional training programmes are essential to achieve this goal. The answer is straightforward: to help teachers better understand CLIL, identify the language and content learning needs, learn effective strategies to design and implement CLIL and become committed to lifelong learning. This can allow teachers to enhance their professional identities and students to reap the benefits of CLIL when teaching practices are effectively grounded in teachers’ exceptional competencies. The goal of the research is to open up new ways for keeping alive the sustainability of CLIL. To this end, ongoing research into teacher training needs is also a must, requiring Chinese researchers and scholars to endeavour to explore CLIL teachers’ dynamic agency in the long way ahead.

Note

  1. 985 and 211 mean Project 985 and Project 211 respectively, which are national projects initiated by the Chinese government to promote the development and reputation of Chinese HEPs and found world-class universities (Gu et al., 2018). It is believed that a 985 and/or 211 university is usually better than a non-985/211 HEP due to a higher admission threshold, more government support and larger educational resources (Lo & Pan, 2021).

Acknowledgement

Special thanks are extended to the participants of the study.

 

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Appendix: The Compilation of T-Tests and ANOVA Statisticss

LC CC PC
IV M SD Statistics Sig. M SD Statistics Sig. M SD Statistics Sig.
Gender Female 17.78 4.049 t = -1.461 .146 8.93 .667 t = -1.123 .263 32.48 2.518 t = 1.284 .201
Male 18.59 3.882 9.05 .925 31.98 3.007
Language taught English 18.09 3.928 t = -.347 .729 9.05 .818 t = 2.195 .029 35.98 2.639 t = 3.210 .002
LOTE 18.33 4.217 8.76 .673 29.43 2.880
Subject taught Economics 18.41 4.239 F = 2.101 .067 8.76 .619 F = 1.999 .080 31.63 3.206 F = 1.305

 

.271
Law 19.26 3.511 9.06 .818 32.09 2.234
Education 18.11 3.886 8.83 .568 32.11 2.447
History 16.60 3.645 9.13 .629 33.23 2.812
Literature 17.15 3.695 9.23 1.306 32.69 2.695
Science 18.63 4.978 9.13 .719 32.50 2.989
Affiliation Non-985/211 HEPs 17.35 3.895 t = -3.119 .002 8.84 .654 t = -2.422 .016 32.04 2.772 t = -1.034 .302
985 and/or 211 universities 19.05 3.910 9.11 .885 32.44 2.740
Highest level of degree Doctoral degree 17.91 4.001 t = -1.156 .249 9.13 .830 t = 3.587 .000 32.49 2.667 t = 1.667 .097
Master’s degree 18.58 3.946 8.72 .655 31.82 2.879
Educational background Language-related 19.04 3.844 F = 5.562 .004 8.88 .649 F = 2.195 .114 31.94 2.716 F = 1.377 .255
Content-related 17.31 3.771 9.07 .998 32.62 2.703
Both language and content-related 17.10 4.223 9.15 .770 32.50 2.909
Years of teaching CLIL Novice 17.50 3.986 t = -2.539 .012 8.84 .661 t = -2.431 .016 32.02 2.740 t = -1.112 .268
Proficient 18.90 3.869 9.11 .878 32.45 2.766
Professional title Teaching Assistant 18.32 4.182 F = 2.916 .35 8.77 .717 F = 2.122 .103 30.90 3.134 F = 4.875 .003
Lecturer 17.25 4.061 9.15 .953 32.80 2.713
Associate Professor 18.92 3.862 8.86 .693 32.61 2.401
Professor 19.11 3.428 8.94 .416 31.57 2.547

 

CFs ICC RDC
IV M SD Statistics Sig. M SD Statistics Sig. M SD Statistics Sig.
Gender Female 10.04 2.055 t = 1.303 .194 9.14 2.321 t = 2.691 .008 11.22 2.415 t = -2.477 .017
Male 9.68 1.951 8.29 2.180 12.20 3.249
Language taught English 10.06 2.083 t = 2.476 .014 8.66 2.292 t = -1.112 .267 11.91 3.078 t = 3.113 .002
LOTE 9.24 1.608 9.09 2.288 10.83 1.691
Subject taught Economics 9.25 1.787 F = 22.860 .000 8.94 2.275 F = 11.624 .000 10.96 1.876 F = 4.757

 

.001
Law 9.55 1.909 7.19 1.740 11.60 2.849
Education 12.49 1.067 8.51 2.525 14.14 4.131
History 9.73 1.258 10.43 1.524 10.73 1.660
Literature 8.96 1.280 8.65 2.097 10.81 1.266
Science 8.88 2.187 10.31 1.580 11.88 2.964
Affiliation Non-985/211 HEPs 9.71 1.973 t = -1.134 .258 8.02 2.248 t = -4.510 .000 10.84 1.719 t = -4.172 .000
985 and/or 211 universities 10.03 2.043 9.40 2.139 12.39 3.421
Highest level of degree Doctoral degree 10.20 2.092 t = 3.214 .002 8.98 2.253 t = 1.956 .052 12.11 3.226 t = 3.636 .000
Master’s degree 9.28 1.713 8.33 2.320 10.85 1.758
Educational background Language-related 9.73 2.054 F = 1.315 .265 7.90 2.240 F = 16.931 .000 11.17 2.240 F = 1.327 .353
Content-related 9.66 1.879 9.57 2.061 11.32 2.061
Both language and content-related 9.08 1.716 9.73 1.935 11.20 2.233
Years of teaching CLIL Novice 9.72 2.008 t = -1.013 .312 8.00 2.267 t = -4.562 .000 10.81 1.706 t = -4.114 .000
Proficient 10.01 2.016 9.40 2.120 12.40 3.396
Professional Title Teaching Assistant 10.04 2.055 t = 1.303 .194 10.32 1.301 F = 52.828 .000 10.87 1.765 F = 9.622

 

.000
Lecturer 9.68 1.951 9.94 1.884 11.33 2.495
Associate Professor 10.06 2.083 6.94 1.714 10.78 1.803
Professor 9.24 1.608 7.03 1.654 14.51 3.899

 

 

Formulaic Language and Style of Turkic Zhyrau of the 15-18th Centuries

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Kairat Zhanabayev1, Karakat Nagymzhanova2, Nursulu Shaimerdenova3, Ayzhan Turgenbaeva4 & Nazerke Tleubayeva1

1Department of Publishing, Editing and Design Arts, Al-Farabi Kazakh National University, Almaty, Republic of Kazakhstan. Email: zhanabayev@nuos.pro

2Department of Pedagogy and Psychology, Turan-Astana University, Nur-Sultan, Republic of Kazakhstan

3Department of Russian and Foreign Literature, Al-Farabi Kazakh National University, Almaty, Republic of Kazakhstan

4Department of Religious Studies and Cultural Studies, Al-Farabi Kazakh National University, Almaty, Republic of Kazakhstan.

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.25

First published: June 26, 2022 | Area: Aesthetic Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
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Abstract

The article reveals the importance of studying the formulaic style in the oral epic culture of Kazakh (Turkic) zhyrau of the 15-18th centuries. The purpose of the article is to identify the specificity of the formulaic language and the style of the epic tradition of these singers, as well as to show the degree of their knowledge, based on the principles of oral theory by M. Parry and A. Lord and their followers. Zhyrau are singers of the times of the Golden Horde and the foundation of the Kazakh Khanate. In the analysis of the ancient forms of their epic thinking; the genesis of genres, principles of performance and transmission of tradition, formulaic style plays a major role. The method of discourse analysis, system review, referencing, comparative analysis, and the methods of previous researchers were applied in the study. The novelty is that the formulaic style was first studied on the oral material of the zhyrau dated the 15-18th centuries, where stable units are represented by a formula – the basis of the epic style and an important means of the singer’s oral-style technique. The theoretical significance of the article and its relevance, is based on a broad discussion of oral theory, and at the same time on its effectiveness and efficiency in studying the Kazakh (Turkic) epic tradition. The practical value of the research gives its results in the analysis of language and style, the distinction of styles and genres of zhyrau from other bearers of Turkic poetic culture. The Parry-Lord formulaic grammar can be applied both for the study of Turkic languages and to the quality of artistic translation.

Keywords: Parry-Lord’s oral theory, Turk epic, zhyrau, tolgau, oral technique, individual creativity.

Introduction

Within the framework of the present project, the authors have prepared several theoretical works of value for Kazakh (Turkic) epic studies and modern folkloristics. The authors of the paper also consider that the study of the oral tradition of nomads in Central Asia, the North Caucasus and South Siberia is a significant contribution to the science of folklore and mythology of the East since the culture of the Kazakh (Turkic) culture nomads are not only specific and unique as a special type of equestrian-nomadic civilization, but also have deep ties with the richest oral folklore of ancient and medieval Europe, Asia and Africa (Nurgali, 2013; Zhakupov et al., 2020). With a long history of studying the language and style of Kazakh (Turkic) zhyrau from the 15-18th centuries and comparative epic studies, the authors of the article drew attention to the high productivity of oral theory, two American researchers – M. Parry (1932) and A.B. Lord (1964). In our country, this theory is presented in detail by the monograph published in 1986 by Harvard University professor A.B. Lord (1964) “The Singer of Tales”. It, as noted in the Introduction, “contains ideas important for the study of epic traditions, including Oriental ones” reference. The authors of the oral theory gave a special role to “the technique of oral performance of the epos” – the source of the formulaic style” the link.

Although traditionality and stereotyping in folklore and epic genres have been mentioned before by American scholars, they have a valuable idea that explains this stereotype (sustainability of forms) not only as a feature of traditional style but as a powerful principle of the artists’ creativity. This principle is a formulaic style or formulaic grammar. The effectiveness, efficiency, and perspective of the oral theory are particularly evident in the study of Turkic monuments, whose language is perfectly structured, free from external influences, and characterized by great richness and variety of poetic forms.

Research into the language’s formulaicity and style in recent years has also unexpectedly revealed the fundamental role of formulaic grammar in poetic translation. Especially when it concerns the ancient Kazakh poems, the oral text of the medieval nomadic judge and speaker (Kazakh biy), the ancient runic inscriptions of the VIII centuries of Turkic Haganat, where there is no influence of other languages and religions yet, and therefore of exceptional interest both in terms of their pure form and in their unique content and the prospect of reconstruction of their initial bases – the Turkic archaic myth, rite and ritual (Aimukhambet et al., 2017). Criticism is present in several works on Perry-Lord’s oral theory. It mainly dealt with the problems of nationality and authorship, and the theory of formulaic style. However, it was based, as the translators of “The Singer of Tales” note, on the special author’s terminology, which, in our opinion, should have been different from the existing one, as it is about a living tradition, a living process, that is, oral technique, and not a static grammar and epic. Thus in the classical monograph “Origin of Heroic Epic”, analyzing and criticizing all existing basic theories, the famous scientist E.M. Meletinsky (1963), pointed out that A.B. Lord (1964), who followed his teacher and “derives the epic style from the poetic technique of oral creativity, does not doubt the mythological origin of the contents of epic formulae”. And that’s very revealing because the oldest epic formulas are the ones that lead us to myth, rite, and ritual. And this theory of Lord is most vividly demonstrated by the oral-style poetic technique of nomads of Central Asia, South Siberia, North Caucasus and Crimea…Full-Text PDF

“Transgenerational Transmission of Chosen Trauma”: Locating Micro-Experiences in Macro-Historical Eventsand the Quest for Cultural and National Identity in Temsula Ao’s These Hills Called Home: Stories from a War Zone

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Suganya V.1 & Dr Padmanabhan B.2

1Phd Research Scholar, Department of English & Foreign Languages, Bharathiar University, Coimbatore, Tamil Nadu, India. E-mail: suganya.efl@buc.edu.in, Orcid Id: https://orcid.org/0000-0002-0989-2653

2Assistant Professor, Department of English & Foreign Languages, Bharathiar University, Coimbatore, Tamil Nadu, India. E-mail: padmanabhan@buc.edu.in, Orcid Id: https://orcid.org/0000-0001-7395-126X

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022. Pages 1-11. https://doi.org/10.21659/rupkatha.v14n2.ne28

First published: June 26, 2022 | AreaNortheast India | LicenseCC BY-NC 4.0

(This article is published under Themed Issue on Literature of Northeast India)
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Abstract

Micro experiences of people immensely influence their personal narratives and play an undeniable role in reflecting the effects of macro-historical events. The narration of individual experiences contributes to the transgenerational transmission of historical memory and its collective experiences to posterity. Interweaving the micro experiences with macro-historical events promotes the construction of ethnic, national and cultural identities. Such individualistic narratives help in the construction of both the personal and cultural self for the macro-historical formation. This paper aims to interpret the select short stories from Temsula Ao’s These Hills Called Home: Stories from a War Zone for manifesting transgenerational transmission of the memories of Naga insurgency incidents and the collective traumatic experiences through the micro experiences of the characters. The storytellers in the select stories such as “The Last Song” and “An Old Man Remembers” situate themselves as historical subjects to relay the stories of protracted armed conflicts, political instability, and civilian causalities that occurred in the Indian state Nagaland during the years of insurgency. Hence, through careful analysis, this paper provides the relevance of transgenerational transmission of chosen trauma and the role of storytelling technique to preserve and transfer the endurance of the past through narratives.

Keywords: transgenerational memory, chosen trauma, Naga identity, oral narratives, Nagaland

I hear the land cry,

Over and over again

‘Let all the dead awaken

And teach the living

How not to die’

Temsula Ao

  1. Introduction

This paper aims to demonstrate the significance of storytelling for the transgenerational transmission of Naga insurgency memories as chosen trauma for establishing Naga identity as rendered in “Last Song” and “An Old Man Remembers” from These Hills Called Home: Stories from a War Zone. It also highlights the necessity of transferring the Naga cultural history to young generations and the role of personal experiences in reflecting the collective sufferings. Previous studies focused more on sexual violence against women during times of conflict, patriarchal biases and how the traditionally established patriarchal structure silences the agony of women in the Naga community, as expressed in These Hills Called Home (Arora 2019; Pou 2020a; Maut 2020). Besides, few studies have concentrated on the portrayal of ethnic and broken identities, postcolonial identity, revival of lost identity, the theme of insurgency and the role of literature in carrying the Naga history in These Hills Called Home (Longkumer 2014; Kamal 2019; Gogoi 2019; Borkotoki 2014). Therefore, this study critically analyses the characters as historical subjects and the individual’s role in transmitting the historical truth to posterity through the storytelling tradition of Naga culture.

The Naga people in north-eastern India encountered multiple perilous circumstances and precarious living conditions during the ruthless implementation of the Armed Forces Special Powers Act in 1958. Since their protest for Naga national identity, they experienced diverse security threats, including sexual harassment, civil causalities, kidnapping, violence, and demolition of public and private assets. The contribution of North-eastern literature is significantly influential in communicating collective, cultural and individual tribulation and representing tribal cultural values, history, beliefs and tradition. Temsula Ao, in her narratives in These Hills Called Home: Stories from a War Zone, instils the micro-experiences of Naga people in the characters to reverberate the macro-historical realities of Nagaland. She highlights the wrath and inefficiency of the armed forces in distinguishing the insurgents from the common people and their punitive expedition to punish innocent people for helping underground leaders. As a result, Ao (2006) once stated that the Naga people are “restricted from their routine activities, demonstrating to them that the ‘freedom’ they enjoyed could so easily be robbed at gun point by the ‘invading’ army” (p. 11). She continues to situate her characters as historical subjects and invests the themes of violence, memory, trauma, vehemence, vulnerability, homeland, and history in the narrative to promote the transgenerational transmission of Naga culture and the traumatic experiences of insurgency to the posterity. The stories in the book are intertwined with history, ethnic elements and fiction in order to reflect cultural authenticity and retain and render the richness of storytelling technique. By implementing oral aspects in the narrative structure, Ao engenders cultural rebirth and imparts new status to her community and the woman folklore. She also explains that during troubled times, “there are no winners, only victims and the result can be measured only in human terms” (2006, p. x). “The Last Song” and “An Old Man Remembers” are the two redolent stories, like other stories in These Hills Called Home: Stories from a War Zone, entrenched with the facets of orature which stir cultural consciousness and further exude civil unrest, indignation, exploitation of power, human rights violations, cultural and historical ignorance of younger generations in the community.

  1. The Story of Pain

“An Old Man Remembers” is a poignant story about the jungle life of Sashi and his friend Imli. Sashi recounts the violations of human rights that happened during the Naga insurgency to his grandson Mao. Sashi debilitates through time, and his memory is fraught with the experiences of his early years. He prefers to live alone after his wife’s death and conceals his darkest life history in the jungle with his friend Imli from his family members. Therefore Sashi’s remembrance of the past is a solitary activity.  As a result of withholding the past and resistance to sharing the truth behind the history, Sashi’s grandson Mao unknowingly questions him like a murderer:

“…‘Grandfather, is it true that you and grandfather Imli killed many people when you were in the jungle? Old man Sashi was completely taken aback by the question”. (Ao, 2006, p. 92)

Sashi and Imli were the Naga freedom fighters who fought to preserve their people’s lives during the troubled times of ethnic violence. Through his question, Mao marks them as killers instead of freedom fighters because Sashi has never attempted to share his past life. Thus, Sashi understands the validity of Imli’s words that the inevitable responsibility of older generations is to transfer the history and their experiences to the younger generations through his grandson’s question. Ao posits through her narrative that the memories of younger people will be the next historical and cultural agents obliging to preserve and transfer the cruelty endured by their ancestors to attain cultural individuality and political freedom in the homeland: “Imli had often told him that the young had the right to know about the people’s history and that they should not grown up ignorant about the unspeakable atrocities that they, the older generation had witnessed”. (Ao, 2006, p. 93)

Sashi believes that the past would always be pointless to the youngsters of his community, and it is already dead. Now, he regrets it because “…his grandson was hurling a question at him from the other side of history” (Ao 2006, p. 93). He, thereby, recognises the responsibility of telling and imparting the past experiences and endurance to Mao. Eventually, he musters up his courage and energy to relay the historical truth to his grandson Mao who had misunderstood his own community’s history. The act of Sashi implies that if people fail to pass on history, the future may misrepresent or alter the truth of a historical event. So, history is created not to die but to traverse through generations and to reverberate its role in their collective identity because “When one’s history is abolished, one’s identity ceases to exist as well” (Laub 67). Thus, Sashi gives re-birth to his dead past experiences. The question of Mao acts as a motivation for Sashi to unload his traumatic experiences that happened during the struggle for Naga sovereignty with underground groups through remembering: “I should tell you these stories because only then will young people like you understand what has wounded our souls” (Ao 98).

Sashi realizes the necessity of sharing the historical moments with young people like Mao and prepares himself to relive the intense pain of physical and emotional suffering experienced during the insurgency. Temsula Ao implies through her narrative that Naga history does not reflect the regular day-to-day life incidents; it unfolds the incidents containing solid emotions, feelings and struggles, and it is the crucial source for who they are as a group. Therefore, history should not be a static memory; it should be an active element to impart cultural and human values to own people. Sashi conveys to his grandson that Imli, and he witnessed the chaotic condition of people in their village at their young age. They have witnessed the cruel incident of Imli’s father being caught up by the army and beaten to death. At that time, they were children and defenceless; hence they had to leave Imli’s father to the mercy of God in order to protect themselves from the soldiers. Sashi relays the incident to Mao with great agony and feels guilty.

“It was the sentry and some soldiers wearing heavy boots and helmets were beating him up…I realized why Imli was behaving in this manner: the inert man on the ground was his father … Imli began to whimper like a hurt animal” (Ao 99).

Sashi and Imli were held as hostages by the insurgent groups for several months while attempting to escape from the Armed Forces. And then the groups recruited them to revolt against the Indian army. The violent intervention of the Armed Forces forced Sashi and Imli to enroll themselves in underground activities such as spying, collecting food and other essentials from the village people. They are also involved in combats to protect the village people, “And do you know? We were not yet sixteen when we became such ruthless killers” (Ao, 2006, p. 108).

The protracted conflict between armed personnel and underground Naga soldiers resulted in severe economic consequences and civil casualties. The Naga people were subjected to terrible experiences and forced to find shelter in the jungle in order to save the lives of their families. The army exploited their special powers by committing physical violence, plundering the villages, uninformed raids and rape (Arora 2019; Srikanth and Thomas 2005). Therefore, young people like Imli and Sashi began to revolt against the army. They were the victims-turned insurgents who worked for the underground Naga groups to protect their people. American Psychiatric Association in a report state that “a traumatic event is one in which an individual experiences, witnesses, or learns that a close associate has experienced an event that involves actual or threatened death or serious injury or other threat to one’s physical integrity” (2000, p. 463).

Witnessing the distressing event of Imli’s father being brutally attacked evoked feelings of fear and helplessness, marking it as a traumatic experience for them and aroused hostility towards the Indian army. Moreover, the inability to protect Imli’s father from the violators created a deep feeling of guilt. Herman (2015) explains that “feelings of guilt are especially severe when the survivor has been a witness to the suffering or death of other people. To be spared oneself, in the knowledge that others have meta worse fate, creates a severe burden of conscience” (54). Similarly, Sashi has been living with immense guilt for his inability to protect the older adult, Imli’s father. Yoder (2015) elucidates that trauma cannot be limited to the individual; it can be exposed at the collective and cultural levels. Sashi’s encounter with devastating incidents during his young age is not only the representative of the individual psyche but also the representative of collective Naga psyche and Naga historical moments. K B Veio Pou (2018) claims,

“Those were the days when villages in remote parts pof Naga areas bre the burnt of the onslaught of the Indian soldiers who would mercilessly lash out at the innocent Naga villagers to avenge the humiliation suffered at the hands of the Naga underground”. (“Charting a Space of Their Own”, para. 38)

The eruption of conflict between the Indian army and the insurgents forced people to live in fear and led to protracted internal displacement. The unanticipated spate of random bombing, gunshots, rapes and killings forced them to move from their villages and live in dark jungles. Sashi remembers that after the entry of the Indian army into his village, people left the place and shifted to the safe places in the wilderness. The village has been demolished and stands as a symbol of the death and suffering of the Naga people.  Ao narrates the cruel sufferings of the people as,

…youth was a seemingly endless cycle of beatings, rapes, burning of villages and grain-filled barns. The forced labour, the grouping of villages and running form one hideout to another in the deep jungles to escape the pursuing soldiers, turned young boys into men who survived to fight these forces, many losing lives in the process and many becoming ruthless killers themselves. (Ao, 2006, p. 93)

In the Guideline Principles on Internal displacement, the Office of the High Commissioner for the Human Rights (OHCHR) explains the factors causing displacement as,

People forced to flee or leave their homes – particularly in situations of armed conflict – are generally subject to heightened vulnerability in a number of areas… They also remain at high risk of physical attack, sexual assault and abduction, and frequently are deprived of adequate shelter, food and health services.

The people of Sashi’s village abandoned the place due to the high risk of physical violence, abduction, uninformed raids, forced labour and humiliation. Many young people sacrificed their lives for the well-being of their community and involved in underground activities against the armed forces. It takes years to restore normalcy in their homeland. In the present day, Mao, Sashi’s grandson, lives a comfortable life with adequate essentials owing to the sacrifice of many people like Imli and Sashi.

Human memory is very much vulnerable and can corrupt an individual’s past experiences with time. Instead of restoring accurate information, it may reconstruct and provide a summary of the events. Several studies have discovered that human memory involves constructive processes and relays the interpretation of the past (Bartlett 1932; Conway and Pleydell 2005; Nelson 1993). However, Kolk and Hart state that: “some memories are fixed in the mind and are not altered by the passage of time, or the intervention of subsequent experience”.  (1995, p. 172)

Thus, Sashi remembers the past vividly even in his old age, and he can still recollect and reflect on the social condition of people during the period of insurgency. Manzanero and Recio (2012) state that remembering traumatic experiences may differ from person to person. Some can vividly recall past traumatic situations, and some remember their past in a fragmented manner. Therefore, Sashi’s remembrance of the past indicates that the emotionally charged events are retrievable because he continuously recalls through nightmares and remembers the people associated with the event. However, his memories of the past negatively influence and make a high emotional impact on Sashi’s cognitive processes.

After all these years, he can remember and narrate the incidents in elaborative and evocative ways, though he tries to forget them. Remembering and re-telling the past are highly effective methods for alleviating the agony of the past (Ringel and Brandell, 2011). But Sashi, in “An Old Man Remembers,” believed that “…the bad things will go away if one does not talk about them” (Ao, 2006, p. 93), and thereby his pain is excruciating and immutable. If the victims of war, violence, and abuse cannot cope with traumatic situations, they may undergo severe cognitive effects that affect their day-to-day lives. The inability to handle the trauma engenders relentless post-traumatic reactions, thereby the memories of them continue to be active and perturb the individuals’ consciousness in various forms, including flashbacks, hallucination, avoidance, insomnia and nightmares (Horawitz 1993; Erikson 1995; Manzanero and Recio 2012). In “An Old Man Remembers,” Sashi could not recover from the physical and psychological wounds inflicted on him and his people. The long-term remembrance of traumatic experiences and his failure to handle the trauma submerged for years disturbed his psychosocial well being. Ao portrays the condition as,

Though he was making a valiant effort to lead a normal life as a common villager, he could not hide the inner turmoil from his wife who would often shake him awake when he groaned and moaned and sometimes even shrieked in his sleep. Many times he would wake up crying and screaming because of his bad dreams… (Ao, 2006, p. 94)

Even after the declaration of the ceasefire, Sashi struggles to return to normality like other people. Unconsciously, he cries and mourns by thinking about the past, which results in nightmares. Throughout his life, Sashi suffers from psychological trauma and has been mourning the past privately. Herman (2015) states “Remembering and telling the truth of terrible events are prerequisites both for the restoration of the social order and for the healing of individual victims”. (1) Sashi’s attempts to narrate his past involve a robust meaning-making process and mitigate the prolonged grief. By recounting his life history to Mao, Sashi looks back and relives past experiences to locate his micro life history in the macro Naga cultural history. His life history is not an individual’s experience; it is the experience of the whole of Nagaland.

  1. Women – The Least Weapon

During times of conflict, women remain the most vulnerable and defenceless. The conflicting groups target women as their least weapon to defile the nobility of a community because women are considered innocent, unarmed and fragile. Physical abuses and exploitations affect them psychologically. Naga women are also not exempted from the experiences of the cruelty of conflicts and war.  Arora (2019) mentions,

Physical violence, forced arrest, custodial rape, torture and sexual assault become a way of official functioning in states under AFSPA. In such a situation, women become vulnerable targets of state sponsored violence. Their bodies are sexually assaulted and marked by the terminology of violence, shame and honor. (p. 4)

“The Last Song” is the heart-wrenching story of Abenyo and her mother Libeni, who are physically maimed during turbulent years. The story renders the predicament of women in the hands of marauding soldiers who have sexually assaulted the mother and daughter as a punishment for paying taxes to the insurgents. Ao brings life to the unheard voices through her narrative.

“….even though by the time of the fourth one mounted, the woman was already dead. Apenyo, though terribly bruised and dazed by what was happening to her was still alive…there were witnesses to their despicable act, turned to his soldiers and ordered them to open fire on the people who were now lifting up the bodies of the two women. (A0, 2006, p. 28,29)

The abrupt intrusion of soldiers collapses the villagers during the ceremony of opening a new church building. Men are kicked out and physically assaulted by the soldiers. Apenyo and her mother Libeni have become prey to the cold-hearted soldiers. “During those days, the villages were often burned down, their people tortured and women sexually harassed” (Pou, 2018b). Another significant event that manifests the superficial beliefs of the community is that their own people disavow burying the inert bodies of Apenyo and Libeni in their graveyard. Because the people believe that, “the deaths of these unfortunate people were considered to be from unnatural causes and according to tradition they could not be buried in the village graveyard”. (Ao, 2006, p. 30) Apenyo was praised as the nightingale of their village, and she brought tranquillity to their soul through her melodious singing. However, because of the intense fear about the armed personnel, the villagers could not protect the victims. Their profound suffering, during the darkest history of the village, was not acknowledged faithfully; instead, the villagers buried their maimed bodies outside the graveyard and “no headstones would be erected for any of them” (Ao, 2006, p. 31). Ao represents that the old beliefs and traditions are still active, even though they follow Christianity. People believed that what happened to Apenyo and her mother was a humiliation to the entire Naga community. The villagers wanted to remove the incidents from the history of their village to preserve their community and cultural dignity. Pou (2018) states,

“Sexual violence against women in war and conflict has been seen as one of the biggest crimes against humanity. It is not just a humiliation of the community but violates an individual’s rights to live with dignity. Yet, time and again, “rape” has been used a weapon in war”.

Therefore, Apenyo and Lebini are dishonoured by their own people. Herman (2015) states,

“When the cry is not answered, the sense of basic trust is shattered. Traumatized people feel utterly abandoned, utterly alone, cast out of the human and divine systems of care and protection that sustain life”. (p. 52)

The real recognition for their sufferings and pain lies in acknowledging their agony as collective suffering and not as individual victims of an unfortunate event. The anguish of the two women was not treated as collective trauma because the villagers failed to acknowledge their pain as part of the Naga history. The experiences of men, such as physical attacks and forced labour, were portrayed in history as heroic deeds, but women’s experiences were not properly registered in history because they believed that such incidents bring humiliation to their community. Ao brings to light the patriarchal structure of Naga society which treats women with much discrimination and inequality. She voices to the voiceless

An old woman narrates the story of Apenyo and Lebini to the younger generation calls the day the Black Sunday of the village: “She tells them that youngsters of today have forgotten how to listen to the voice of the earth and wind” (Ao, 2006, p. 32). The author implies that the new younger generation is oblivious to their own historical incidents. They do not lend their ears to recognise and experience past incidents and historical truth. The older woman influences young people through the storytelling technique by creating awareness about the past. The older woman and her interest in telling and retelling the experiences of Apenyo and Lebini acknowledge the struggles of women during the armed conflict.

  1. Storytelling and Transgenerational Memory

“The history of the Nagas has turned into folklore, passed down from generation to generation through the oral tradition of storytelling.” (Gupta 2020)

The storytellers in “Last Song” and “An Old Man Remember” situate their memory in historical and cultural contexts to understand the past, experienced and witnessed by the older generations. During storytelling, “Individuals are active agents taking actions and engaging in interactions with others in their cultural environment”. (Alea & Wang, 2015, p. 5)

They intend to impart unfortunate incidents and cultural significance that persuade the listener to establish a bond with their history and cultural values. They instil the historical and cultural meaning of their past experiences and the salient elements of remembering and preserving cultural continuity. Through her narrative structure, Ao insists that storytelling is an authentic prerequisite and an inevitable medium; thereby, the younger generation does not rely on outside sources that may misrepresent their history. Temsula Ao describes,

“The inheritors of such a history have a tremendous responsibility to sift through the collective experience and make sense of the impact left the by the struggle on their lives” (2006, p. x).

“All human cultures have narratives…that encode shared beliefs from which they derive coherence and group cohesiveness that has been both the glory and the bane of human existence throughout its history.” (Nelson, 2003, p.127)

The narratives of “Last Song” and “An Old Man Remembers” encode and decode the shared experiences of people “whose pain has so far gone unmentioned and unacknowledged” (A0, 2006). Through storytelling, the Naga historical truth and cultural individuality traverse transgenerational people and establish the necessity to preserve the past for determining the cultural and political identity. Hence, by the act of storytelling, the individual memory turns into transgenerational memory for the travel of past to future generations.

  1. Chosen Trauma and Group Identity

Volkan’s (2001) proposal of ‘chosen trauma’ helps readers to understand the insurgency trauma as the crucial component of Naga identity.

“… the large group suffered loss and/or experienced helplessness, shame and humiliation in a conflict with another large group. The transgenerational transmission of such a shared traumatic event is linked to the past generation’s inability to mourn losses of people, land or prestige, and indicates the large group’s failure to reverse narcisstic injury and humiliation inflicted by another large group, usually a neighbor, but in some cases, between ethnic or religious groups within the same country.” (Volkan 2001, p. 87)

The subjective experiences of thousands of people in Nagaland are interconnected by the protracted armed conflict and human rights violations. The members of the Naga group have begun to share their memory “to maintain, protect and repair their group identity” (Volkan, 2001, p. 79). By representing Naga insurgency incidents as chosen trauma, they reflect the collective suffering of ancestors during the armed conflict. The oral tradition of storytelling helps significantly to represent the chosen trauma of Naga community “in order to support the group’s threatened identity” (Volkan, 2001, p. 79)

  1. Conclusion

 The paper has identified the elements of oral narratives and the lived experiences of Naga people in the short stories “Last Song” and “An Old Man Remembers” of These Hills Called Home: Stories from a War Zone by Temsula Ao, that contribute to the transgenerational transmission of chosen trauma for the construction of collective identity of Naga people. The select stories unveil the tropes such as protracted armed conflict, violations of human rights, trauma, memory, internal displacement, feelings of guilt, sexual assault and superficial belief system prevailed in the Naga society. The story of Sashi in “An Old Man Remembers” asserts the faith that sharing traumatic experiences with others can alleviate the intensity of pain. The interpretation of select stories in this paper reveals that narrating the ethno-cultural experiences to young people is significant to preserve and pass on the historical truths in order to avoid the misrepresentation of the past. Accordingly, Temsula Ao states that through the storytelling tradition, Naga people communicate the troubled times of ethnic violence and endurance among the community and beyond in order to define their individuality. Therefore, storytelling functions as cultural memory to keep the past as present and creates a bridge to link the past with the future. Ao locates the characters Sashi, Apenyo and Libeni as historical figures in the narrative structure to represent the collective sufferings of the Naga people during the insurgency through personal narration. Thus, an individual’s memory turns into transgenerational memory through the commencement of sharing. The portrayal of the troubled years of Nagaland manifests the disruption of the cultural patterns of Naga people and its significance in forging the Naga identity. In this regard, Temsula Ao, through her writing, offers a cultural and historical recreation to the events which are unacknowledged and never mentioned in mainstream literature and history for a prolonged period of time. To conclude, the micro experiences of the characters in the stories “Last Song” and “An Old Man Remembers” reverberate the macro-historical realities of Naga people.

Declaration of Conflict of Interests

The author(s) declared no potential conflicts of interest.

Funding

No funding has been received for the publication of this article. It is published free of any charge.

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T., R. K., & Padmanabhan, B. (2020). Psychosocial impacts of war and trauma in Temsula AO’s Laburnum for my head. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(5), 1–7. https://doi.org/10.21659/rupkatha.v12n5.rioc1s16n4

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Suganya V. is a PhD Scholar in the Department of English & Foreign Languages, Bharathiar University, Coimbatore. She currently works on her thesis entitled “Narratives of Memory, Trauma, and Resilience: Contextualising the Facets of Historical Revisionism and Identity Reconstruction in the Select Contemporary Irish Novels”.

Dr. Padmanabhan B. is working as Assistant Professor in the Department of English and Foreign Languages, Bharathiar University, Coimbatore. He is teaching post graduate students and guiding research scholars.  He is pursuing research in the fields of cognitive approaches to literature, memory studies and digital humanities.

Relevance of Symbols in Paulo Coelho’s The Alchemist

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Rajat Sebastian

Research Scholar, Department of English and Cultural Studies, CHRIST (Deemed to be University), Bangalore, India. ORCID: 0000-0003-4029-515X. Email: rajat.sebastian@res.christuniversity.in

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.24

First published: June 26, 2022 | Area: Aesthetic Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
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Abstract

Brazilian author, Paulo Coelho is known for his tales that inspire readers to overcome conflicts and move toward the ‘ultimate truth’. The popularity of such inspirational writings (both fictional and non-fictional) in the new age has given rise to a new literature style. Coelho’s fiction, though inspirational, describes journeys that are physical and psychological at the same time. Symbols guide him in his journeys, forming a significant part of the novels. While these novels are said to appear inspirational for depressed souls with a profound philosophical and spiritual dilemma, the study of symbols found in these novels appears significant. This research aims to read closely the novel The Alchemist by Paulo Coelho and evaluate the symbols in it. The research shall attribute the commonly accepted meanings to the symbols and assess the impact of such ‘accepted’ meanings on the same novel through Peirce’s model of semiotic analysis.

Keywords: Paulo Coelho, The Alchemist, symbols, relevance, semiotics

Introduction:

Brazilian author Paulo Coelho emerged in a literary scenario in 1995 to translate his bestseller The Pilgrimage from Portuguese to English. Since then, Coelho’s novels have joined the bestsellers club worldwide. He has made a record-breaking sale of over 350 million copies of his books translated into 80 languages (Joshi, 2017). Coelho also entered the Guinness Book of Records, the first time being the only writer signing the most books in the Frankfurt Book Fair (2003) and the second for his novel The Alchemist, becoming the most translated book globally. Coelho integrates his spiritual philosophy through his books in a simple style and palatable language. His fiction and non-fiction turn out to be an awakening call for the reader to live up to their dream or ‘personal legend’, as Coelho calls it. The characters in Coelho’s novels show how one can reach the highest stage of fulfilment, happiness and spiritual existence, overcoming psycho-cultural barriers (Joshi, 2017, p. 2). Coelho has achieved tremendous fame and exposure than any other Brazilian novelist due to film adaptations of his three novels, e-book versions, publicity policies and constant interaction with his readers through his blogs. His works thus become worthy of scholarly study.

A characteristic feature of the archetypal theme of the hero’s journey is symbolism. Symbols are signs which are not intermediaries for their objects but are vehicles for the conception of objects (Langer, 1951, p. 61). In discussing things, we have conceptions of them, not simply the things; it is the conceptions, not the things, that symbols directly mean (Langer, 1951, p. 61). Symbols help Coelho describe the protagonist’s journey – both physical and psychological – towards self-awakening or self-discovery. When the protagonist overcomes internal and external obstacles during the journey, symbols act to destroy personal negativities and help the protagonist retain hope (Joshi, 2017, p. 7). Coelho’s use of symbols varies from animal to religious symbols, as he uses dogs, fountains and even a cross as symbols. Symbols manifest the collective unconscious, the implicate order of human existence (Jung, 1969, p. 286).

“Symbols, particularly those that endure, can be seen as the visual manifestation of archetypes. The greater the appeal and attraction of such symbols, and the longer that attraction endures, the more likely it is to connect to the deepest levels of the collective unconscious” (Jung, 1969, p. 287).

The Alchemist

The Alchemist, published by Harper Collins Publications in 1998, is the story of a boy who dreams of a treasure and undertakes a long journey to find it, only to realise that the treasure lies at his own home. As cited by Arash Hejazi, the story is based on a fable that appears in book VI of The Mathanawi written by the thirteenth-century Iranian poet Rumi and is also found in the Arabian One Thousand and One Nights (Hejazi, 2009). The story even appears in the English folktale The Pedlar of Swaffham (1870), and Australian author Leo Perutz has based his novel Night under the Stone Bridge (1952) on the same plot. Later, Jorge Luis Borges adopted the story in his short story ‘Historia de los dos que Sonaron’ (1974), becoming Coelho’s inspiration. An alchemist is a person or a chemist practising alchemy principles like transforming base metals into gold. He can also be considered a wizard who attempts to make special elixirs curing illness and impart immortality. Hence, the Alchemist is an expert seeking an elixir of life, a panacea for all diseases and the ‘philosopher’s stone’.

In the context of The Alchemist, Alchemy is a symbol of the spiritual enlightenment of Santiago, the protagonist of the novel, and is about converting lower metals into higher ones. Symbolically, spiritual enlightenment transforms human consciousness from a lower to a higher level. In his early twenties, Santiago, a young shepherd from an Andalusian Mountain village in Spain, learns alchemy and achieves his highest destiny at different stages of his journey. He has attended a seminary, knows Spanish, Latin and theology, and likes to read books. His dream was to travel to parts of the world, while his farmer parents wanted him to be a priest. However, for Santiago, travelling was ‘much more important than knowing God and learning about man’s sins’ (Coelho, 1998). Since only the rich or the shepherds can travel, Santiago becomes a shepherd, as his father agrees. His father, too, once dreamed of travelling, but the dream got buried under the responsibilities of life. It made him understand Santiago’s dream and allowed his son to discover the world. The novel thus narrates Santiago’s journey towards his treasure, overcome by various obstacles that transformed him for the greater good.

Review of Literature:

While The Alchemist is a symbolic representation of man’s insatiable quest to search for his place in the world and also the ultimate search for the meaning of life and the universe (Raina, 2017, p.6), it also uses one or more animals as symbols around which the story revolves (Lakshmi & Mani, 2018, p. 313). Coelho’s use of animal symbolism makes animals act like vehicles to the reader through which the stories revolve and are the manifestations of the characters concerned (Lakshmi & Mani, 2018, p. 313). Moreover, The Alchemist uses the techniques of magical realism but endows them with a visionary quality, promoting the notion that each of us is destined for a treasure (Hart, 2010, p. 312). This notion makes the entire novel symbolic, giving the protagonist’s journey a symbolic meaning. It makes its readers feel that each of them has a magical dream buried deep down within them and that it is up to them to search the reality around them until they finally discover where the magic is (Hart, 2010, p. 312). A specific category of symbolism, such as animal symbolism, thus becomes a part of the already symbolic novel. While Coelho expresses himself through the protagonist Santiago (Geetha & Thambi, 2018, p. 98), the transformational journey of the self is also evident in the character Englishman (Mirafuentes et al., 2015, p. 175).

Coelho’s narratives are generally recognisable and highly symbolic of the migrant experience (road, trains, airports, language schools, religious differences, translations, cultural shock, home, longing, memory and identity crisis) (Murta, 2018, p. 17). Therefore, they strike emotional chords (pathos) with a transnational audience, and thematically, the transnational or the migrant experience leads to self-improvement (Murta, 2018, p. 17). Symbolism in The Alchemist could also be seen when we consider how the idea of “Ithaca” is expressed in the novel. For Coelho, the concept called “Ithaca” by the philosopher Constantine Cavafy is the ethical philosophy of life. All his novels appear to be based on the theme of the poem Ithaca (More, 2015, p. 19). Ithaca is a metaphor for birth and death, a great journey we all have to make, whether we want to or not (More, 2015, p. 19). Such a statement, in turn, substantiates the argument that The Alchemist is a symbolic novel, and the life of the protagonist Santiago reveals the philosophy of existentialism, as Coelho used symbolism effectively to make the whole story of The Alchemist a symbol of one’s whole life (Makwana, 2018, p. 199). Paulo Coelho powerfully constructs his plots in the form of an odyssey and positions his characters in imbalanced situations where they feel discontented and puts them through a struggle to obtain meaning out of meaninglessness (Jondhale, 2021, p. 47). He guides them through transcendence leading to spiritual awakening, ultimately portraying them as evolved selves (Jondhale, 2021, p. 47).

Alchemy usually refers to heating metals in the laboratory to transform them into higher and better ones (Antony, 2015, p. 188). However, for Coelho, it means the personal transformation of the protagonist from a weak to a nobler character (Antony, 2015, p. 189). Thus, many pieces of research prove that The Alchemist is a novel in which the protagonist’s journey is symbolic of self-transformation in life. Still, only the relevance of animal symbolism has explicitly been focused on. This paper thus analyses the significant symbols in The Alchemist, without particular focus on any specific group of symbols, to understand the combined effect of those symbols on the novel.

Research Method:

The study of signs can be loosely defined as semiotics (Chandler, 2007, p. 1). Semiotics, also called semiology, was first used by the Swiss linguist Ferdinand de Saussure in the early twentieth century (Bouzida, 2014, p. 1001). He states that semiotics is concerned with everything that can be taken as a sign (Eco, 1976, p. 7). Semiotics involves studying what we refer to as ‘signs’ in everyday speech but of anything which ‘stands for something else (Chandler, 2007, p. 2). Notwithstanding, the two essential customs in contemporary semiotics come from the Swiss linguist Ferdinand de Saussure (1857–1913) and the American philosopher Charles Sanders Peirce (1839–1914).

The principal concept of Saussure’s theory was initiated from the thought of a dichotomy or duality basis in which, according to him, a sign consists of two focal components, namely signifier-the sound pattern (marker sound image) and signified- the concept (the outcome/the interpretation/conception of the signifier) (Yakin, 2014, p. 6). A signifier refers to something in a material form (physical) that explicitly exists and can be distinguished by human senses (Eco, 1976). On the other hand, signified denotes something literally and physically that does not exist on an abstract basis (Eco, 1976). Rather than Saussure’s model of the sign as an ‘independent dyad’, Peirce offered a triadic (three-section) model comprising of:

  1. The Representamen: The form which the sign takes (not material, however usually deciphered thus) – called by certain scholars the ‘sign vehicle’ (Chandler, 2007, p. 29).
  2. An Interpretant: Not an interpreter but rather the sense made of the sign (Chandler, 2007, p. 29).
  3. An Object: Something beyond the sign it refers to (a referent) (Chandler, 2007, p. 29).

Each of the three elements is fundamental to qualify as a sign. The sign is solidarity of what is represented (the object), how it is represented (the representamen) and how it is interpreted (the interpretant) (Chandler, 2007, p. 29).

Saussure also suggested that signs have certain limitations, subject to a system of conventions (Yakin, 2014, p. 7).

“For Saussure, something becomes a sign when it is mutually or commonly agreed upon as a sign by all those involved in the particular culture. In contrast to Saussure’s view, Peirce did not confine the existence of a sign as something that is purposely conveyed. For Peirce, anything can be a sign when someone has interpreted it as a sign, even though it was not purposely meant or communicated” (Yakin, 2014, p. 7).

Peirce’s ideology of sign encompasses everything, whether created by humans or not, as long as it can be grasped and acknowledged by their minds (Eco, 1976). Peirce’s model of semiotics thus expands the idea of ‘symbols’ in The Alchemist much more than Saussure’s model. The triadic model proposed by Peirce would also help find the meanings of the symbols extensively, as they could be studied by dissecting as representamen, interpretant and object, compared to Saussure’s dyadic model of semiotics. This research shall identify the significant symbols found in The Alchemist and assess their meanings through Peirce’s model of semiotics by splitting them into representant, interpretant and object. It shall then apply those meanings to the novel’s story to understand the impact of symbols in The Alchemist.

Discussion:

The following are the eight significant symbols found in The Alchemist, classified into representant, interpretant and object according to Peirce’s model of semiotics:

  1. Sheep and Wolf

As indicated by Michael Ferber in his book A Dictionary of Literary Symbols, sheep-raising was a critical practice in the Mediterranean islands’ uneven areas (2017, p. 200). He says that numerous current English expressions and a few maxims, some of the scriptural or old-style starting points, vouch for the proceeding with the presence of the universe of sheep (Ferber, 2017, p. 200). The term is non-exclusive in English, while the sheep are crowded in a herd and kept in a sheepfold, sheepcote or sheep pen. Ferber adds that the Bible is loaded with sheep similitudes, giving models from the Old Testament, for example, “I saw all Israel scattered upon the hills, as sheep that have no shepherd” (1 Kgs 22.17). The New Testament makes Jesus Christ the shepherd of Israel (Ferber, 2017, p. 200). The old-style custom of peaceful verse, indicated in Homer yet commonly taken to date from Theocritus in the third century BC, depends on a romanticised and improved variant of the existence of shepherds and goatherds (Ferber, 2017, p. 201). Indeed, even two of Shakespeare’s plays, for instance, are peaceful: As You Like It and The Winter’s Tale.

Notwithstanding, the most energising piece of Ferber’s definition is the wolf’s thought, adding that the wolf is the conventional adversary of sheep (Ferber, 2017, p. 202). “Till the wolf and the sheep be joined together” appears to have been a Greek identical to “never” (Ferber, 2017, p. 202). Ferber adds that the prophet Isaiah notably envisions when the land is re-established to the Lord’s approval:

“The wolf shall dwell with the lamb, and the leopard shall lie down with the kid; and the calf and the young lion and the fatling together, and a little child shall lead them” (11.6).

In English poetry, adjectives such as harmless”, “humble”, and “simple” got attached to “sheep” and “lambs” (Ferber, 2017, p. 202). The novel introduces Santiago as a shepherd. Although Santiago sells his sheep to travel to Egypt’s Pyramids, he reflects on his life as a shepherd throughout the narrative. Many of the lessons he learns on his journey also reinforce things he discovered by being a shepherd. As Coelho writes,

 “The boy prodded them, one by one, with his crook, calling each by name. He had always believed that the sheep were able to understand what he said” (1998, p. 4).

 Santiago was close to his sheep, and talking to them apart from rearing was his hobby. However, when the king Melchizedek offered him a chance to find a treasure hidden for him in Egypt, he was ready to leave his folk for something uncertain.

“Here I am, between my flock and my treasure, the boy thought. He had to choose between something he had become accustomed to and something he wanted to have” (Coelho, 1998, p. 23).

When we try to apply the definitions of sheep given by Michael Ferber to that of the sheep we see in The Alchemist, it must be noted that Santiago’s sheep act as a symbol that denotes peace, humbleness and simplicity. Being a shepherd himself, Santiago had a very close relationship with his sheep, thereby considering the sheep as a part of himself. The fact that Santiago is identified as a shepherd throughout the novel results from the same. As a shepherd, Santiago remained humble, calm, and straightforward throughout, even when he was robbed. Thus, the meanings attributed by Michael Ferber to the word ‘sheep’ complies with the symbol of sheep found in The Alchemist. The novel even attributes the sheep’s characteristics to their shepherd, identifying both as one with the same qualities.

  1. Umim and Thummim

While Umim and Thummim are fortune-telling stones that the character Melchizedek gives to Santiago in The Alchemist, no formal meanings or definitions can be found for the words and the stones they represent. However, considering the stones in the novel’s context, Umim and Thummim also address the human craving to surrender control and decision-making ability. The best lie on the planet, as expressed by Melchizedek, is that people do not control their destinies. Although Melchizedek is the person who offers the stones to Santiago, they additionally represent the very thing that he says Santiago ought to stay away from – confiding in something besides himself to settle on a choice. The stones are black and white, with their colours representing “yes” and “no” answers. In the novel, Melchizedek asks Santiago to use the stones whenever he needs to decide, particularly on questions that need a “yes” or “no” answer. Santiago kept both the stones in a cloth bag. He picked up one stone at random whenever he struggled to decide and proceeded according to the colour of the stone he picked up. It is interesting to note how blindly Santiago trusted the two stones in the novel. However, not all his decisions were based on the stone, as Santiago used them only during two challenging situations. His ideas of working in a glassware shop and suggesting changes to the shopkeeper were based on his instincts. In such a scenario, the stones appear to be beyond human instincts. If so, the question of how can two stones go beyond human consciousness to help make decisions remain unanswered.

  1. Alchemy

In the novel, Alchemy is considered a process initially just known bit-by-bit to the Englishman and Santiago. In both cases, the specifics of alchemy symbolise more significant life lessons. Alchemy is usually defined as a process in which a metal is purified to the extent that it becomes gold. As written by Coelho,

 “They were men who had dedicated their entire lives to the purification of metals in their laboratories; they believed that, if a metal were heated for many years, it would free itself of all its individual properties, and what was left would be the soul of the world. This Soul of the World allowed them to understand anything on the face of the earth because it was the language with which all things communicated. They called that discovery the Master Work -it was part liquid and part solid” (1998, p. 61). 

The Englishman clarifies that the quest for the ‘Master Work’, another term for Alchemy, in which chemists go through years cautiously contemplating and filtering metals, really filters the actual alchemists. Self-advancement goes inseparably from the improvement of the ‘Master Work’. From this, Santiago understands that one may seek after “a speculative chemistry of life,” wherein self-improvement results from the world’s investigation and different standards of the same chemistry to regular life practices.

  1. Al-Fayoum or The Oasis

 The Oasis or Al-Fayoum is considered a neutral territory in the desert tribal wars. In the novel, we can see that Santiago defies the elder chief at the Oasis with his vision of a future in which adversary fighters attack Al-Fayoum. There can be two explanations behind the Oasis symbol: first, the two sides of the tribal war have oases to secure. Thus, both have an essential shortcoming (or weak point). Second, the Oasis contains regular citizens, many of whom are women and children. Al-Fayoum, or Oasis, in this way, represents a lack of bias, yet life and flourishment.

  1. The Emerald Tablet 

The Emerald Tablet is seen as one of the speculative and noteworthy proprietaries of the Alchemists. It is a solitary emerald engraved with guidelines for finishing the Master Work: the making of the Philosopher’s Stone and the Elixir of Life. These unique guidelines were, in this way, basic enough that they could be composed on the outside of a solitary stone. The Alchemist in the novel discloses to Santiago that Alchemists later started to doubt simplicity; thus, they made different messages and accumulated other data about the Master Work. According to him, many make progress toward the objective of the Master Work, however, with no accomplishments. Hence, the Emerald Tablet symbolises the significance of simplicity as a value.

  1. Pyramids of Egypt

As indicated by Michael Ferber, the Pyramids of Egypt, existent for the past 5,000 years, have entered literature as bywords for impermanence or the futile vainglory of rulers (Ferber, 2017, p. 171). He says that the inception of the word ‘pyramid’ is obscure, yet to the Greeks, it was recommended: “pyr” (fire). Plato felt that since the pyramid, or tetrahedron, was the most versatile, the littlest, and the keenest of the ideal (Platonic) solids, it was “the component and seed of fire”. Likewise, it was thought to take after a fire (Ferber, 2017, p. 172).

Throughout the novel, the Pyramids of Egypt are Santiago’s ultimate objective, as they mark the location of the treasure he was looking. Consequently, the pyramids represent his legend. The pyramids are hidden in a secret view, taking extraordinary exertion to find them across the desert. They are considered a dazzling accomplishment of design and human achievement on the grounds and symbolise Santiago’s journey’s trouble and the beauty of the same journey coming to an end with an accomplishment.

  1. The Abandoned Church

 The Abandoned church in Spain marks the novel’s beginning and end. It can be seen that Santiago longs for his fortune while dozing in the imploded church toward the start of the book, and he gets back to the same place to discover his fortune at the end. The unwanted church thus represents his own home. The home may not necessarily be a physical place but a feeling attributed to Santiago’s mind – a feeling of familiarity. Since Santiago eventually did not have to venture out any physical distance to discover his fortune, which was in his own country, he could discover the same fact only through a venture. The Abandoned church’s significance is thus related to Egypt’s Pyramids because the journey to the Pyramids made Santiago find his treasure at the church. The abandoned church may be damaged, broken and worn-out as it was abandoned. If the abandoned church symbolises home (as a feeling), the church is ‘abandoned’ and symbolises a broken heart. Thus, in the broken heart of Santiago, he could find his treasure.

  1. Gold

As per Ferber’s dictionary, gold is the first metal (Ferber, 2017, p. 91). “Gold, similar to fire bursting/in the evening, sparkles transcendent amid noble riches”, says Greek verse artist Pindar (Race, 1997, p. 1). Its excellence and virtue gave it divine status in scriptural and old-style culture; un-tarnish-able and subsequently godlike, it has a place with the divine beings – “Gold is the offspring of Zeus” (Race, 1997, p. 86). “Golden” is applied to whatever is ideal or generally superb, like the golden guideline, the golden stanzas of Pythagoras, or the golden mean (Ferber, 2017, p. 91). The sun is golden – Pindar again has “the golden strength of the sun” (Race, 1997, p. 118), while Shakespeare has the sun’s “gold appearance” in Sonnet 18 (Shakespeare and Burrow, 2002, p. 417) – whereas the moon is silver. Gold consumes in another sense, for it is a profound risk, a reason for evil (Ferber, 2017, p. 91).

The symbols found in The Alchemist can be classified or divided as follows according to Peirce’s idea of signs:

Representant Interpretant Object
Sheep Santiago is introduced as a ‘shepherd’ Calmness, humbleness and simplicity
Umim and Thummim A black stone and a white stone stand for ‘yes’ and ‘no’, respectively Surrendering the mind to instincts or intuitions
Alchemy A process, somewhat of which was known to the characters Englishman and Santiago Purification of the mind copying certain chemical principles
Oasis A lush place where Santiago stays. The Oasis also gets invaded by enemy warriors in Santiago’s dreams A lack of bias, yet life and flourishment
Emerald Tablet An emerald engraved with instructions Simplicity as a value
Pyramids of Egypt Location of a treasure Personal legend
Abandoned Church Santiago sleeps in the church Home, in the sense that it is a mental state
Gold A metal, which is also an end-product of alchemy Anything of tremendous value

Table1: Symbols found in Paulo Coelho’s The Alchemist are classified or divided according to Peirce’s sign model.

Conclusion:

Daniel Chandler argues that every text is a system of signs organised according to codes and sub-codes, which reflect particular values, attitudes, beliefs, assumptions and practices (Chandler, 2007, p. 157). While writing, we select and join signs concerning the codes we are familiar with. Codes make it simpler to impart encounters providing better communication experiences. In understanding writings, we decipher signs regarding what seems to be the appropriate codes to restrict their potential implications (Chandler, 2007, p. 157). He adds that textual codes do not decide the content’s implications. However, dominant codes constrain them. Social conventions guarantee that signs cannot mean whatever an individual needs them to mean. The utilisation of codes helps direct us toward what Stuart Hall calls ‘a preferred reading’ and away from what Umberto Eco calls ‘aberrant decoding. Be that as it may, media messages do not fluctuate in the degree to which they are not entirely clear (Hall, 1980, p. 134).

Consequently, all interpretations are systems of signs: they signify rather than represent, and they do as such with essential reference to codes instead of reality (Chandler, 2007, p. 160). As Catherine Belsey notes, ‘realism is possible not because it reflects the world, but because it is constructed out of what is (discursively) familiar’ (Belsey, 1980, p. 47). Realism becomes relative, dictated by the system of representation standard for a given culture or individual at a given time (Goodman, 1968, p. 37).

When we inferred and attributed meanings that were socially ‘accepted’ and ‘familiar’ in literature to random symbols found in The Alchemist, their meanings seemed to ‘adjust’ with codes rather than reality. It is not possible to assume whether Coelho deliberately used the symbols found in the novels. However, they stand as a sign vehicle, carrying their meanings determined by specific ‘codes’. Even though open-ness drives symbols and their meanings to appear to be expected after some time, we need to figure out how to ‘read’ such symbols. Reading the symbols thus becomes mechanical and confined to specific forms or structures. Thus, the structure made The Alchemist a famous novel, provided the readers were already trained to think and read standing amidst that structure.

Declaration of Conflict of Interests

The author(s) declared no potential conflicts of interest.

Funding

No funding has been received for the publication of this article. It is published free of any charge.

Acknowledgements

I would like to thank Dr Vidya S and Dr Chandan Kumar, Assistant Professors, Department of English and Cultural Studies, CHRIST (Deemed to be University), Bangalore, for their valuable guidance and support in providing feedback on my ideas and thoughts. My understanding of semiotics would not have been complete without their help.

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Rajat Sebastian is a Research Scholar of English Studies at the Department of English and Cultural Studies, CHRIST (Deemed to be University), Bangalore, India. He holds an MA in English with Cultural Studies from the same university. Apart from being a freelance photographer, his academic interests focus on the relationship between symbols and their meanings through textual and philosophical approaches, especially semiotics.

Multimedisation of Contemporary Art in the Context of Globalisation and European Integration

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Svitlana Derkach1, Myroslava Melnyk2, Volodymyr Fisher3, Volodymyr Moiseienko4 & Oleh Chystiakov5

1, 2, 3, 4, 5 Department of Variety Directing and Mass Festivals, Kyiv National University of Culture and Arts, Kyiv, Ukraine. Email: mmelnyk@nuos.pro

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.23

First published: June 26, 2022 | Area: Digital Humanities | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
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Abstract

Modernity has given humanity such a quality of public life as globalisation in its various spheres. As the common root of this concept with the word “globe” suggests, it refers to an object that unites the whole world, including its most remote, unexplored corners into a single whole. The positive side of this phenomenon is the universal involvement in progressive trends in the history (meaning its modern stage) of mankind, the opportunity to acquire sources of fresh knowledge about the world, improvement of the quality of being in general. This also applies to such a sphere of consciousness as art, in particular, to its samples that emerged in the late 20th and early 21st centuries. As is known, it absorbed the whole huge complex of achievements of the cultural fund of previous eras, integrated various, sometimes very distant artistic traditions, schools, and their stylistic orientation into a single whole, also bringing its own new and unique word – extraordinary complexity, ambiguity, paradoxicity, and unpredictability of content. The energy of the experiment penetrates into the sphere of contemporary art as its integral quality, the most important component. In this regard, the interaction of artistic creativity with engineering science, including the latest achievements of information and communication technology software, becomes logically conditioned and natural. They are also designed to provide considerable assistance to the authors of works of modern culture in terms of the updated design of ideas and their presentation to the audience in a unique innovative format. Thus, the problem of studying the multimedisation of contemporary art in the context of globalisation and European integration becomes natural and urgent.

Keywords: integration of art and technical sciences; stages of computerisation of culture; digitalisation of artistic creativity; objects of innovation; interdisciplinary synthesis.

Introduction

Multimedia, as it is known, is an integral complex developed by components such as hardware and software that provide the creation of texts, graphic structures, sound series and blocks, including visual images (Prokopenko et al., 2019; Smirnov, 2021). Of no small importance is also the factor of the possibility of not only contemplation (a linear way of implementing a project), but also a person’s direct participation in creating a complex media composition in real time (a nonlinear or interactive way of implementing a project). An example of the latter is computer games. As for the complete set of media equipment for the updated and qualitatively modernised presentation of samples of high culture, both past and present, it has passed a certain path of evolution, which was facilitated by the active work of researchers aimed at finding and creating devices for recording, storing, and processing information with unlimited possibilities.

In the depths of mass culture, the prerequisites for the multimedisation of artistic creativity were born, which led to its qualitatively new appearance and the possibilities of functioning in society. The most powerful incentive for this process was the emergence and distribution of the portable Portapak video camera in the 1960s, which allowed its owner to become a director of a new format with wider opportunities for fixing the environment and further “editing” its objects (Eliner, 2013).

Recording audio data in the form of files on various media using a personal computer appeared in the early 1990s. However, the large volume of material and the limited size of available information storage devices did not allow using this type of source fixation to the full. The development of algorithms for encoding and compressing audio information gave rise to the widespread of digital audio file format. The main difference between these models of data fixation, storage and transmission from the previous info media was the absence of restrictions on the mandatory compliance of the audio source with the media format. An audio file recorded once could be saved and transferred by copying to many other devices, such as hard and optical disks, flashcards. The most important foundation for a breakthrough in this area was the creation of such models of digital media as CDs. In April 1982, Philips demonstrated the first player designed for them, and their production was opened in the same year. The CD-ROM was a model of a new sample designed to record and save audio, video recordings, and media information in general. It became a breakthrough in the field of creating modernised media, replacing phonograph records (Levyk et al., 2020).

In January 1998, the DVD Forum’s Working Group 4 (WG4) presented a draft DVD-Audio standard that allows recording phonograms with a different number of audio channels. The final version of the DVD-Audio 1.0 model was approved in February 1999 and presented in March of the same year. From 1998, Sony and Philips began to promote an alternative Super Audio CD to the market. It combines several formats in a single medium. With the Direct Stream Transfer lossless compression scheme developed by Philips, this disc allows one to store stereo material in a time volume of up to 74 minutes, up to six channels of DSD material simultaneously. At the end of 1999, Pioneer released the first DVD-Audio player in Japan. In July 2000, Matsushita produced universal DVD-Audio and DVD-Video players under the trademarks Panasonic, Technics, Pioneer, JVC, Yamaha.

In January 2004, Sony introduced the Hi-MD media carrier format as a further development of the MiniDisc model. It could store one gigabyte of information and be used not only for audio recording, but also for storing documents, videos, and photographs. Thus, the renewal of the engineering and technical base, which provides ample opportunities for fixing, saving, and processing information, including a radical transformation of its content in general, served as a platform for expanding the scope of contemporary art, both in terms of the character of its images, themes, ideas, plots, and in the field of broadcasting material of innovative art projects. Information and communication technologies appeared to be, on the one hand, a means of integrating different cultures into a single space, on the other hand, they provided access to discoveries and achievements in the field of software to an unusually wide range of users around the world (Haydanka, 2020; Levyk et al., 2020; Prokopenko & Omelyanenko, 2020). This, as a result, became a prerequisite for Euro integration of cultural traditions, more broadly, globalisation in general.

Materials and methods

Modernity has offered mankind a rich arsenal of information and communication technology software. As is known, over a certain period of time, it was developed, updated and accumulated components that had a direct impact on the level of complexity and perfection that the computer sphere demonstrates today. The process of origin and further development, the interaction of such different fields as artistic creativity and the technical sector, served as the main material for the research undertaken by the author in this publication. As methods of studying information sources, temporal analysis (a review of the evolution of the interaction of works of art and multimedia), system analysis (a set of categories updated as a result of a combination of cultural samples and software, including revolutionary in internal structure), the principle of generalisation of the information obtained concerning the multimedisation of contemporary art were applied.

The way of modernisation of cultural works, connected with the computer design of their individual components, unfolded progressively, both in quantitative and qualitative terms. Multimedisation, as a voluminous complex phenomenon, has a rich and interesting history of its development and enrichment. The beginning of this process was the phonograph silent film. The first was responsible for fixing and transmitting the sound source, the second for recording, preserving, and broadcasting visual images (from short films to longer and voluminous ones). Later, as is known, there was a successful unification of audio and video series into a complete complex, the quality of which gradually improved due to progress in the development of engineering technologies. Cinematography has allowed almost all types of art performance (rites and rituals, theatrical productions, musical performance in all its varieties, and the performance of speakers) to be translated into a new format of the engineering industry. It was its modernisation, the discovery of information and communication technologies, digital software that led to those modern examples of multimedia art that are available to the audience now. At the early stage of the introduction of electronic media into artistic practice, the emphasis was on the character of audio design (sound accompaniment of art projects). Its qualitative updating and improvement produced the necessary “new expressiveness” effect, offered the possibility of showing new (related, among other things, to the world of fiction) images (Romaniuk, 2016). Afterwards, the latest software became responsible for creating the visual side of works of art. The fact that a modern electronic engineering system implies, as one of its properties, a communicative aspect, appears to be direct evidence and link in the integration of Russian culture into the Euro Union, more broadly, its active participation in such a phenomenon of the late 20th – early 21st centuries as globalisation (Aleksandrova et al., 2018; Sabadash et al., 2020). The gradual qualitative improvement of devices, components of audio and video recording, the creation of complex equipment and algorithms for recreating the picture of the world by means of digital software have provided humanity with the opportunity to learn art in all its depth, complexity, and immensity. Multimedisation not only allows artists of the present time to implement the most daring experiments in the field of creativity, reflection of reality, embodiments of ideas, but also ensures the universal dissemination of works, their creation by companies uniting representatives of various cultures, peoples, artistic traditions (Kokbas et al., 2020). In this regard, the objective phenomenon of modernity – Euro integration and globalisation – discloses its positive, deeply progressive side.

It is also necessary to consider the factor of the indispensable presence of a responsible attitude to the content of works of art that are currently emerging. The means of the engineering and technical base (including its latest models) are designed to serve the maintenance and continuous renewal of the humanistic component of the existence of the world society (Stepanchuk et al., 2016). Following the classical standards of the high culture of the past is a mission for the authors of the 21st century, contributing not only to the preservation of the great creations of past eras but also to the creation of a meaningful, deeply innovative culture that promotes progress in both the material and spiritual spheres of human life (Orazbayeva & Nurgali, 2017; Turysbek et al., 2021).

Results

Being an inherently unique phenomenon, multimedisation took the form that it is today through the gradual implementation and enrichment of its individual components in the context of world creative practice: video and audio series; technical processing of material obtained in the external environment; synthesis of all aspects of an art project into a single whole. The present time testifies that technological progress, including, also, the factor of multimedisation of modern art, has become a deep and solid base for communication, interaction, unification of individual countries and nationalities, due to new opportunities to learn and discover the whole world, unknown and distant, to improve the quality of life in general (Khrypko et al., 2020).

Stages of multimedisation of art: fixation and broadcasting of artistic creativity by means of video engineering (silent film); fixation and broadcasting of artistic creativity by means of audio engineering (radio operas, radio performances, radio concerts); fixation and broadcasting of artistic creativity by means of both video and audio engineering (sound cinema, television); fixation and broadcasting of individual elements and images associated with the idea of embodying an unreal, fantastic world by means of computer engineering; showing an artistic (modern type) composition that is based entirely on the achievements of digital technology software; showing an artistic composition synthesising computer graphics and classical elements of art.

Thus, the course of the renewal of the art sphere is a voluminous and meaningful evolution of its appearance, inextricably linked with the modernisation of the engineering and technical base, which ensures the recording and preservation (in the present period – long-term) of the developments of artists, creative groups, and entire peoples.

In reviewing materials devoted to the study of the problems of multimedisation of culture, the integration of individual artistic traditions into the world community (Euro integration, more broadly – globalisation), the categories of objects that play a key role in this area were determined, since each of them is an integral part of the general context of the phenomenon under consideration. Table 1 demonstrates the complex of the leading elements of the modernisation of art in the conditions of technological progress and the emergence of communicative sources to a new level.

Table 1. The modernising value of the multimedisation

Multimedisation as a process and areas of its transformative impact
Professional branches and specialities: art design, media design, sound design, software design. Spheres of public cultural life: media art. Genres: animated films, movies and television films, media art projects of the latest sample: installations and hyperliterature. Engineering and technical base: the latest equipment related to discoveries concerning software, means of fixation, storage, and processing of the material. The perception of cultural values and artistic thinking: the movement towards direct dialogue between the authors of art projects and the audience, the expansion of ideas about the cultural heritage of mankind and distant artistic traditions through the use of information and communication technologies.

Multimedisation of cultural objects and, in particular, contemporary art is inextricably linked with the opening of new branches of specialised activity of representatives of the field of art (art design, sound design, media design, software design). They arose as a response to the need for professional development of the latest achievements of information and communication technology software, to modernise the presentation of art samples and improve their fixation, storage, and in some cases – restoration, processing, radical transformation to obtain the necessary effects of exposure to all possible means of expression.

There are also absolutely new socio-cultural niches that did not exist before – media art. Modernisation of the technology of creation, design, and broadcasting of samples of contemporary art has led to the establishment of a new branch in the life of society – media art, which includes ample opportunities to familiarise the audience with various types of artistic practices. Such practices are orators’ performances, ceremonies and ritual actions, theatrical performances, musical performance (solo, collective, vocal, mixed instrumental), synthetic compositions combining the listed types of artistic reflection of reality.

In accordance with the evolution of the engineering and technological base, genres that embody the present (animated films, films and television films, media art projects of the latest model: installations and hyperliterature) appear. They represent a holistic and organic synthesis of such components as the performance of an actor or musician, sound and visual series, director’s dramaturgy and the actual technique of processing all available material by a group of specialists involved in the creation of an art project. Engineering and technical support is being modernised, providing new inventions that allow the implementation of the largest art projects in terms of volume and complexity. The newest components contributing to the fixation, storage, processing, and transmission of works of modern artistic practice include the latest models of compact discs, flashcards, portable and large stationary laptops, mobile devices. It is also important to update the internal content of technical means by expanding their capabilities regarding the volume of received and stored information and ways of processing it.

An updated type of thinking is emerging, based on the development of intellectual imagery and sensory modelling. This fact is due to the eternal desire of the creative personality to expand the scope of opportunities for self-fulfilment, the implementation of new ideas, the disclosure of broad horizons in the conventional field of activity. In many ways, the process of “mental revolution”, “modernisation of perception and thinking” is due to the active use by modern authors of the principle of experimentation in creativity. The latest digital technologies provide unlimited possibilities in this regard. A logically conditioned phenomenon of interdisciplinary relations appears, the leading sides of which are such different spheres as artistic creativity and engineering and technical field. Finally, the very process of perception of cultural samples by the audience, its interaction with the participants of art projects is transformed in the area of the implementation of the “dialogue of the parties”. Thus, listeners and viewers begin to take an active part in the construction of a compositional plot and its implementation. Examples of such interaction are various kinds of installations, where observers can change the layout of the composition at will, both indoors and outdoors. The reader can also take the initiative, during a virtual acquaintance with the works of hyperliterature, adjusting the course of the plot and creating its final result.

The result of all the above is the development of such a unique phenomenon as multimedisation of culture. It, according to I. Eliner (2009), permeates the entire information space, all social systems, no boundaries affect it. Its solid foundation includes the principle of dialogue, communication and interrelationships between representatives of various, sometimes very distant artistic traditions and schools provided by modern multimedia (Figure 1). Media culture is a phenomenon that embodies a comprehensive type of modern artistic practice, directly related to the processes of Euro integration and globalisation. It serves as an indicator of cognition of the mentality and, in particular, the creative traditions of other peoples.

Figure 1. The constituent elements of multimedia culture

The Euro integration contributes to the deep and comprehensive assimilation of the artistic traditions of the peoples of Europe (both past and present) by national representatives of culture, and to the familiarisation, comprehensive study and disclosure of the achievements of national creativity by people inhabiting other countries (Kostiukevych et al., 2020). It offers the possibility of using the latest information and communication technologies to a huge number of users, which contributes to the popularisation of culture all over the world. The latest engineering developments, including those aimed at creating ultramodern compositions, contribute to globalisation, both in a purely technological and ideological-humanistic context.

Discussion

Globalisation and, in particular, the modernisation of the artistic sphere, is one of those objects that modern specialists actively study. Thus, the issue of scientific and cultural cooperation in the context of the integration of individual countries into the world community is considered in the study by E. Myronchuk (2019). The author explores the role and promising areas of transformation of international scientific cooperation in the context of globalisation. The leading forms and methods of international scientific exchange in the modern world system are characterised there. The mechanisms of internationalisation of international scientific and innovative interaction and its consideration as an instrument ensuring the rapid transition of the national economy to stable, intensive, full-scale development are analysed.

International cooperation in the field of innovation is also gaining one of the leading places in the field of modern research. In particular, researchers consider its role in the functioning of organisations and institutions, in the work of an individual and a group of individuals, entire countries. The authors also provide meta-principles as guidelines (instructions) for maintaining safe and successful international cooperation in the field of science and technology (Klueting et al., 2021).

Culture and globalisation are phenomena inseparable from each other at the present time. The evidence of this is the study of I. Oyekola (2018).

Recently, much attention has been paid to issues related to globalisation and culture, especially since the beginning of the 21st century. The main concern is the impact of globalisation on the creation and regulation of “world culture”, and the contribution of culture to the process of globalisation. From the very beginning, it should be noted that globalisation is both a cause and a consequence of cultural diversity and cultural similarity. Consequently, the continuous spread of cultures generates three possibilities. Firstly, a strong culture dominates the smaller ones (convergent thesis). Secondly, cultural interaction leaves the identity of each culture untouched (or unaffected), thereby creating a real gap between the cultures of the world (divergent thesis). Thirdly, the mixing of cultures generates a unique culture (combined thesis). To solve these problems, questions of explaining the general phenomenon of culture and globalisation are raised, and then the listed three options for the spread of culture around the world are discussed. (Oyekola, 2018).

Globalisation and the culture of education are becoming the leading subject of A. Verbrugge’s (2010) research. They are also addressed by I. Rifai: “Globalisation affects world society in economic, social, political, cultural, and many other aspects. With powerful technological advances, this impact has intensified in the last few years. This is a considerable moment for the educational sector as well. The study presents various dimensions of globalisation, taken from different sources, and suggests conclusions that the leaders of the educational sphere can make to manage the challenges of a globalised world. Countries have no choice but to adapt to the changes that have suddenly hit them economically, politically, and culturally. Education is seen as a way to interact with this phenomenon. A thorough analysis of the scale of globalisation and its consequences can be a positive start in terms of efforts to develop appropriate policies related to the development of education. Localisation and individualisation should be considered as two main aspects of globalisation in general and learning in particular (Rifai, 2013; Yereskova et al., 2020). The theory of culture in the life of modern society is becoming an actual subject of study by specialists of the present time. Thus, the role of common cultural models, the problems of their design and the possibilities of providing information to a wide audience are explored by A. Smith and T. French (2003).

Cultural interface as a phenomenon is covered by: M. Azeem, A. Tariq, F. Javed, and M. Butt (2015): “The World Wide Web has reduced the distance between its users, but it is still difficult to find a common interface model for everyone. People living in different parts of the world represent different cultures, religions, and traditions. It is necessary to develop a universal user interface that is in accordance with the user’s culture. The study provides a detailed overview of recent research in the field of the influence of culture on the design of metaphors and examines the problems and issues related to the localisation of metaphors in different cultures”.

World culture in metaphors is analysed by the researcher Z. Kövecses (2010). The leading subject of the researcher’s publication appears to be a “conceptual metaphor” consisting of a set of correspondences or mappings between the “source” and the “target” domain. The renewal of consciousness through culture, including through its multimedisation, comes to the fore in the publication of a group of specialists: J. Kwon, A. Glenberg and M. Varnum (2020): “In this study, we explore the dynamic relationship between culture, body, and embodied cognition from the standpoint that mental processes cannot be separated from our physical actions, body morphology, sensorimotor systems, and physiological characteristics. Firstly, the embodiment scheme can be useful for investigating the emergence of cultural psychological variations. Culture is a product of a cognitive system that primarily developed to control the body through its surroundings, and therefore must be sensitive to the natural and stable features of the environment that restrain bodily processes. Consideration of the environmental impact on collective sensorimotor experiences can provide useful information about how psychological variations occur at the group level. Moreover, embodied processes play an important role in cultural transmission, due to which such variations are preserved. Secondly, we argue that the consideration of the influence of culture on bodily processes can offer a new understanding of embodied cognition. Culture defines physical activity and changes existing assumptions about the interactions of the body and the environment, shaping the physical and social realities of people. Culture also shapes people’s chronic sensorimotor experiences through norms that regulate how we dispose of our bodies and how we should feel. Thirdly, we assert that culture-related embodied processes can ultimately facilitate the exchange of meaning within a group, determining how an action should be understood in different contexts. Finally, we show that this structure, combining culture, ecology, and embodied cognition, is capable of generating new hypotheses and providing a set of new predictions and conclusions arising from this synthesis”.

Globalisation (and the implementation of localisation principles in its depths) using the latest achievements of computer technology software is covered in the study of J. Byrne (2009). The specialist discussed the work of an entire industry, striving to ensure that engineering devices overcome the gap between different languages and cultures, imperceptible to users of the global Internet. This structure can be represented by the abbreviation GILT, consisting of globalisation, internationalisation, localisation, and translation. It is a consolidated process through which companies put into effect the procedures and mechanisms necessary for effective functioning in the global market.

Culture and information and communication technologies (globalisation and interfaces) are investigated in the study by the authors: E. Duncker, J. Sheikh, and B. Fields (2013). Experts give an overview of cross-cultural interface design solutions combining cross-language information retrieval and cross-cultural design. According to researchers, internationalisation does not require changing the user interface. It provides a general way of understanding this phenomenon on a global scale without changing its design in relation to each of the individual cultures. Multimedisation (and the important role of music) in the field of mobile phone applications is also becoming an object of research. In particular, the features of the most common audio and video formats are discussed (Xin, 2009).

Cultural thinking in the context of globalisation is analysed in detail in the study of O. Polishchuk. Thus, the specialist introduces readers to such categories of the sphere under consideration as “artistic and imaginative thinking”, “design thinking”. The author also warns against the trend of technicalisation of culture, urging to preserve the best humanistic traditions of both Ukraine and the world powers, observing the laws of harmony inherent in art in general (Polishchuk, 2021). The role of innovative technologies in the development of social, political, economic, and cultural life of society is of crucial importance for researchers of the problem stated in the title of this publication. The motivation for a positive attitude, with regard to software, which becomes a means of redistributing ideas, cultural achievements, and means of preserving progress, is covered in the publication by L. Kalinichenko (2011).

The protection of society and humanistic values, their role in ensuring progress are highlighted in the study of P. Ostolski (2021). In particular, the researcher determines the functional value of individual elements of culture that contribute to maintaining security in the life of society (Buribayev et al., 2020). They are represented by such components as the intellectual sphere, emotional potential, ethical values. According to the author, they are capable of updating their content and expanding their scope.

The responsiveness of culture in the context of globalisation and Euro integration is considered in the study by D. Alt and N. Raichel (2021). The aim of the authors is to cover the development of cultural evaluation of various artistic traditions belonging to other nationalities. Intercultural integration, in particular the creation of multicultural teams, is being studied to discover the most effective ways of cooperation between specialists in various fields at the international level (D’Iribarne et al., 2020).

The unification of multicultures into an integral group – as a factor of the success of training of all participants of this community is also analysed in modern science. In particular, the cultural patterns underlying the team learning model and having a direct impact on the processes and conditions of learning in a team are investigated (Cseh, 2003; Bidaishiyeva et al., 2018; Bhate et al., 2021). Intercultural dialogue is the key to economic stability and progress, as evidenced by the study of specialists: A. Bhate, L. McCusker, and M. Prasad [40]. The role of social networks in the functioning of culture is studied by B. Erickson (2021). Thus, upon analysing the fate of individuals through social networks, the author gets a visual picture of the probability of future events in the life of society. However, the problem of multimedisation of contemporary art in the context of globalisation and Euro integration is still open and requires thorough research.

Conclusions

As evidenced by the material of this publication, the modern era has offered to the world such bright phenomena as the integration of art and technical sciences (interdisciplinary synthesis of areas and spheres of activity); computerisation of culture; digitalisation of artistic creativity, in particular the modern art sector. Having become an object of innovation, the considered branch of humanitarian thinking raised the interest of various traditions in relation to each other, contributed to familiarisation with outstanding examples of their heritage and, as a result, unification into a single information and technical space (Euro integration, more broadly – globalisation).

The process of multimedisation has been going on gradually for over a hundred years. It began with the invention of silent film. No less urgent was the problem of providing high-quality audio accompaniment of works of art and, primarily, samples of the art performance. This stimulated the powerful development of the sound industry, as a result of which mankind acquired various models of engineering devices designed to fix, store, expand, and process artistic sources. The idea of synthesising technological achievements in the field of the visual and sound design of compositions appeared to be progressive. Finally, the use of images, scenes, and integral storylines created using digital technology software appeared to be a breakthrough in the field of intellectual activity of mankind. The result of the technical renovation of works of art was the emergence of specialities that did not exist before sound design, software design, art design, engineering design. A whole branch in the life of society originates – media art. Genres such as installation, hyperplot (more broadly, the area called hyperliterature), art projects are born. The broadcast of works of art is being updated, aimed at creating a direct dialogue between the participants of the media performance and the audience. All of the above leads to the expansion of the boundaries of perception by the viewer and listener of the creations presented by various authors at the present time.

Undoubtedly, the multimedisation of contemporary art is a phenomenon created by the combined efforts of various countries, schools, and trends. This, in turn, is a reflection of globalisation and, at the same time, the basis that contributes to its further development. There are a number of unexplored, unique, rich and long in history of cultures, the discovery and renewal of which are also possible due to technological progress and the integration of individual nationalities into the world community, the future of which will ensure respect for the high artistic ideals of other nations.

Declaration of Conflict of Interests

The author(s) declared no potential conflicts of interest.

Funding

No funding has been received for the publication of this article. It is published free of any charge.

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The Construction of Performative Identities in Patriarchal Religious Institutions: A Study of Annie Besant’s An Autobiography with Special Reference to “Atheism as I Knew and Taught it”

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Tanu Gupta

Professor, Department of English. Chandigarh University, Mohali, Punjab, India. ORCID id: 0000-0002-6969-5504. Email: tanu.e9349@cumail.in

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.22

First published: June 26, 2022 | Area: Gender Studies  | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
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Abstract

Annie Besant was a Victorian radical whose outspoken views included advocacy of women’s rights and atheism. In her mid-forties she went to live in India. Her An Autobiography (1893) charts her dramatic political and ethical awakenings, up to the point where she joined the Theosophical movement. It describes how she was unhappily married to a clergyman, contemplated suicide, embraced atheism, and legally separated from her husband. The present paper is an attempt to explore Annie Besant’s rebellion against patriarchal and religious institutions through an in-depth study of her autobiography with special reference to the chapter “Atheism as I Knew and Taught It”. The paper will analyze how Annie Besant revolted against the performative construction of identity which is the result of the patriarchal religious discourses, and how breaking the binary of theist/atheist gave her strength to further deconstruct the male/female binary.

Keywords: atheism, free thought, gender roles, women liberation, performativity, discourses, patriarchy, religion

  1. Introduction:

Nonconformity to religion results in proclivity for free thought i.e. a commitment to question everything and to give priority to the reason above all. The same nonconformity gives strength to the idea that gender differences are the product of social and cultural discourses. The present paper based on the study of Annie Besant’s “Atheism: As I Knew and Taught It”, taken from her autobiography, is an attempt to explore her rational and radical opinions about religious teachings and their impact on developing a sense of rebellion against all patriarchal institutions. The analysis is done by applying the views and results of Judith Bultler’s notion of performativity and Michel Foucault’s idea of normalization of power.

  1. Annie Besant’s Conversions:

Annie Besant wrote An Autobiography after her conversion into Theosophy which is a spiritualist philosophy influenced by Eastern religion. She is a woman who lived multiple lives—First, as a devout Christian who married a clergyman, then refused to take communion at church, eventually resulting in her legal separation, converted into “a free thinker, then a scientific materialist, then an atheist, finally into the most prominent female advocate for secularism and a woman activist” (Miller, 2009, p. 248). She emigrated to India in 1898, and became the first woman President of Indian National Congress. Her multiplicity of self as represented in her autobiography seems to be the result of her various conversions. Her shift from staunch Christian to free thought to Theosophy to atheism to feminist individualism represent an ongoing search for identity and a rebel against the performative construction of identity. Thus, when people later attacked her atheism as negative, she replied that humans should live in accord with truth, not superstition: ‘it is an error,’ she explained, ‘to regard my truth as negative and barren, for all truth is positive and fruitful’. (Besant, 1877, p. 7)

  1. Construction of Performative Identities in Religious Institutions:

Atheists are the individuals who do not believe in the existence of God or gods. They “tend to be less nationalistic, less prejudiced, less racist, less authoritarian, less ethnocentric, and less dogmatic than religious individuals” (Stinson, 2013, p.40). According to Christine Overall, there are many reasons to support this argument that feminists should be atheists. She posited that feminists should be atheists because religion perpetuates gender inequity.

“Historically, women have been excluded from education, including religious and theological education; hence they have not been involved in shaping religions or theologies. Women have also been denied leadership positions as priests, ministers, rabbis, and imams and have had only a subordinate participation in the life of many religions.” (Overall, 2007, p.235)

The roles based on gender are further institutionalized through religious beliefs. Atheists, however, are somewhat free to support women’s independence and equality as is seen in Annie Besant’s proclamations. Though the argument that atheists support gender equality is still under debate, atheists can realize how gender is constructed in the garb of religious systems as in education, family and social system. According to Judith Butler:

“. . . we often describe ourselves as having identities as if those identities exist in the real world whereas, in fact, the phrases which refer to those identities create them. Identity talk is a performance in which its objects are conjured up as much as it is analysis of things that exist out there – and it’s just one of the performances in which gender identities are maintained.” (Butler, 2001, p.341)

Religion plays a major role in maintaining these identities. Annie Besant declaring herself outright an atheist advocated and voiced for women’s rights in India along with other social reformers. “Known as Red Annie, she was a militant atheist, socialist, and trade union organizer, as well as women’s rights advocate.” (Nancy, 1994, p.563). Chastity for women has always been considered of having the utmost importance in most of the religions of the world.  It is considered one of the human virtues. Holy Mary, because of her being pure and virgin, is considered a perfect woman.

“According to the teachings of Quran and the New Testament, chastity and avoiding infection of moral and sexual deviations have been considered as outstanding characteristics of believers in community for having Communal pathways to sustainable and health living; especially leaders and leadership authority have no stability without emancipation of lusts and desires. Importance of modesty; that is the state of controlling against lust, has been repeatedly mentioned in Quran.” (Moosavi, 2016)

Annie Besant in her fervor for atheism “glorified human passion, and regarded sexual intercourse as perfecting the union of heart and mind.” (Nancy, 1994, p.565) In the essay taken up for study she puts forward:

“Virtue is an indispensable part of all true and solid happiness…. But it is, after all, only reasonable that happiness should be the ultimate test of right and wrong . . .” (Besant, 2018, p. 96).

The relationship between being virtuous and being chaste is highly debatable as it has always led to a negotiable performative identity rather than a stable state of sexual virtue. At the same time the relation between chastity and social reputation is also more complex as in the case of Annie Besant. Though Annie Besant herself was convicted for obscenity along with Charles Bradlaugh during her controversial campaign against birth control, yet her public proclamations about human passions did not lead to that much of social disgrace as these got compensated through other performative means.

Annie propounded her belief in Hinduism also:

“You have not only the Vedas and the Upanishads showing a mighty intellect…You find the very foundation of modern science laid down as part of the Hindu philosophy.” (Pillai, 2017)

However,

“Neither Hinduism nor women are stable, unified categories with one specific meaning, for each comprises complex, sometimes even contradictory, realities.” (King, p.523)

Annie Besant could easily recognize how spoken discourses operate within each institution and performativity here becomes an important factor to influence the identities of both the individuals and organizations in order to maintain market position.

Annie Besant observed the condition of Indian women closely and decried their restricted lives. While questioning Indian patriarchal discourse, she stumped her radical causes. In her first public lecture, Besant openly debated on the issue of women’s emancipation. In the journal National Reformer, she has regularly expressed her feminist ideals.

“. . . men restrict women’s action to the home? I can understand that, in Eastern lands, where the husband rules his wives with despotic authority, and woman is but the plaything and the slave of man, woman’s sphere is the home, for the very simple reason that she cannot get outside it … Shut any living creature up, and its prison becomes its sphere.” (Besant, 1885, pp. 10, 12)  

Annie Besant who was a woman of dreams and was always willing to use new ideas in place of the old ones could easily grasp the complexities of the situation. Her unorthodox religious views and her inclination towards atheism made her believe:

“Never forget that life can only be nobly inspired and rightly lived if you take it bravely and gallantly, as a splendid adventure in which you are setting out into an unknown country, to meet many a joy, to find many a comrade, to win and lose many a battle.” (Qtd. in Lewis)

During her twenties, she started developing serious doubts about her religious beliefs and eventually, she became anti-Church. She lost her faith in Christianity so much so that she refused to attend communion. She even got legally separated from her husband who used to order her to follow Christianity.

“I resolved to take Christianity as it had been taught in the Churches, and carefully and thoroughly examine its dogmas one by one, so that I should never again say “I believe” where I had not proved, and that, however diminished my area of belief, what was left of it might at least be firm under my feet. . . . that I lost all faith in Christianity.” (Besant, 2018, pp 58-59)

She got notoriety when she along with Charles Bradlaugh published Charles Knowlton’s ‘Fruits of Philosophy’, a pamphlet that advocated birth control. Her husband, Frank Besant, who was a clergyman and had always believed in the notion of husband’s authority and the wife’s submission.

“It is not your duty to ascertain the truth,” he told me, sternly. “It is your duty to accept and believe the truth as laid down by the Church. At your peril you reject it” (Besant, 2018, p. 67)

He even appointed a detective to see if she was sleeping with Charles Bradlaugh. Annie always revolted against the conditions imposed upon her. Rebelling against her marriage and being against the denial of a woman’s independence, she left her so-called religious husband and the secure life at home and ventured on a new path carving a niche for herself. For Foucault, the subject is constructed not only in language, as Lacan would have it, but through many different types of practices. Religion is one such practice through which power-knowledge effects are applied. Foucault rejected any notion of an essence of being, asserting that self and identities are constructed in particular contexts affected by non-discursive institutions, texts and discourses:

“. . . discourse is not simply that which translates struggles or systems of domination, but is thing for which or by which there is struggle, discourse is the power which is to be seized.” (Foucault, 1970, pp 52-53)

Annie Besant, who began her life immersed in religiosity, got transformed into an atheist and championed women’s cause. When she embraced atheism, she was charged with obscenity.

“Contraception was used as the convenient excuse to expose atheists as obscene and immoral. With this justification, the defenders of the Christian state could send atheist propagators to prison.” (Conrad, 2009, 59)

She was called a deranged female too. She couldn’t join any of the women’s rights organizations because of her controversial reputation but wrote widely on women’s emancipation and gender equality.  Once free not only from Frank Besant, her husband, but also from her orthodox views, she challenged the whole of conventional thinking:

“Having demonstrated, as I hope to do, that the orthodox idea of God is unreasonable and absurd, we will endeavour to ascertain whether any idea of God, worthy to be called an idea, is attainable in the present state of our faculties.” (Besant, 2018, p.88)

Her atheism made her believe strongly in human brotherhood. Instead of having warmth in showing reverence to God, she found more warmth in helping the poor people and improving their lot. By being an atheist, she started developing feelings for the sad ones.

“. . . where the cry of ‘Atheist’ is raised there may we be sure that another step is being taken towards the redemption of humanity. The saviours of the world are too often howled at as Atheists, and then worshipped as Deities.” (Besant, 2018, p. 94)

Her atheism can be compared to Protestantism which was once considered as selfish and subversive of all order, leading to a dangerous kind of equality.  The idea of “free examination” propounded by Protestants was seen as encouraging a sinful form of individualism that invariably led to the disrespect for community and tradition. However, for Annie Besant, this idea of free thinking can brighten sadness, can reform abuses and can be helpful in establishing equal justice for rich and poor:

 “There is no warmth in brightening the lot of the sad, in reforming abuses, in establishing equal justice for rich and poor? You find warmth in the church, but none in the home? Warmth in imagining the cloud glories of heaven, but none in creating substantial glories on earth?”  (Besant, 2018, p.99)

She realized that priesthood had become a profession and religious rule a prize for ambition. Her protestant spirit is quite evident here.

This made her approach more logical and scientific and made her think about equality at all levels, including gender equality. She raises her voice against all political structures. She evolved a system in which emancipation of women will not be “self-defeating” (Butler 342). She spoke against creating the “gendered subjects”, having a differential axis of domination as nowhere in the autobiography she presumed to be masculine. Eventually, she proclaimed her vision of the world which has women who are liberated and free thinkers. When she denies the existence of spirit or soul, she at the same time refuses to believe in God and religiosity. According to her:

“. . . that there can be only one eternal and underived substance, and that matter and spirit must, therefore, only be varying manifestations of this one substance.” (Besant, 2018, p.88)

The underlying notion is to free oneself from becoming a gendered being. Annie Besant asserts that there is no evidence to prove the existence of God or spirit. She spread the gospel of free thoughts:

“. . . we will spread the Gospel of Freethought among men, until the sad minor melodies of Christianity have sobbed out their last mournful notes on the dying evening breeze, and on the fresh morning winds shall ring out the chorus of hope and joyfulness, from the glad lips of men whom the Truth has at last set free.” (Besant, 2018, p. 102)

According to her, men and women are too made up of different sets of matter only and gender in itself does not have any essence or intrinsic reality. There is nothing like predefined roles and responsibilities. The effect of science, which continuously started overwhelming her, made her believe only in biologists and chemists to seek the explanation of all problems of life and existence. When, in the chapter “Atheism as I Knew and Taught it” focused for research, she defines life which according to her is just the result of the arrangement of matter, it is evidently drawn that she could talk about women’s liberation and gender equality so openly because she considered that biologically and chemically male and female bodies are just the arrangement of different sets of matter.  She appears to be very close to Simone de Beauvoir’s “One is not born, but rather becomes, a woman” when she says:

“There is no sign here of an intelligent spirit controlling a mechanism; there is every sign of a learning and developing intelligence, developing paripassu with the organism of which it is a function.” (Besant, 2018, p. 93)

According to Besant, a human being is just the result of what his parents were and what his circumstances were. There is nothing inborn. He can change the circumstances, make them good or bad, lead a happy and healthy life or a criminal’s life as per his own will. This again reflects Butler’s idea of performativity according to which gender is mainly the performative repetition. The concept of gender is not natural or innate. Besant while advocating that everything is the process of learning is entering into the realm of rejecting the traditional and religious definitions of gender roles. She considers that the crimes against women are sometimes perpetuated by religion:

“Another bestial tendency is the lust of the male for the female apart from love, duty, and loyalty; this again has been encouraged by religion, as witness the polygamy and concubinage of the Hebrews—as in Abraham, David, and Solomon, not to mention the precepts of the Mosaic laws—the bands of male and female prostitutes in connection with Pagan temples, and the curious outbursts of sexual passion in connection with religious revivals and missions.” (Besant, 2018, p. 103)

Many bestial tendencies among human beings are the result of blindly following the religious teachings. She is speaking contrary to the general beliefs of the people that during adversities even the atheists turn towards religion, “For troubles and adversities do more bow men’s minds to religion” (Francis Bacon’s Of Atheism).

Her atheism and the rejection of the idea of God gave her the strength to believe that it is science and not religion that can eradicate such evils by tracing them to their source in the brute ancestry. Human beings can evolve without any discrimination only by losing faith in religion and gaining faith in science. Moreover, a theist can yearn for personal perfection but that will be a self-centered desire. As various religions have divided the people on the basis of class, colour, and gender, a theist will never be able to think scientifically. On the contrary, an atheist desires personal perfection not for his selfish motives but rather because science has taught him the unity of the race and gender too.

  1. Conclusion:

Annie Besant, thus, grasping the complexities of the situation of women tried the idea of atheism as a religion in itself. It is her continuous rejection of the religion — as is evident in the chapter taken up for study — gave her the strength to work for the poor and oppressed women of the country. Making humanity, not religiosity as her surging passion, she could easily attack the prevailing system of injustice and hardships. She organized trade unions, campaigned for birth control, helped in rising the age of marriage, abolishing Pardah system, and educating girls and women. She left her imprints on the sands of time. Her journey from a devout Christian to a free thinker gave her the necessary strength to fight against the patriarchal religious discourses constructing the performative identities and making them appear innate and natural.

Declaration of Conflict of Interests

The author(s) declared no potential conflicts of interest.

Funding

No funding has been received for the publication of this article. It is published free of any charge.

References:

Bacon, Francis. (1908). Of Atheism. The Essays of Francis Bacon. Ed. Mary Augusta Scott. New York: Charles Scribner’s Sons. 71-75

Beauvoir, Simone de. (2010). The Second Sex. New York: Vintage.

Besant, Annie. (2018).  Atheism As I Knew and Taught It. An Autobiography. London: Global Grey. 88-110. 

Besant, Annie.  (1877). The Gospel of Atheism. London: Freethought.

Besant, Annie.  (1885). Political Status of Women, 1874, 2nd edition. London: C. Watts.

Besant, Annie. (2011). My Path to Atheism. 3rd edition. Retrieved from https://www.gutenberg.org/files/37234/37234-h/37234-h.htm

Butler, Judith. (2001). Subjects of Sex/ Gender/ Desire. The Cultural Studies. Ed. Simon During. London: Routledge.  340-354

Conrad, Nickolas G. (May 2009). Marginalization of Atheism in Victorian Britain: The Trials of Annie Besant and Charles Bradlaugh. Washington State University, Department of History. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.427.6882&rep=rep1&type=pdf

Foucault, Michel. (1970). The Order of Discourse. Untying the Text: A Post-Structuralist Reader, Ed. Robert Young, Boston: Routledge, pp 52-53

Gupta, Tanu. (2021). Pure/Fallen: Understanding the Discursive Construction of Identity in Binodini Dasi’s My Story and My Life as an Actress. Literary Voice. 13(1). 219-214.

Janssen, Flore. (27 November 2017). Talking about Birth Control in 1877: Gender, Class, and Ideology in the Knowlton Trial. Open Cultural Studies, 1(1). 281-290

Jeffrey, Bob and Geoff Troman.  (2011). The Construction of Performative Identities. European Educational Research Journal, 10(4). 484-501

Kamrath, Mark L. (September 2018). Early America, American Theosophy, Modernity—and India. Rupkatha Journal on Interdisciplinary Studies in Humanities, 7(2). 9-20. Retrieved from http://rupkatha.com/V7/n2/02_American_Theosophy_India.pdf

King, Ursula. Hinduism and Women: Uses and Abuses of Religious Freedom. Facilitating Freedom of Religion or Belief: A Deskbook. 523-543. Retrieved from https://link.springer.com/chapter/10.1007/978-94-017-5616-7_22

Lewis, Jone Johnson. Annie Besant, Heretic: The Story of Annie Besant: Minister’s Wife to Atheist to Theosophist. Retrieved from https://www.thoughtco.com/annie-besant-heretic-3529122

Miller, Elizabeth Carolyn. (Summer 2009). The Radical Autobiographies of Annie Besant and Helen and Olivia Rossetti.  Feminist Studies, 35(2).  243-273. Retrieved from https://www.jstor.org/stable/40607966

Miquel-Baldellou, Marta. (noviembre 2009). Annie Besant’s Sexual Politics of Marriage in Victorian England. Clepsydra, 8. 91-110

Moosavi, Zohreh. (2016). The Importance of Chastity and Modesty in Leader Women in the New Testament and Quran. Retrieved from SSRN: https://ssrn.com/abstract=2882423

Nancy, Anderson Fix. (1994) Bridging Cross-Cultural Feminisms: Annie Besant and Women’s Rights in England and India, 1874-1933. Women’s History Review, 3(4). New York: Routledge. 563-580. Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/09612029400200070

Overall, C. (2007). Feminism and Atheism. The Cambridge Companion to Atheism. Ed. M. Martin. New York: Cambridge University Press. 233-249

Pillai, Manu S. (Oct. 6, 2017.). Annie Besant: An inconvenient woman. Retrieved from https://www.livemint.com/Leisure/dgXf29xjFPwLz9gYAJotDN/Annie-Besant-An-inconvenient-woman.html

Prabhakaran, A. (June-2019). Role of Annie Besant in Women’s Indian Association (WIA) – A Study. Research Review International Journal of Multidisciplinary, 4(6). Retrieved from https://www.researchgate.net/publication/333867281_Role_of_Annie_Besant_in_Women’s_Indian_Association_WIA_-A_Study

Singh, C.L. (2018). Making “ideal” Indian women: Annie Besant’s engagement with the issue of female education in early twentieth-century India. International Journal of the History of Education, 54(5). 606-625

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Dr. Tanu Gupta is Professor of English in University Institute of Liberal Arts and Humanities at Chandigarh University. She received Ph.D. from Punjabi University, Patiala. Her research interests include Gender, Psychoanalytic and Postcolonial studies. She is the author of more than 80 research articles and 7 books.

Decoding the imperial “grip” in J.G. Farrell’s The Singapore Grip

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Prashant Maurya1 & Nagendra Kumar2

1 Humanities & Applied Sciences Area, Indian Institute of Management Ranchi, India. Email: prashant.maurya@iimranchi.ac.in

2 Dept. of Humanities & Social Sciences, Indian Institute of Technology Roorkee, India. Email: nagendra.kumar@hs.iitr.ac.in

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.21

First published: June 26, 2022 | Area: Postcolonial | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
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Abstract

The Singapore Grip (1978) is the third instalment of the Empire trilogy by Booker Prize-winning novelist James Gordon Farrell. It inscribes colonial Singapore’s socio-economic situation through the story of a British tycoon who is engaged in multi-commercial enterprises, mainly rubber business, in the colony of Singapore. The present paper examines the titular phrase “Singapore Grip” in the novel. It argues that Farrell explores many aspects of British colonialism in Singapore through this phrase. By decoding the multiple connotations of the phrase, through reading instances from the novel, the paper will foreground the social, political, and economic issues critical in understanding colonialism in colonial Singapore.

Keywords: historical novel, colonial Singapore, J.G. Farrell, imperialism, grip, capitalism.

  1. Introduction

While accepting the Booker Prize in 1973, James Gordon Farrell had criticised the then Booker Prize sponsor, Booker McConnell Ltd, for its exploitative policies towards the poorly paid employees working in the Far East units. And during his acceptance speech, he declared that “he would use his prize money (£5000) to write a full-scale study of commercial exploitation, set around the fall of Singapore in 1941” (McLeod, 2007, p. 91). The Singapore Grip (1978) is the product of Farrell’s desire during that point in time. It is the third instalment of his Empire trilogy, the first and second being Troubles (1970) and The Siege of Krishnapur (1973).

The phase of nearly two and a half months, beginning from December 1941 to mid-February 1942, is this novel’s timeframe. It inscribes Singapore’s socio-economic situation during this phase through the story of a British tycoon, Walter Blackett, who is engaged in multi commercial enterprises, mainly rubber business in the colony of Singapore. The novel’s plot relates to a series of events taking place in and around the lives of the characters of the Blackett family amidst the gradual annexation of Malaya by the Japanese Imperial Force. According to Earl Rovit (1998), this novel is a chronicle of an “imperialistic venture, predetermined by the greed of venal men” (p. 640). While the novel’s chief focus is on the British commercial exploitation for sure, there are certain other grave issues that Farrell foregrounds in the novel. The present paper examines the titular phrase “Singapore Grip” of the novel to highlight those issues. It argues that Farrell explores many aspects of British colonialism in Singapore through this phrase. By decoding the multiple connotations of the phrase, through a reading of instances from the novel, the paper foregrounds the social, political, and economic issues critical in understanding colonialism in colonial Singapore.

  1. Why Singapore?

Farrell has conceived Singapore as the setting of his novel for three significant reasons. First, Singapore was a colony of the British Empire. Writing a novel set in Singapore would complete the trilogy, which Farrell conceived to be based on the British Empire’s experiences in its three different colonies. It was probably the first colony that the British had negotiated for settlement. Sir Stamford Raffles, the British diplomat and statesman, “recognised the island’s geopolitical strategic significance and potential as a way station along the India-China trade route” (Horton, 2013, p. 1221). Besides, Singapore was the only colony, annexed under the Empire’s nose by another Imperial army by force. The British administration felt humiliated due to this loss. This loss created a state of embarrassment for the British Empire, which had never expected such a setback in its colony. Colin Cross considers it the “worst single military defeat the British Empire ever suffered” (1968, p. 240). This historic loss of the British also changed the perspective that the British Empire is invincible. To emphasise, the event marked the remaining days of the British Empire in its colonies worldwide. After this event, we see that the British Empire vanishes with its colonies’ decolonisation in the coming two decades. Hence, this episode holds a significant place in British Empire’s history, and nothing could be better than Singapore as a setting to close the trilogy on the British Empire. Ronald Binns rightly says, “The fall of Singapore in 1942 provided Farrell with an appropriately apocalyptic terminus to his trilogy” (1986, p. 85).

The second reason why Farrell chose Singapore was its economic significance for Britain. It was an important trading post and a vital economic hub of the British Empire in many ways. Cross observes, “[I]n the British imperial mystique it ranked second only to the Suez Canal itself” (1968, p. 141). It was a junction, halting-place and terminal for ships travelling to Australia and other nearby colonies and islands. It also contributed immensely to the British economy through its natural resources and vast plantations, mostly tin and rubber. John McLeod (2007) reiterates the same that Singapore had been a “significant commercial centre and a lucrative contributor to the fortunes of the British Empire – at one point almost half of the world’s rubber and tin was manufactured in the region” (p. 80).

The third reason, more of a personal nature, is that Singapore was one of the critical Naval Bases of the British and the Allied powers in Southeast Asia during the Second World War until its annexation by the Japanese Imperial Forces in February 1941. Farrell himself had witnessed the Second World War bombing at his own house, “Boscobel” in Southport in 1941 when he was six years old. The event affected him greatly. How could he write a historical novel series without writing something about the Second World War, whose memories were so fresh in his mind? According to Binns (1986), the bomb attack on his home “made an immense impression upon him” (p. 18), and its impact is visible in his mature fiction.

Singapore’s portrayal in the present novel embeds Farrell’s personal experiences, his conviction in communist ideology, his stand towards the anti-capitalist economy and his expectations and ambitions as a creative writer. It becomes a site where Farrell pours his long-standing anxiety and reflections on colonialism. As a setting, Singapore helps Farrell fulfil his creative aspirations and write in an authentic way, which he believes his contemporaries lack due to their “narrow, conventional and impoverished subject matter and stylistic resource” (Binns, 1986, p. 15).

  1. Decoding the metaphor “grip.”

Farrell explores many aspects of British colonialism in Singapore through the phrase, “Singapore Grip”. Initially, it is a mysterious phrase for the novel’s characters as everybody has his/her understanding of the phrase. But as the novel ends, the multi-connotation of the phrase appears in its full form. Farrell introduces his readers to the nexus of grip, which manifests itself in various forms. The following subsections highlight and discuss instances in the novel, where the “grip” has been exercised.

3.1 British economic strategies: The capitalist grip

According to Nayar, among other kinds of violence of colonialism, the economic violence is so “integral to the history of ‘Third World’ nations that no literature or critical approach, as far as I know, has been able to ignore it” (2008, p. 1). It is a well-known fact that the British Empire had extravagantly generated wealth from its southeast colonies. Being one of the most affluent colonies in terms of natural resources, plantations and cheap labour, Singapore, used to deliver an over-plus of monetary profit to the Empire. Farrell weaves Blackett and Web’s story to expose and comment on the grip of the exploitative British economic practices in Singapore. His “denunciation of imperial exploitation and mercantile greed becomes stronger in the novel” (Saunders, 2001, p. 457).

Farrell exposes the hollowness of the empire’s economic strategies in its colonies, which is truly capitalist, self-interested and cares little about the native smallholders. Binns (1986) rightly comments that Farrell’s “[N]arrative explores the vocabulary and practices of capitalism, investing the role played in business life by equity, bold holdings, commodity brokers, stocks, and standard profits” (p. 95). Blackett and Web rise on the native rubber smallholders’ cost, leading them to a perishable state. The anecdote of the old man left in the Chinese “dying house” to die reveals the corruption involved in the British system, which hampers the growth of the person at the lowest strata of society. The old man exposes the British authority’s multi-layered exploitation to Matthew. He reveals how the British estates swindle him and other smallholders. He tells how “the inspector did not give him a proper share of rubber to sell when he came to look at his trees for Restriction Scheme” (Farrell, 1978/2010, p. 401). Also, “the European estates were given extra share for trees that were too young to make rubber while the smallholders were given nothing (Farrell, 1978/2010, p. 403, italics mine).

Although the British Crown was running welfare schemes for native peoples, like the old man, unfortunately, the British people in authority never let them access that. The Rubber Institute, which was set up and run by the government, helped only the British estates and not the shareholders. The institute offered good rubber plants or the “high–yielding clones” only to the estate planters and not to the shareholders. Once they produce the rubber, the Inspectors do not give them a fair share to sell. Even the Rubber Regulation Committee that was constituted for rubber exports from Singapore had twenty-seven men from the estates and only one from smallholders (for formality), thus denying their proper representation. He critiques the development programme of the Empire, meant to uplift their condition, as it is corrupt. The conversation between the old man and Matthew opens a space for critical analysis. It reveals that the Empire is very selective toward the idea of progress and economic independence for Singapore. The duplicitousness of the Empire lurks from the corruption in the programmes run in the name of developing and progressing Singapore. The British are themselves engaged in snatching away the benefits, which rarely reach the indigenous people.

Further, the grip of business in Singapore’s ordinary life is profound. The conception of Singapore is that of a land engrossed in commerce and trade, creating wealth. Huat (2008) aptly says, “[T]he economic success of Singapore has made it a ‘model’ in its own right for other postcolonial nations and in this sense ‘post-colonial’, where the global rather than colonial is the reference for the local” (p. 239). Therefore, it was one of the favourite business spots of traders and merchants. The commercial spirit of Singapore is apparent during the war times also. When Major puts an advertisement in a newspaper calling for assistance to the committee, the replies he receives are astonishing. One Chinese firm letters him to sell his stirrup pump (used to extinguish the fire), and another firm offers him to buy a rake-and-shovel from his firm for lifting out firebombs. This is not an end to the commercial spirit during the war times; two other replies are more amusing. One is of a certain firm selling Evelyn Astrova Face Powder with a tagline “War is horrible but preserve your composure and don’t look terrible” (Farrell, 1978/2010, p. 259), another is of Gold Bird (Ceylon) Tea, which stated, it “will soothe and refresh you in your worried moments” (Farrell, 1978/2010, p. 259). The idea that business does not bother the state of affairs till it is making a profit is emphasised as true by Farrell. During such odd times, when people’s lives are in danger, the business enterprises are engrossed in money-making, taking advantage of the situation.

3.2 Labour trafficking: The colonial grip

Singapore is a multicultural country with people living there from different parts of the world. These people, in some cases the ancestors of these people, had come here as indentured labours to work as coolies on plantations. Not all of them came willingly; the colonisers’ grip was so tight that they had to come. To meet the labourers’ demand, Britain organised large scale emigration of Indian and Chinese labourers to overseas plantations economies like Singapore (Sen, 2016, p. 42). The agents of the British Empire roam in the poverty-stricken villages to trap labourers. The grip of the colonial agents can be inferred from the following lines:

[A]gents had roamed the poverty-stricken villages of South China recruiting simple peasants with promises of wealth in Malaya together with a small advance payment (sufficient to entangle them in a debt they would be unable to repay if they changed their minds), then delivered them to departure camps known as ‘baracoons’; once there they will be entirely in the power of the entrepreneur for use as cargo in his coolie-ships (each person allotted, as a rule, a space of two feet by four feet for a voyage that might take several weeks). (Farrell, 1978/2010, p. 294)

Vera’s father and uncle had also been shipped from South China to this growing economic hub. He and his brother were brought here as indentured labourers, along with many others. Unfortunately, his brother died on the way because of suffocation in the airtight compartments of the ship in which they were brought. The unfortunate ones did not even get a proper burial, and their bodies were thrown out in the sea to save the ships from contamination. There is a similarity between the ships and the holocaust trains of the Nazis. Similarly, Vera’s uncle met the same fate as many Jews while transported from one camp to another in holocaust trains. This episode reflects that the British colonials were no less cruel and inhuman than the Nazis as far as labour transportation is concerned. Farrell portrays a similar incidence of inhumane treatment in Troubles, where Edward forces Murphy to become the subject of his dehumanizing scientific experiments (Maurya & Kumar 2020b, p. 2175).

3.3Proliferating prostitution: The sexual grip

Prostitution and brothels are at the core of colonial Singapore. According to James Warren (1990), prostitution flourished in colonial Singapore and became a multi-dollar business (p. 361). He notes that the “presence of prostitutes was functional in supporting colonial economic expansion” (1993, pp. 257-258; qtd. in Hui, 2003, p. 11). Lenore Manderson also notes that colonial capitalism “built based on imported male labour and the greedy demands for raw materials of industrialising Europe” (1997, p. 372) contributed to the massive prostitution in Singapore.

The imperial grip on the brothel business is evident in the novel. Farrell uses sex and prostitution as a tool to critique the Empire that controlled and proliferated prostitution for its own ulterior economic, social and political motives. The depiction of the young school-going Chinese girl on display for the British customers doing her homework draws the readers’ attention to the vile brothel business where one exchanges sexual favours for money. The licensing of brothels in colonial Singapore was a deliberate attempt by the colonial administration to serve the sexual needs of the hundreds of thousands of labourers and soldiers deployed in military assignments. The brothels helped the British administration generate huge revenue and helped them control the labourers and maintain a peaceful situation in the colony of Singapore by providing them access to sex. It also helped them control homosexuality among the British soldiers which was against the Victorian morality and code of conduct (Maurya & Kumar 2022, n. p.).

According to McLeod, “The connection between industry and prostitution is clinched in the novel’s title” (2007, p. 86). The title has sexual connotations as we see that Ehrendorf understands two meanings of the phrase. First, it means the rattan suitcase; second, it refers to the “ability acquired by certain ladies of Singapore to control their autonomous vaginal muscles, apparently with delightful results” (Farrell, 1978/2010, p. 588). When Matthew first arrives in Singapore, he is advised by many to must-see “Singapore Grip”. Also, in the novel, a reader comes across many instances where commerce is explicitly portrayed in sexual terms. For instance, Walter uses his daughter Joan as a sexpionage or honey trap for business profit. Joan’s character in the novel appears more of a coquette, hunting for suitors and ditching them in one or the other way when her purpose is served. McLeod very aptly considers Walter and Joan as pimp and prostitute, respectively, who exploit the “business of pleasure to generate and secure financial gain” (2007, p. 86).

In another instance, during the grand parade’s rehearsal to mark the golden jubilee of Blacketts and Webb, Monty, as a joke, adds a packet of contraceptives to the cornucopia of rubber products. The presence of contraceptives in the float of the parade which was to show the benefits and development the British have brought to Singapore hints at the link between commerce and the lewd world of sex in colonial Singapore. Elsewhere, one of the pimps cajoles Matthew by saying, “Nice Girl . . . ‘Guarantee Virgin’ . . . You wantchee try Singapore Glip?” (Farrell, 1978/2010, p. 216). In addition to the aforementioned instances, the phrase “Singapore grip” refrains many times in the novel, thus suggesting that sex is integral to colonial Singapore’s business and commerce.

3.4 Diseases and illness: The medical grip

The metaphors of disease are essential ingredients and recurring features of Farrell’s trilogy novels. According to Maurya and Kumar (2020a), Farrell’s novels are “crammed with instances of health problems, disease, medicine and death” (p. 55). Binns (1986), Crane and Livett (1997) and McLeod (2007) suggest Farrell’s biographical account as the backdrop of his interest in disease and medicine, as he suffered from a polio attack at the very young age of twenty-one. Binns explains the traumatic episode in Farrell’s life:

Prior to the polio attack, Farrell had been a healthy 12-stone 21-year-old, keen on sport. He was now transformed, literally overnight, into an invalid. His hair turned white, his weight shrank to 7 stone 6 pounds and he lost the use of both arms. He spent six months in a device, nowadays obsolete, known as an iron lung, which was used to administer prolonged artificial respiration by means of mechanical pumps. (1986, p. 22)

Farrell’s painful and terrifying experiences manifest themselves in the plot of his novels, where the presence of diseases is explicit. We also come across two mandatory characters, one a doctor and the other who suffers from medical complications. Farrell’s obsession with diseases, medicine, and doctors appears in The Singapore Grip in a similar vein. While the coming of capitalism in the novel has been referred to as the spreading of disease, the prevalence of venereal diseases among the Chinese prostitutes of colonial Singapore is imperative. According to Warren, [V]enereal Diseases continued to wreak havoc upon the Chinese population right up to the eve of the fall of Singapore” (1993, p. 177). The grip of venereal diseases among the prostitutes of colonial Singapore was a major concern for the Empire as its soldiers used to visit brothels. Although the colonial administration tried to curb the menace by licencing brothels following the Contagious Disease ordinance, brothels’ clandestine operations and neglected medical facilities for prostitutes increased VD’s spread. In the novel, we see that Matthew and his friends decided not to enjoy prostitutes for fear of venereal diseases at ‘The Great World’. Farrell writes,

[I]n a nutshell, instead of risking heaven knows what dreadful diseases with the sort of women one was likely to pick up here at The World or anywhere else in Singapore he and his chums had decided to club together and they’d found a very nice Chinese girl called Sally who had her own flat in Bukit Timah. She was clean and not the kind who’d get drunk or make a fuss. (Farrell, 1978/2010, p. 203)

In another instance, the epidemic of typhus and cholera among the war victims concerns Major and Dupigny. Cholera is indispensable in the medical discourse of the South/Southeast Asian colonies of Britain. Farrell deals extensively with cholera in The Siege of Krishnapur; however, his focus in The Singapore Grip is malaria, tuberculosis, and dengue. Life in Tanglin is overwhelmed with numerous medical complications, especially Malaria and Dengue. Describing certain disadvantages in the colony of Singapore, Farrell prominently highlights malaria and dengue in the following lines, which are part and parcel of Singapore’s life.

Moreover, the mosquitoes in this particular suburb were only distant cousins of the mild insects which irritate us on an English summer evening: in Tanglin you had to face the dreaded anopheles variety, each a tiny flying hypodermic syringe containing a deadly dose of malaria. And if by good fortune, you managed to avoid malaria there was still another mosquito waiting in the wings, this one clad in striped football socks, ready to inject you with dengue fever. (1978/2010, pp. 5-6)

Farrell describes the poor natives in the novel inflicted not only with malaria but also with tuberculosis. The poor who sleep on the floor and hardly manage to earn bread twice do not ever get a chance for medical treatment. They die with that disease, and this is how they are relieved from its grip. Farrell ponders, could the bombing of Singapore relieve these poor creatures from their suffering? Farrell’s poignant remark, “It will take high explosive, in the end, to loosen the grip of tuberculosis and malaria on them” (1978/2010, p. 248), demonstrates how poverty and imperial negligence impede a healthy life for the natives. Apart from all this, the grip of fever among the characters is common in the novel. For instance, Mr Webb dies after a prolonged illness, Matthew spends a considerable time in bed due to fever, etc. Binns rightly observes, “Illness is a powerful underlying metaphor in Farrell’s historical novels” (1986, p. 23), through which he suggests the end of the British Empire in Singapore.

  1. Conclusion

To conclude, the discussion in this article has decoded the multi-connotation of the phrase “Singapore grip”. Referring to instances from the novel, it has shown how the phrase prominently manifests itself in colonial economic, sexual, medical grip. It has been argued that Farrell has foregrounded the stranglehold of British colonial policy in Singapore through the phrase. The novelist has been successful in bringing out all the ugly displays of power, politics and vile that the British colonial masters exercised in their colonies to sustain and up their economic interests. For them, the subjects are there to be used, exploited and hence mostly ‘invisible’. However, the “grip” is temporary, and hence its power and authority also are transient. Farrell challenges this notion of external grip, and we see that by the time the novel ends, the grips are released. Walter loses his business, Joan loses Matthew, Britain loses Singapore and the grip of western culture and economy in Singapore is loosened.

Declaration of Conflict of Interests

The author(s) declared no potential conflicts of interest.

Funding

No funding has been received for the publication of this article. It is published free of any charge.

References

Binns, R. (1986). J. G. Farrell. London: Methuen.

Crane, R. & Jennifer, L. (1997). Troubled Pleasures: The Fiction of JG Farrell. Dublin: Four Courts Press.

Cross, C. (1968). The Fall of the British Empire, 1918-1968. New York: Coward McCann Publishers.

Farrell, J. G. (2007). The Siege of Krishnapur. London: Orion Publishing Group. (Original work published 1973).

Farrell, J. G. (2010). The Singapore Grip. London: Orion Publishing Group. (Original work published 1978).

Horton, P. (2013). Singapore: Imperialism and Post-Imperialism, Athleticism, Sport, Nationhood, and Nation Building. The International Journal of the History of Sport, 30(11): 1221-1234. 

Huat, C. B. (2008). Southeast Asia in Postcolonial Studies: An Introduction. Postcolonial Studies, 11(3): 231-240.

Hui, T. B. (2003). ‘Protecting’ Women: Legislation and Regulation of Women’s Sexuality in Colonial Malaya. Gender, Technology and Development, 7(1): 2-30.

Manderson, L. (1997). Colonial Desires: Sexuality, Race, and Gender in British Malaya. Journal of the History of Sexuality, 7(3): 372-388. 

Maurya, P. & Kumar, N. (2020a). Colonial Medicine and Cholera: Historicizing Victorian Medical Debates in J.G. Farrell’s The Siege of Krishnapur. Southeast Asian Review of English, 57(2): 53-73.

Maurya, P. & Kumar, N. (2020b). The Member of ‘Quality’ and the ‘Other’: Colonial Fallacy and Othering             in James G. Farrell’s Troubles. Pertanika Journal of Social Sciences & Humanities, 28(3): 2167-2180

Maurya, P. & Kumar, N. (2022). Race, Sexuality, and Prostitution in colonial Singapore: Reading J.G Farrell’s The Singapore Grip. South East Asia Research. Manuscript accepted for publication.  

McLeod, J. (2007). J. G. Farrell. Devon: Northcote House Publishers.

Nayar, P. K. (2008). Postcolonial Literature: An Introduction. New Delhi: Pearson.

Rovit, E. (1998). J. G. Farrell and the Imperial Theme. The Sewanee Review, 106(4): 630-644.

Saunders, M. (2001). The Tone of Empire: J. G. Farrell’s Great Theme. [Review of the book J. G. Farrell: The Making of a Writer by L. Greacen]. The Sewanee Review, 109(3): 453-458.

Sen, S. (2016). Indentured Labour from India in the Age of Empire. Social Scientist, 44(1): 35 -74.

Warren, J. F. (1990). Prostitution and the Politics of Venereal Disease: Singapore 1870-98. Journal of Southeast Asian Studies, 21(2): 360-383.

Warren, J. F. (1993). Ah Ku and Karayuki-san: Prostitution in Singapore 1870-1940. Oxford: Oxford University Press. 

Prashant Maurya is an Assistant Professor of English and Area Chairperson of Humanities & Applied Sciences at the Indian Institute of Management Ranchi, India. His areas of interest are Literature &History, Historical Fiction, British Raj/Empire in fiction, and South Asian Literature. He has published in journals such as English Academy Review, South Asia Research, Rethinking History, South Asian Popular Culture, Southeast Asian Review of English, etc. He is an Early Career Member of the Royal Historical Society of London and sits on the Board of Historical Fictions Research Network. He can be reached at prashant.maurya@iimranchi.ac.in

Nagendra Kumar is a HAG Professor of English and former Head of the Department of Humanities and Social Sciences, IIT Roorkee, Uttarakhand, India. He specializes in English Language, Literature and Communication Studies. Besides publishing a widely reviewed book he has published research papers in reputed, Scopus and Web of Science indexed journals. He has delivered invited lectures and plenary talks in dozens of FDPs around the country and has successfully conducted around 15 AICTE/TEQIP Sponsored Short-term Courses and Workshops on various aspects of the teaching pedagogy, Soft Skills, Communication and Culture. He has been the recipient of the Outstanding Teacher Award of IIT Roorkee for the year 2015. He can be reached at Nagendra.kumar@hs.iitr.ac.in

Identity in Consumption: Reading Food and Intersectionality in Anita Desai’s Fasting, Feasting

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Nayana George1 & Arya Parakkate Vijayaraghavan2

1Research Scholar, Department of English and Cultural Studies, Christ University, Bengaluru, India. Email: nayanageorge295@gmail.com/ nayana.george@res.christuniversity.in, ORCID ID: 0000-0003-0002-5024

2Assistant Professor, Department of English and Cultural Studies, Christ University, Bengaluru, India. Email: aryavijayaraghavan@gmail.com/ arya.pv@christuniversity.in, ORCID ID: 0000-0001-9682-6074

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.20

First published: June 26, 2022 | Area: Gender Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
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 Abstract

With the resurging interest in Food Studies, this rapidly emerging field of study has seen multiple disciplines adding in their distinct flavours that truly make this an area to savour. Literary food studies, in particular, has become a relevant field of study with the understanding that food in literature always plays a symbolic role, as food in literature is never depicted for the sustenance of the literary characters. This paper seeks to explore the novel Fasting, Feasting (1999) by Anita Desai through the lens of food and foodways to explicate how the characters interact with the culinary arena, and ultimately, interact with each other and themselves. These interactions will serve as crucial insights into their identities, particularly their intersectional gender identities considering the facets of nationality, class, and the like. A special focus will also be rendered on the notion of marginalisation seen in the text, of which gender is a crucial deciding factor. The title of the novel hints at consumption—at both its presence and absence—which will prove as the gateway to the interactions of the characters with food in the novel to examine who it is that gets to feast while who are forced to starve.

Keywords: literary food studies, food in literature, gender, intersectionality

1. Introduction

Anita Desai’s Fasting, Feasting (1999) has been the subject of immense critical inquiry due to the varied themes that Desai explores in the novel. The text is a fertile ground wherein discourses regarding the diasporic concerns of alienation and belonging (Amo, 2016, p. 138), gender (Choubey, 2004; Volná, 2005), the psychological insights into the oppressed central characters (Narayan & Mee, 2003, p. 227)—an aspect reflected in Desai’s other works as well and is often considered reminiscent of Virginia Woolf’s literary oeuvre (Kanwar, 1991)—and the like, thrive and flourish.

The foray of food studies into literary studies has invited more nuanced introspections into Desai’s text through the lens of food. Its multidisciplinary background lends to innovative analyses that add to the existing critical literature surrounding this crucial contribution to world literature. One such notable work is the conception of viewing the material culture depicted in the novel as politically charged, a perception that is primarily shaped by post coloniality and post liberalism (Wiegandt, 2019). These “post” conceptions have further invited migration and transnationalism. It is here that studies on food and its associated practices can “make a significant contribution not just to the anthropology of food, but also to our understanding of the ways in which the globalized movement of people, objects, narratives and ideas is experienced and negotiated” (Abbots, 2016, p. 115). Food is “endlessly meaningful,” writes Carole Counihan (1999, p. 6), for among its many other functions, it also serves as a marker of ethnic identity (Counihan, 2004; Vallianatos & Raine, 2008, p. 365). The multiplicity of identities takes on intricate nuances due to intersectionality in the globalised contemporary world. Initially, the term “intersectionality,” introduced by Kimberlé Williams Crenshaw (1989), was primarily related to the issue of race in feminism, especially concerning “the multidimensionality of Black women’s experiences” (p. 140). During the third wave of feminism, the term has developed to give rise to a subjectivity influenced by race, gender, class, sexuality, and more such classifiers (Cooper, 2016, p. 391; Nash, 2008, p. 2).

This subjectivity is visible in the chosen text’s food practices which “form the material nexus of class, gender, and political distinctions between individual characters and between India and the United States” (Wiegandt, 2019, p. 123). The title of the novel hints at consumption—at both its presence and absence—which will prove as the gateway to the interactions of the characters with food in the novel to examine who it is that gets to feast while who are forced to starve.

2. Feasting and Fasting—the Gender Divide

Rana Dasgupta, in her introduction to Desai’s novel (1999/2008), states that the book is an “excruciating account of how society can seize control of individuals—especially women—through such practices as eating, and remove them from everything they intended to be” (p. viii). Carole Counihan (1998) asserts that there is a “clear significance of food-centered activities and meanings to the constitution of gender relations and identities across cultures” (p. 2). Furthermore, food and food practices are often taken for granted due to their association with women (D’Sylva & Beagan, 2011, p. 280).

Kumkum Sangari (1993) observes that a household’s politics are seemingly dictated according to the degree of access women have to power (p. 871). An instance that demonstrates this fleeting supremacy of the woman over the man in the matters of the kitchen is seen in the exercise of deciding on the meals of the day by “MamaPapa,” the conjoined entity that they are referred to as in the book (Desai, 1999/2008, p. 5). The dining table was a “fertile ground” for “discussion and debate.” However, the narrator observes that “it was impossible not to see that the verdict would be the same as at the outset”—it would be Mama’s suggestions and “no other” (p. 14). Only Mama reserved the right to control the cook in the household. While the family’s economic and social status afforded the family cooks and servants, this exercise shows that it is the mother who is essentially cooking through the kitchen help.

The image of the ideal woman that has been created and perpetuated shows a being that is inferior to the male figure in every way. Pitted against masculinity, femininity is always considered as the weaker counterpart and as a member of “disadvantaged and devalued social categories” (Counihan, 1999, p. 8). While women are often entrusted with providing food for the family, notions of the ideal woman being submissive and sacrificing factors in this scenario present the ideal provider as one who creates and distributes but never consumes what she makes. “Many studies demonstrate that men eat first, best, and most” (Counihan, 1998, p. 2). Class, caste, race, and gender hierarchies are partly maintained and sustained through differential control over food and the varying levels of access to the same (Counihan, 1998, p. 2; 1999, p. 2). The rich distinguish themselves from the poor through food and foodways, and a similar correlation is perceived in the way men are distinguishable from women (Counihan, 1999, p. 8).

Desai’s work provides numerous examples of the way people are treated differently based on their gender identities (Karam, Khan, & Ahmad, 2022). What, how much, and when they can eat are dependent on their gender (Counihan 1999, p. 8). This creates an unequal footing between them as one is clearly favoured over the other in the prevailing heteronormative worldview. In the family that the first part of the novel revolves around, the dominance and supremacy that the father has are clearly exhibited through the way he behaves and how the rest of the family behaves towards him, especially on matters related to food and consumption. While it is the mother who takes decisions regarding the kitchen, as was established before, it can also be seen that the mother merely functions as a puppet that moves along to the father’s whims and fancies.

Additionally, the father’s supremacy is explicitly expressed through how he is considered akin to royalty and is often treated as such. The special attention that he garners is solely because he is a man. According to the norm propagated by the traditional society, the rest of the women have to take it upon themselves as their duty to serve him, regardless of whether they are willing to do so. This can be seen in the way the mother asks the elder daughter Uma to serve some fruit for her father, and she comes to the realisation that she “can no longer pretend to be ignorant of Papa’s needs, of Papa’s ways.” They make a whole ritual of the process of preparing the fruit to be fit for his consumption—wherein each orange segment is painstakingly peeled and rid of the pips—and “everyone waits while he repeats the gesture” of eating the pieces. When the whole process is completed, what remains are the peels and seeds on the mother’s plate and smears of orange juice on the father’s (1999/2008, pp. 23-24). With the depiction of the scene here, it is evident that the father was the only one to eat the fruit. The meals end with a flourishing presentation of “a napkin and a finger bowl” to the father and “he is the only one in the family who is given” these “emblems of his status.” The feeling of grandeur that his meal evokes is further exemplified when the narrator signals the end of the meal with the statement: “the ceremony is over” (p. 24).

The mother is used to being treated as inferior to the men, and she cultivates this idea in the minds of her daughters as well:

In my day, girls in the family were not given sweets, nuts, good things to eat. If something special had been bought in the market, like sweets or nuts, it was given to the boys in the family. (p. 5).

As she recounts this, she adds that her family did not belong to “such an orthodox home” and that her mother and her other female relatives often slipped her some “good things to eat…on the sly” (p. 6). While the mother remembers these situations so fondly, the pleasant feelings here do not take away from the fact that she was forbidden from eating certain food items solely because she was a female. The idea that these women, controllers of the kitchen space in their homes, still had to abide by the rules drawn up by the family’s men and had to hide what they had consumed shows the injustice in this scenario. The perceived notion of feminine control over the domestic space is just that—a false perception far away from reality. Other instances further express this sentiment of a man having control over a female’s eating and consumption patterns and preferences (Counihan, 1999, p. 8). The father disapproves of the mother playing rummy with her friends and eating betel nuts and leaves as he sees them as sinful indulgences that he dislikes. Still, when he indulges himself “in a little whisky and water,” the “little” being an understatement when he goes overboard and becomes an embarrassment in a social gathering, he hardly sees any of it to be his fault. He never deigns to apologise to anyone (pp. 7-10). An interesting alimentary image that makes its appearance numerous times in the novel is that of the glass of lemonade served to the father. The mother frets and worries herself to the extent that it pointedly draws the reader’s attention in the process of her ensuring that the father’s glass of lemonade is always ready for him to drink when he reaches home. It suggests that perhaps the mother had neglected to perform that particular task once and the repercussions were probably not so forgiving. It may be due to this fear that Uma always “decides to say nothing” (p. 12) when it comes to expressing her desire for food (Swarnakala & Kirubakaran, 2021, p. 423).

While she is never free to consume what she wishes nor that she creates, a woman’s self-worth is dependent on her abilities in the culinary space, her culinary prowess, and her ability to manage a kitchen. These are considered to be the only factors that impact her self-esteem, as illustrated through the mother forcing Uma to take credit for all the culinary delights served to the guests to increase her prospects of acceptance by the visiting family in the chances of a marriage match (pp. 75-78). Even the approval from the future family-in-law is expressed through a reference to the tea that she had served; “very nice tea,” says the prospective mother-in-law (p. 78).

However, Uma’s marriage plans do not come to fruition. The multiple failures at being wedded result in her parents giving up on those prospects for her, deigning themselves to an obligated maidservant in the form of their unmarried daughter (Chandel, 2018, p. 33).  This situation provides a glimpse “into the fate of the women who remain single in this society” (Nandan, 2002, p. 171), always remaining bereft of autonomy (Jackson, 2018, p. 168). The younger daughter, Aruna, finds herself even more burdened to succeed where her sister had failed. Hence, she ends up in a marriage upheld merely out of obligation and not by choice.

On the other hand, Arun—the only son of the family—gets a radically different treatment than his sisters as he is greatly favoured over them (Jackson, 2018, p. 164). His mother feels that her status as a wife has been elevated once she birthed a son after numerous failed pregnancies. “What honour, what status. Mama’s chin was lifted a little higher in the air.… She might have been wearing a medal” (Desai, 1999/2008, p. 31). Papa insists on “proper attention” (p. 30) for his son with the assurance of “the best, the most, [and] the highest” (p. 121) for him, not just regarding education, but other needs as well. Papa believes that consuming meat is necessary to develop Arun’s strength (Poon, 2006, pp. 35–37).  This reflects Counihan’s (1998) assertion that “food symbolically connote maleness and femaleness and establish the social value of men and women” (p. 2). This notion is also seen in “the practical philosophy of the male body as a sort of power, big and strong, with enormous, imperative, brutal needs…asserted in every male posture, especially when eating,” thereby functioning as “the principle of the division of foods between the sexes, a division which both sexes recognize in their practices and their language” (Bourdieu, 1979/2013, p. 35). However, all this attention works to culminate in the opposite of the desired effect in Arun, for he ends up burdened by expectations and scrutiny, and instead yearns for freedom. Moreover, ironically enough, the force-feeding of meat causes his body to unconsciously reject it entirely, and hence he relies solely on vegetarian food for his sustenance.

3. Beyond Boundaries—the Transnational Experience

In the second part of the book, Arun is in the USA, where the culture is very different from India. What remains almost constant is perhaps the gendered differential treatment of food. Arun stays as a guest with the Pattons, a seemingly conventional white American family. Mr. Patton cooks in the stereotypical overtly masculine way by cooking an enormous amount of meat out in the patio, for it “is a man’s thing” (Parasecoli, 2005/2013, p. 292). Arun is highly displeased with it, as evidenced by the choice of words that he uses to describe it— the “pervasive odour” of “raw meat being charred over the fire” (Desai, 1999/2008, p. 166), and the images of “grease and blood” (p. 169) — all of which are far from appetising thoughts.

Mrs. Patton, on the other hand, uses Arun as a crutch; she hides behind the excuse of Arun’s vegetarianism to avoid eating meat herself. Her domineering husband ignores her constant expressions, both verbal and otherwise, of being disgusted by meat. The choice of food is taken away from the woman in this situation and it is the man who decides for her. She is rendered insignificant in her household which she is supposed to run, and seen as suffering from “emotional and spiritual starvation” (Jain, 2014, p. 24). Arun sees a reflection of his mother in Mrs. Patton and her “bright plastic copy of a mother-smile…that is tight at the corners with pressure, the pressure to perform a role” (Desai, 1999/2008, p. 198).  This realisation is at once comforting and disturbing for Arun—the former for it serves as a reminder of home (Jackson, 2018, p. 168). The latter is due to the feelings of entrapment and stagnation that he associates with his family in India. Mrs. Patton experiences the same emotions within her own family (Jain, 2014, p. 24). “Mrs Patton is afraid, defeated, and no less a prisoner in her own home than Uma” (Desai, 1999/2008, introduction by Dasgupta, p. x). Even the Pattons’ daughter, Melanie, is adversely affected by the tensions in the family. Her mental afflictions result in her suffering from eating disorders, which hint at her need for some semblance of control in her turbulent life (O’Connor, 2013, p. 32). Her food consumption is seemingly the only aspect of her life that she can direct. Consequently, her eating disorders and hostile behaviour are cries for help that are constantly left unheard and ignored.

The idea of gender identity accompanies sexuality and how its perception has evolved and been rediscovered. Food and sex are seen to be “metaphorically overlapping” (Counihan, 1999, p. 9) as they are multisensorial experiences that excite similar responses within the body. By exploring the role that food plays in “enabling antinormative relationships to emerge within the sexualized, gendered, and classed domestic space,” Anita Mannur (2010) argues that “the relationship between food and queerness challenges the apparently seamless links between food, home, nation, and (hetero) sexuality.” And hence, “the culinary functions as a site of cultural negotiation: both disciplining subjects into gendered roles and buttressing an alternative rendering of sexuality and gendered performance that cannot be contained by the structures of heterosexual patriarchy” (p. 20).

Desai puts forth the contrast between the gender identities of Arun and the two father figures that he encounters: his father in India and Mr. Patton in the US. Arun is a vegetarian not under religious restrictions but by his own volition. This choice is a concept that neither of the older men can fathom. Arun’s father finds his decision to be “baffling,” for he considers vegetarian men as “meek and puny men who had got nowhere in life” (1999/2008, p. 33). Mr. Patton thinks of vegetarianism to be “not natural,” and he finds himself disappointed with “such moral feebleness” (p. 170), for men are supposed to be “the natural meat eaters” (Bourdieu, 1979/2013, p. 35). All these qualities that these men describe are precisely the opposite of those associated with masculinity, and it is to be noted here that they pride themselves on being men who embody the masculine nature. By referring to Arun as weak and frail, they associate him with the notions of being effeminate and subservient solely based on his food choices. While the men never explicitly mention any outright words about Arun’s sexual orientation, they may consider the possibility of him being a homosexual as well. Regardless, the thought of the formative men in his life thinking Arun to be weak indicate that they see him as soft and hence, not masculine in their binary oriented perception. This pushes Arun into a category that is neither here nor there of the narrow heteronormatively constructed gender identities, and into a state of uncertainty and confusion.

“Food consumption,” writes Tulasi Srinivas (2006), is the “narrative of affiliative desire” that affectively recreates social identity groupings for the “cosmopolitan Indian” (p. 193) by simultaneously functioning as a medium of showcasing assimilation as well as resistance to the dominant culture (Mannur, 2010, p. 7). Furthermore, “[t]he domestic arena…becomes a space to reproduce culture and national identity” (p. 30). Or in Arun’s case, it becomes a space for him to resist his old identity and reinvent himself. For Arun, India is a far cry from the central stage of the nostalgic reverie of other literary characters who usually make appearances in diasporic literature. He only sees India as the home of his overbearing parents, and he dreads the very thought of going back. And hence, he willingly suffers through the alienation he experiences at the Pattons’ place due to them reinforcing “the boundaries between Self and Other through appropriation of and emphasis on Arun’s Otherness” (Amo, 2016, p. 133). He would much rather make peace with the USA’s paltry contribution of sandwiches and salads to vegetarians than return to the place that was never his home. He has completely severed himself from the culinary performance of making food and always buys comestibles that are made in outlets by faceless strangers. He is apprehensive of the food that Mrs. Patton prepares for him, for she reminds him of his mother. He prefers the impersonal act of buying food from his college cafeteria instead. Even though Arun hardly pays attention to what he consumes while leading his busy life as a college student and as a part-time worker, his conscious avoidance of everything that may remind him of his life in India indicates his desire to leave that existence behind him. He never learned to cook the kind of food he ate throughout his childhood, and he does not exhibit a desire to do so in the future. He has no qualms in adhering to his new country’s food norms, and while he does not particularly enjoy his stay there, he still considers it much better than his life in India (Desai, 1999/2008, pp. 175-202).

4. The Potpourri of Marginalised Identities

Returning to the first part of the novel, Uma has various interactions with others who shape her life, presenting alternative ways of existence to her enslavement at home, and perhaps, the opportunity to live and experience life vicariously through them. Ramu, her traveling vagabond cousin, always provides her with good memories sprinkled with food, wine, dancing, and laughter (pp. 48-52). Though considered slightly lower than other men due to his club foot, his status as a man in society still grants him the sanction to be Uma’s protector on the short trips that they take. However, the understanding that Uma’s worth as a non-disabled woman being much lower than a disabled man is an undercurrent in their scenes together.

The gendered perception of life is also seen in the treatment of widows. “The life of the Hindu widow has always been the dark side of eating in India,” says Chitrita Banerji in Eating India (2007, p. 142). She writes about her grandmother whose identity as a widow has permeated her life so profoundly that even her eating habits have not been spared. The food that she now consumes indicates her identity as a woman who no longer has the support of her husband. The death of her husband is “traditionally attributed to her misdeeds and unnatural appetites; a common word of abuse in rural Bengal translates as ‘husband-eater’” (p. 142). A widow is considered guilty of “the sin of survival” (p. 142), and her presence is thought of as a bad omen. As punishment for her existence, she is forced into permanently giving up many food items and developing a culinary palate that is as bland and bleak as her life as a widow is supposed to be, even going so far as to be kept away from cooking in the kitchen during the occasions of feats and festivals (Lamb, 2000, p. 213-217; Patgiri, 2022, p. 152). The want for food beyond the measure of mere sustenance is seen as a reflection of lust and desire, and hence, abstinence from all pleasure is wielded as a way to control sensual desires. And a way of ensuring this control is seen in the way that some widows are only allowed one meal a day, leaving them in a state of almost fasting (Lamb, 2000, p. 213-217). As anticipated, only the desires of women need to be curbed, for there are no such restrictions for a widower to follow (Ahmed-Ghosh, 2009). Mira is Uma’s aunt who ascribes to the forced asceticism due to her status as a widow. She embraces religious devotion to escape from the marginalisation accompanying her status (Jain, 2014, p. 25). Uma, perhaps rebelliously enough, associates her aunt with her decadent ghee laden laddoos that she painstakingly prepares (Desai, 1999/2008, p. 38)—an exercise of Mira’s choice—instead of the forced austerity of widowhood.

Anamika, Uma’s cousin, is yet another victim of a forced social practice. Her marriage at the expense of her scholarship to Oxford is filled with trauma and physical abuse at the hands of her husband and her mother-in-law (p. 67-72). All she is reduced to now is a harried servant who cooks and cleans at her marriage home, relegated to days of service after her worth is tarnished beyond relief after a miscarriage brought about at the hands of her husband leaves her to identify as “damaged goods” (p. 72). In one stroke, all that she had achieved in life is disregarded, and her identity is solely defined based on her trauma.

5. Conclusion

The characters’ experiences “illustrate the interplay of individual and collective identity, the consequences of identification, and the magnitude of the historical themes that everyday situations may evoke” (Jenkins, 2008, p. 4). Desai initially seems to posit a gender-centric classification to the characters by drawing a defining line between the subservient female and the privileged male. However, the delicate nuances of identity come into play on further introspection, where the “differential control over and access to food” exhibits the various societal hierarchies (Counihan, 1999, p. 8). The evaluation of the characters’ lives and experiences gets flavoured by aspects such as their nationality, class, and notions of marginalisation. On viewing the text through the lens of food, the characters exhibit their various characteristics in their interactions with food. Additionally, food also serves as a medium that highlights the relationships among the characters—of kinship and otherwise—and ultimately, shapes and moulds their individual and collective identities. A more holistic view towards the characters invites the appreciation of the richness of Desai’s story world as being a true reflection of the real world.

The title of the novel is often thought to convey significant meaning as well, at first glance seemingly referring to the geographical backgrounds of the two parts of the novel— “fasting” associated with the regressive and poverty-stricken India and “feasting,” in turn, representing the dreams, hopes, and plenty in the USA (Amo, 2016, p. 134). However, on careful consideration, the fasting and feasting seen in the context of the characters are “relative and multiple at the same time” (Volná, 2005, p. 2). Each character experiences fasting and feasting in their separate ways with their experiences, thoughts, and memories creating bespoke blends that influence their identities—in how they perceive themselves, in the projection of their identities, and in the way, others perceive their identities.

Declaration of Conflict of Interests

The author(s) declared no potential conflicts of interest.

Funding

No funding has been received for the publication of this article. It is published free of any charge.

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Nayana George is a Research Scholar at the Department of English and Cultural Studies, Christ University, Bengaluru, India. She is currently invested in the areas of literary food studies and South Asian narratives for her doctoral research.

Dr Arya Parakkate Vijayaraghavan is an Assistant Professor in English and Cultural Studies at Christ University, Bangalore, India. Her areas of research include Gender and Intersections, Food and Identity Discourse, Memory studies, Cultural Studies, Education and Curriculum Development. She was awarded her MPhil and PhD from The English and Foreign Language University, Hyderabad. She is particularly interested in understanding how the experience of the pandemic has shaped the practices of everyday life. Some of her recent works were published in various Scopus-indexed journals like Society (Springer Science), Smart Learning Environment (Springer Open), Journal of Computers in Education (Springer Nature), and Journal of English as an International Language (ELE Publications) among others.

Integration of the Traditions of Folk-Instrumental Art into the Works of Chinese Composers of the 20th and 21st Centuries

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Mengwei Cheng1, Botian Pang1, Xiaoxuan Zeng1, Weifeng Xu1 & Yuan Chang1

1Department of Music History, Lviv National Music Academy named after Mykola Lysenko, Lviv, Ukraine. Email: cheng@nuos.pro

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.19

First published: June 26, 2022 | Area: Systematic Musicology | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
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Abstract

The problem of integration of folk art and, in particular, instrumental art, into the works of Chinese composers of the 20th and 21st centuries, in the light of the above-mentioned phenomena, is relevant, comprehensive and, to a certain extent, inexhaustible for the researchers of the world musicological science. This was a factor that prompted disclosure of the topic in the publication in question, which was at the same time the reason for writing the study. Its relevance stems from the importance of a deep understanding of such a phenomenon as folk instrumental art and its implementation in compositional practice. The purpose of this study is to investigate the process of integrating folklore (its instrumental branch) into professional academic music of China. The main methods for achieving this, are the principles and approaches chosen here to review, collect, study and a certain systematic compilation of sources relating to Chinese music in general, as well as its folk-instrumental field – in particular. The result of the activities undertaken is the categories of all the sectors of the problem under consideration, derived from the research process. They form a coherent structure of systems such as musical language (means of musical expression) and ways of processing folklore sources. The tables and the figure-chart illustrate this aspect. There is a considerable number of different scholarly judgments, perspectives of specialists who have addressed in their research activities the issue of integrating folk instrumental art into the works of Chinese composers of the 20th and 21st centuries. However, the problem of integrating folk instrumental art into the works of Chinese composers of the 20th and 21st centuries, as a holistic and comprehensive phenomenon, requires its own deep and comprehensive research. This fact determines the practical significance of the present study. It also demonstrates the promising nature of scientific knowledge in this field in the future.

Keywords: Chinese piano works, saxophone works, Chinese composers’ vocal music, genres and techniques of composition, principles of realising folk and national origins in professional art.

Introduction

The integration of folk heritage into professional composer’s art, in all schools, traditions and cultures without exception, served as an indicator of the national belonging of certain authorial styles. This also concerns the music of Chinese composers of the 20th and 21st centuries. By implementing the deep foundations of the folklore of their homeland, they were able to create examples of national classics distinguished by their uniqueness, originality and strong folk-national character. Chinese folklore is expressive and multifaceted. Another noteworthy factor is the phenomenon that its characteristic and content, peculiarities and individual features are determined by the region (area) of the country. Thus, differences emerge between the main types of artistic expression in the samples of folk art belonging to different territorial units (Zhakupov et al., 2020; Nurgali & Kishkenbaeva, 2013). As earlier studies show, there are four regional stylistic branches in China as the main ones: Xinjiang, Shanbei, Guangdong and Sichuan (Shuyun, 2020).

Each of them is distinctive and unique, with an inner complexity that has a direct impact on the sound of the works created under the conditions of the professional Chinese school of composition. “The Xinjiang style” is related to the musical culture of the Uighurs and Kazakhs. It is characterised by frequent tempo changes, an abundance of syncopated rhythms and repetition of intonation cells in melodic structures. The thematically leading melody is usually preceded by richly ornamented improvisational introduction “sanban” (Shuyun, 2020; Nurgali et al., 2021).

“The Shanbei style” is characterised by epic narrative, variation in meter, variability in harmony, the construction of melodies from the summation of an even number of phrases and the predominance of intonations in which a perfect fourth interval plays a fundamental role (Shuyun, 2020). The characteristics of “the Guangdong style” are such features as the predominance of lyrical and pastoral images, the construction of melodies following the principle of singing the basic tone, the absence of broad intervals in the intonation structure of musical themes and the abundance of ornamental patterns (Shuyun, 2020). “The Sichuan style” synthesises the elements of Han Chinese and Tibetan cultures. The characteristics of the style are rooted in the characteristics of Sichuan melodies, based on an alternation of perfect fourths and minor thirds (Shuyun, 2020).

On the basis of the aforementioned characteristics of Chinese folk music styles, composers have the opportunity to implement in their works a wide range of ideas, images, moods, harmonies, intonation and rhythms, as well as to create different genres of professional music in the academic sphere. Chinese composers in the period of the second half of the 20th and the beginning of the 21st centuries embodied the traditions of each of the named regions according to their individual styles. This has proved to be a testament to the depth, colourfulness, versatility and national originality of one of the oldest musical cultures in the Asia-Pacific region (Nurgali et al., 2013; Sabadash et al., 2020). At the same time, there are a number of categories that unite the works of Chinese composers, implementing their ideas in different stylistic and technological spheres. This study reveals each of them and also characterises them according to their intrinsic content. The role and functional significance of these components of the author’s work is highlighted.

Finally, a general picture of the process of integrating folk instrumental art into the works of Chinese composers of the 20th and 21st centuries is demonstrated. This is possible thanks to a clear definition of the most important elements that make up the structure of composition as an integrated system, as well as by identifying universal and classical principles generally accepted in the composing practice, the transformation of folklore sources by authors. They define the uniqueness of such a phenomenon as the Chinese school of composition of the 20th and 21st centuries in the context of world, particularly musical, culture. The relevance and future prospects of studying this problem are also evident, since the practice of composition-making implies a continuous renewal of the intonation and technological funds that constitute its basis.

Materials and methods

The creativity of Chinese composers of the 20th and 21st centuries is a vast field, providing almost unlimited scope of material. Its value, originality, uniqueness and authenticity lie in the subtle and profound reflection of folk and national origins in professional music of an academic character. It is necessary to reveal the principles and mechanisms of embodying the leading elements of centuries-old Chinese folklore in the context of the author’s works. It is of fundamental importance to explore the issue of clearly defining the components that make up a coherent system of composing works. The author’s objective in this study is, on the one hand, to identify the categories of Chinese folk art that are reflected in the composers’ works and, on the other hand, to analyse the ways these categories are embodied and implemented through the composers’ individual processing of these categories in their own compositions.

The integration of folk instrumental traditions into the works of Chinese composers occurs through the incorporation into the author’s projects of such folklore categories as: harmony and intonation structure; meter-rhythm; texture; genre; instrumentation and manner of performance. They become the logo, the symbol of the culture of each individual nationality. In order to investigate the processes of interpreting folk art sources in 20th- and 21st-century composer music, the materials dedicated to each of the above categories were collected and analysed in detail.

Thus, the harmony-intonation nature of Chinese music, based on the tone row, which is a pentatonic scale (anhemitonic or ahemitonic), has been examined in detail. According to the research, they constitute a more complex system of a higher order: the yun-gong-diao. The metre-rhythm of Chinese national culture is analytically covered as well, since this aspect is directly linked to the artistic traditions of the country’s individual regions. It became necessary to establish the fact that the “Xinjiang style” mentioned earlier is represented, on the one hand – by the frequent change of tempos, and on the other hand – by the abundance of syncopated rhythms, while the variation of the metre is typical for the “Shanbei style”.

The study also examined the field of folk instrumental art, such as the timbre system, the traditions of its use and combination in ensemble and orchestral formations, as well as the performance techniques using Chinese national instruments, as they were adapted by the professional academic school in the context of the modern composing style of China of the 20th and 21st centuries. It is also necessary to master a number of genres of academic professional music that have emerged in the works of Chinese composers, as the leading branches of national folklore – song and dance have transformed into transcriptions of different scales and became the basis of such composition forms as plays, variations, sonata and concerto.

The study of the ways in which folklore sources are processed has also proved to be one of the leading areas of the present study. Thus, the adaptation of rich folk-national material for European instruments (timbre transformations and modifications in the processing of folklore) as well as – interpretation techniques, recreating the characteristics of folk-national performance using instruments introduced into Chinese art practice from Europe, have been investigated. The genre transformation of Chinese folk music in the academic music of the 20th and 21st centuries, which was influenced by the creation of European-type classical compositions, was discussed in detail.

The harmonious-harmonic and structural-metrical systems of folk instrumental art were analysed, since through their convergence with the fundamental principles of European tonality and laws of formation, organic and deeply professional synthesis of the basic structures in these major poles of musical culture enabled the production of works that turned out to be classical examples of world music of the 20th and early 21st centuries.

Results

As the author’s collection of materials, their analysis and classification show, the process of integrating folk-instrumental art into the works of Chinese composers of the 20th and 21st centuries involves: exploring and studying in depth examples of Chinese folk art from different provinces and regions; recording folklore samples using the latest engineering equipment; composers’ focus on particular categories of folk instrumental art (harmony; rhythm; texture; genre; instrumentation); ways of arranging folk sources; the emergence of new genres of professional composition (concertos, suites, sonatas, variations and concert pieces).

Table 1 lists the most important elements of musical language through which Chinese composers were able to implement the phenomenon of transposing the traditions of popular instrumental art into the academic sphere.

Table 1. Categories of musical language as the basic components of a coherent system of composition

Category name Category meaning
Harmony (harmony and intonation) Reflecting the nature and character of the sound of the national scale, in this case – pentatonic scale and its later modifications
Meter – rhythm Reflecting the nature and character of the pulsation, the alternation of up-beats and down-beats typical of Chinese musical folklore
Instrumentation (timbre range) Reflecting the nature and character of the colouring of the sound field formed in folk Chinese music
Performance techniques A means of achieving the most expressive effects in the process of interpretation, through an arsenal of technical playing methods developed in performing practice
Genres and forms Reflecting the artistic and semantic essence of folk art samples, by demonstrating their semantic aspects in the context of clear compositional structures that have developed over the centuries

Table 2 provides a list of the means of the 20th and 21st century academic tradition in Chinese music by which the integration of folklore into professional art takes place.

Table 2. Means of integrating folk instrumental art into the art of Chinese composers of the 20th and 21st centuries

The stages of mastering folk art Characteristics of folk-art learning processes
Collecting folklore Scientific expeditions to various cities and regions of China, as well as video conferences and online source collection, aimed at comprehending the picture of folk art and defining its types, according to the characteristic features inherent in its samples
Recording folk melodies Creation and use of the necessary engineering equipment to enable the preservation on electronic media of authentic versions of folk instrumental performance
Decrypting the materials Creation of a textual (visual) version of folklore samples
Source processing The actual creation of an author’s composition on the basis of folk melodies, where the primary source undergoes varying degrees of transformation, often turning into a new genre

The process of collecting, recording and decrypting folklore has gradually expanded and improved due to the upgrading of material (transport, communication and engineering) base. Its profound modernisation has opened up almost unlimited possibilities for specialists in the study of folk and, in particular, instrumental art of China. In terms of composition, however, a truly creative individual artistic expression emerges in the processing of sources drawn from the centuries-long tradition of Chinese music-making. This fact prompts consideration of the principles of folklore interpretation separately and, to a certain extent, in more detail. Each of them is characterised by its own content and quality of primary source transformation. Thus, one of the most common examples of processing folk melodies is their arrangement for instruments of the European academic tradition, in which the intonation and rhythmic structure of folklore samples is fully preserved (Dautova et al., 2017; Tatenov & Askarova, 2014b).

A more complex and, inspired by the author’s creative approach, more sophisticated method of processing national sources is transcription. It involves enriching the source material with timbre findings and virtuoso performance techniques typical of global professional music practice. This principle of transforming folklore materials and, at the same time, the genre of composition became popular in the 1960s-70s in the works of Wang Lisan, Wang Jianzhong and Chu Wanhua. It contributed to the formation of a vast arsenal of means, reflecting intonation and rhythmic structure of Chinese national music (Wa, 2015).

Then (late 1970s-1980s) the principle of working with thematic material of Chinese folk art, such as its implementation in major genres of European musical culture, became widespread. The harmonious, intonational and rhythmic foundations of folklore are being adapted to such structures as sonata, variations and concerto. The stage under consideration for the integration of folk art into the composer’s art contributed to the authors’ individuality and creative freedom in the choice of genres, forms and themes. This, in turn, has enabled China’s national school of composition to expand its possibilities and become open to a wider audience around the world (Wa, 2015).

The processing of Chinese folklore has also affected the sphere of style adaptation. Thus, the primary sources of folk, particularly instrumental art, were given a new life in the leading styles of academic Western European music: baroque (“Prelude and Toccata”, “Impromptu” by Chu Wanhua; polyphonic piano works: Prelude “Plot from Bach”, “Two two-voice inventions”, three fugues in strict style by Huang Ji), romanticism (Piano Concerto “Huanghe” by Yin Chengzong, Chu Wanhua, Liu Zhuang), impressionism (Tan Dun – “Eight Memories in Watercolour” op. 1, 1978; Wang Lisan – “Paintings by Higashiyama Kaii”, 1979; Chu Wanhua – Six Preludes, 1961-1977), expressionism (“Wukui” by Zhou Long, 1983, based on the fusion of authentic folk-dance tunes and the atonality of the New Vienna School; Second sonata by Chu Wanhua, 2006).

The underlying basis for the transformation of Chinese folk, in particular instrumental art, in the context of professional academic music is the application of classical composition techniques that have developed in European artistic culture over a number of centuries. These components include: the tonal-functional system (the sound scales of the two major harmonies of European classical music – major and minor, as well as the chord (harmony) of thirds structure, which has a clearly defined function in the overall structure); the extended 12-tone system (atonality, dodecaphony, serialism). The flexible, deeply organic and highly professional adaptation of the harmony and intonation system in Chinese folk music to the above systems created the image of contemporary compositional creativity which has become the heritage of world music art.

The integration of national instrumental music into the art of Chinese composers of the 20th and 21st centuries is also expressed in such a fundamental aspect of the problem as the transformation of the sound characteristic features of Chinese folk instruments and their playing techniques into the conditions of the classical European orchestra and its separate units (piano, saxophone and others). A large proportion of Chinese piano music is based on the imitation of a variety of national wind instruments. For example, the imitation of various playing techniques of the xiao-chang yin (trill) and the yin (grace notes) – present in the piano pieces by Zhu Wanhua, “Singing zheng and xiao” (1961) and “Xiangxiaogu” (1975) by Li Ying-Hai. The techniques of playing di-chan yin (trill), li yin (quick, short glissando), da yin and do yin (up and down grace notes), tu yin (repetition), hua yin (portamento) – refracted in the piano pieces “Piccolo flute of the shepherd” (1934) by He Lutin, “The music of the Chinese flute in northern Hubei province” from the cycle “Six concert etudes” (1973) by Zhao Xiaosheng, and “Scarlet peonies in bloom” (1973) by Wang Jianzhong. Imitations of such soprano techniques as yin (grace notes), chanyin (trill), zheng yin (repetition), huashe yin (literally translated – “snarling tongue”), po yin (mordent) can be heard in various fragments of the piano piece “A Hundred Birds Paying Respect to the Phoenix” (1973) by Wang Jianzhong, and other works. Characteristic intonation moves typical of sheng playing are recognisable in the texture of the piano pieces in Jiang Zusin’s suite “Fair by the Temple” (1955) (Wang Ying, 2009).

An important feature of Chinese composers’ piano works is the implementation of certain playing techniques on national stringed instruments. For example, the imitation of such erhu playing techniques as hua yin (portamento) and chisp zou (legato) are used in Zhu Wanhua’s arrangement of “The Moon Reflected in the Erzuan River” (1972). The most used techniques for performing on the banhu, which are also displayed in piano music, are several varieties and yin (grace note). Zhu Wanhua’s piano piece “Liberated Days” (1964) imitates the yin. The basic techniques of playing the guqin include sang yin (pinching the natural string not pressed with the finger), an yin (pressing the string with the finger to change the pitch while playing the melodic line), zou yin (sliding the fingers quickly over the string) and fan yin (string harmonic) are also present in the texture of several Chinese piano pieces. They are the pieces “Xiangxiaogu” (1975) and “Yangguangsande” (1978) by Li Yinghai, “Three times the mums flowers bloom” (1973) by Wang Jianzhong and the Piano Concerto “Echo of Liao” (1993) by Zhao Xiaosheng (Wang Ying, 2009).

The performing range of pipa playing techniques is exceptionally wide and includes tan (plucking a string to the left with the tip of the right forefinger nail), tiao (raising a string with the tip of the right thumb nail to the right), gou (the principle, just like tiao, buut to the left), mo (slow, smooth plucking of a string), yao (rapid tremolo on a single string), sao (rapid plucking of three or four strings with the forefinger of the right hand from right to left), fu (the same as sao but from left to right), and many other techniques. The following pianistic techniques from Li Yinghai’s “Xiangxiaogu” can be considered as piano transcriptions of some of the pipa playing techniques: repetition and tremolo imitating yao, lightning-fast glissando imitating sao and fu, sharp staccato resembling vigorous pinching of tan, tiao, gou (Wang Ying, 2009).

“Illustrations” of zheng playing techniques are present in many piano works by Chinese composers, such as the third part of Ying Chengzong’s Piano Concerto “Yellow River” (1969), the pieces “Singing zheng and xiao” (1961) and Zhu Wanghua’s “Embroidery of an Inscription on a Golden Canvas” (1973), Wang Jianzhong’s “Liuyang River” (1972). In these opuses, the zheng sound is imitated by arpeggiato as well as glissandied passages. Imitations of the sound of the yangqin can be heard in Wang Jianzhong’s piece “Embroidery of an Inscription on a Golden Canvas” (1973), Chei Pegisuish’s piece “Thunder in Arid Weather” (1954), and a number of other piano works (Wang Ying, 2009).

The specificity of Chinese piano art, along with the implementation of the performing techniques of wind and string instruments, is also highlighted by numerous examples of imitating the sound of percussion instruments in piano works. The piano’s texture acquires a special colouring in this case. Thus, powerful chords, wide range, and the presence of several layers imitate the striking of the bells in the fragments of Wang Lisan’s piece “Noise of the Waves” from the suite “Paintings by Higashiyama Kaii” (1979). Ding Shande’s piano opus “A Morning Breeze Blows” (1945) imitates the sonorous, sharp timbre of the bo (cymbals) with certain rhythmic intonation solutions. The quarto-quinta sonorities and rhythmical formulas inherent in music for percussion with a particular pitch are reproduced in the piece by Qu Wei, “Dance with the Drum” (1946) – it also includes heavy yunlo (gong) beats. Many qualities of the percussion instruments – the aforementioned quarto-quinta and octave harmonies, as well as the overall joyful atmosphere of “chime” – reflected in a piano piece “Thought of Spring” (1959) by Chen Peixun (Wang Ying, 2009).

Figure 1 illustrates the integration of folklore origins into the professional academic tradition of the present period.

Figure 1. Integration of folk instrumental art into the works of Chinese composers of the 20th and 21st centuries

Thus, the process of collecting, analysing and systematising the materials on folk, particularly instrumental, art integrated into the works of Chinese composers of the 20th and 21st centuries provides a picture that reveals this problem in all its volume, versatility and complexity, according to the number of components that comprise it.

Discussion

The researchers have developed an extensive body of research material on the topic of this study. Each of them worked on a particular area of the phenomenon in question. Issues of improvisation in the works of Chinese composers of the 20th and 21st centuries (through the example of Chu Wanhua) is the subject of Chui Wah’s dissertation. The musicologist analyses Wanhua’s piano transcriptions of themes from instrumental music (“Reflection of the Moon in the Spring”, “The Crimson River”) which offer the pianist great opportunities through a variety of performing techniques, in particular ornamentation, polyphony and also the concerto-romantic style. The range of genres the composer favoured is also revealed: etudes, preludes, barcarolles, capriccio and larger concert forms using modern writing techniques. It also covers the traditions of classical European academic music styles to which Chu Wanhua turned and the type of harmonic thinking (second vertical) that is characteristic of his works (Wa, 2015).

Wang Ying’s dissertation deeply and comprehensively explores the principles of the implementation of national traditions in the piano music of Chinese composers of the 20th and 21st centuries. Thus, the orientation of the academic professional school authors towards samples of instrumental works, in particular folk dance tunes is revealed: “Taiwan Dance” (1936) by Jiang Wenye, “Xinjiang Dance No. 1” (1950), “Xinjiang Dance No. 2” (1955) by Ding Shande, “Three Dances” cycle (1951) by Ma Si Cong, “Dunlang Dance with Brass Drum” (1977) by Lu Huabai, “Lotus Dance” cycle (1979) by Qiu Wei, “Wukui” (1983) by Zhou Lung, “Do-e” (1984) by Chen Yi and many other works that combine the national component with such European composition techniques as atonality and dodecaphony. Examples of imitating the playing of national Chinese instruments (almost all groups) in piano literature are studied: play “Singing Zheng and Xiao” (1961) by Zhu Wanhua, play “Piccolo Flute of a Shepherd” (1934) by He Lutin, play “Music of Chinese Flute in the North of Hubzu Province” (1973) by Zhao Xiaosheng, play “A Hundred Birds Paying Respect to the Phoenix” and “Scarlet Peonies in Bloom” (1973) by Wang Jianzhong, the suite “Fair by the Temple” (1955) by Jiang Zusin, the plays “Liberated Days” (1964) and “The Moon Reflected in the Erzuan River” (1972) by Zhu Wanhua, “Yangguangsande” and “Xiangxiaogu” by Li Yinghai and “Embroidery of an Inscription on a Golden Canvas” (1973) by Wang Jianzhong (Wang Ying, 2009).

The technical and acoustic characteristics of Chinese folk instruments used and realised their potential in the music of Xu Changjun (“Sword Dance” for luqin solo, “Phoenix” concerto for yangqin and orchestra, Capriccio concerto for huqin and orchestra of Chinese folk instruments) are covered in Yan Jianan’s publication. According to the researcher, they have a direct impact on the harmonious intonation, harmonic and faceting components of Changjun’s works (Jianan, 2020).

The involvement of the latest engineering technologies in the creation of music by contemporary Chinese composers, in particular the Seq2Seq model (for creating multi-track Chinese popular songs), is described by a group of scientists from China (Zheng et al., 2017b). The process of creating algorithms in composition design is analysed in one of the publications by Chinese specialists. In particular, a hybrid PSO model is described, where source music material is created using artificial intelligence, followed by its development using evolutionary operators in GA and the final form of the piece emerges (Zheng et al., 2017a; Tatenov & Askarova, 2014a).

The role of the European symphony orchestra’s wind instruments, particularly the saxophone, for contemporary Chinese composers is also defined. Thus, its popularity and widespread use in the country is indicated. With regard to this fact, the activities of musician Fan Shengzi, who created arrangements of Chinese songs such as “Butterflies in Love” and “Moonlight Round Dance Asi”, “Pastoral”, “Flowing Waters”, “Ussuri Boat” (in the blues style) and “Song from Imenshan” (based on Shengzi’s work “Love for Nature”) are highlighted. He greatly enriched well-known folk melodies by including improvisational and variation sections in his transcriptions. There is also discussion of works by composer Huang Anlun who composed a major work for saxophone and Chinese folk orchestra entitled “Chinese Rhapsody” (1988), in which elements of Chinese folk music are widely used: pentatonic scale, special methods of melodic development, combined with the traditions of Western compositional techniques (Maine, 2012).

Stepanova (2020) discusses in her work the relationship between the development of saxophone playing skills and the emergence of national performing schools on this basis, and this applies to the Chinese tradition as well. Music for saxophone made in the Asia-Pacific region (notably in Thailand) takes its shape in a series of different versions, one of which is the performance of the traditional Isan vocal form, molam, accompanied by saxophone as an accompaniment instrument, to which synth, electric organ, drums and electric guitar can be added if the composers wish. The various techniques of this style and the characteristics of the development of the musical material are highlighted (Seeyo, 2021).

Peng Cheng explores the harmony system of Chinese music and the principles of its implementation in the works of composers of the 20th and 21st centuries in his dissertation. Thus, he analyses the process of forming the Chinese national harmony system yun-gong-diao and its modernisation, through a deep synthesis with the European tonal-functional system, as well as with 20th century composition techniques, which leads to the emergence of “harmony dodecaphony” (Khaybullina et al., 2020). The specialist compares the chord structure of the major-minor and national Chinese systems. The latter, in contrast to the laws of the tertian vertical line formed in the music of Europe, represents the consonances formed by pentatonic material (major second, minor and major thirds, perfect fourth and fifth, minor and major sixth, minor seventh, up to the formation of pentatonic “clusters”). The study provides examples of using second-quint chords (“pipa chords”), second-third chords and quart chords (based on the chu-tetrachord) (Cheng, 2011).

The birth of the piano transcription genre as a reflection of the process of integrating folk art into the works of Chinese composers of the 20th and 21st centuries is evidenced by the work (dissertation) of Qiu Wah. Chen Shuyun covers the main stylistic trends in piano music of Chinese composers of the 20th and 21st centuries in his work. He reveals the reflection, based on Chinese national culture, of such trends in European academic art as romanticism (acquiring new traits by becoming an “Eastern branch” of this stylistic tradition), impressionism and neo-folklorism (Aimukhambet et al., 2017). The researcher also shares valuable observations and conclusions concerning the characteristics and distinctive features of national regional styles: Xinjiang, Shanbei, Guangdong, and Sichuan. The scholar finds their vivid elements in the works of Guo Zhihong – “Xinjiang Dance”, Song Yiqiang – “Spring Dance”, Ding Shande – “Xinjiang Dance No.1” (“xinjiang Style”); Wang Lisan – “Lan Huhua”, Ye Lusheng – “The Story of Lan Huhua”, Zhou Guangren – Variations on a Theme of a Shanbei Folk Song, Chu Wanhua – “Sky of Liberated Areas” (“shanbei style”); Wang Jianzhong – “Clouds Catching up with the Moon” and Chen Peixun – “Autumn Moon Over a Quiet Lake” (“guangdong style”); Huang Huwei – suite “Paintings of Bashu”, Li Yinghai – “Rapeseed Blossom”, “When the Huaihua Flower Blossoms” and Chu Wanghua – “Love Song of Canding” (“sichuan style”).

The study of Chinese folk art in the context of the latest digital software is also actively taking place in contemporary research practice, as it promotes the integration of this branch of musical culture into the professional academic art of the present period. In particular, the Layered Stability Detection (LSD) sound segmentation algorithm and systems (HMM-GMM models) for recognising the internal content, character and audio quality of folklore samples in different regions of the country are analysed through experiments (Li et al., 2017). An in-depth comprehension of the styles inherent in the various areas of China is explored, among other things, through the SVM classifier. It combines the ability to read aural samples of folklore with the possibility of conveying the visual characteristics of their internal content (through the use of colour frequency-time maps) (Yang et al., 2018). The systematisation of Chinese folklore, according to its regional affiliation and style, also takes place by means of developments in the field of automatic classification of folk art music samples. For this purpose, the CRF-RBM model, which combines a conditional field (CRF) and the technical arsenal of a Boltzmann machine (RBM) (Li et al., 2019), is put into operation.

One of the achievements of the discipline integrating musical art and engineering was the creation of the MG-VAE audio design generator model, based on the automatic coding element VAE, capable of perceiving and displaying the style of works and actually algorithms for generating new themes from samples of Chinese folk culture (Luo et al., 2019).

The study of the ethics, theory and practice of instrumental music in southern China is the subject of Hui’s work. He defines xizhu as the category representing a chamber ensemble made up of stringed and wind instruments, as well as a regional tradition in the Yangtze Delta region of eastern China known as Jiangnan xizhu. The scholar argues from the point of view of traditional Chinese music scholar Alan Thrasher that there are four leading ensemble styles developed in the provinces of Fujian and Guangdong. Analysing musical forms and styles, as well as – the numerological order according to which the repertoire is constructed, the nature of the phrasing and scale of the ensemble, the harmony basis – pentatonics, and the ideology of yi yang, Thrasher concludes that these components are imbued with ideals associated with Confucian culture (Hui, 2014; Begalinova et al., 2020).

Mezentseva discusses the works of Chinese composers of the 20th and 21st centuries in the context of intercultural dialogue of the Asia-Pacific region countries in her study. It looks in detail at the artistic traditions of indigenous peoples and the East Slavic migratory culture of the Russian Far East, as well as – countries of the Asia-Pacific region outside Russia. The author interprets the role of music and computer technologies in musical culture and education in the Far East of Russia and China, as the most important component of interaction in the field of academic music, focuses on the problems of informatization of modern musical education, and concludes on the unique experience of composition in China based on the traditional music of the Russian Far East (Mukhitov et al., 2020; Varii et al., 2020). The pentatonic basis of the Chinese harmony system, close to the modal organisation of the music of Far Eastern ethnic groups, which is also the basis of the musical folklore of Russian Far Eastern composers, stands out in particular. The author sees this as the basis for the interaction of cultures in the Far Eastern region, which is recognised as an important aspect from the perspective of creating a holistic multicultural space based on the principles of humanism (Aleksandrova et al., 2018; Mezentseva, 2021).

A cultural phenomenon in the history of art and, in particular, Chinese music, such as synesthesia, which combines local opera, poetry, painting and garden design, is also explored in the publications of scholars. They emphasise the mentality of the country’s inhabitants, where the leading force is intuition, a factor of enlightened thought attained in the process of meditation and contemplation. A roadmap for the study of synaesthesia in Chinese art has also been presented by specialists (Xiong et al., 2015). The study of researcher Chen describes the founding father of such a branch of Chinese professional academic music as instrumental art – Huang Tzu. He pays particular attention to analysing the incorporation of the principles of European professional traditions into national art. In particular, he cites the following works by Tzu: the symphonic overture “In memoriam”, the orchestral piece “Fairytale City”, the polyphonic piano works – Prelude “The Story from Bach”, “Two two-voice inventions” and three fugues in a formal style. The specialist calls for a deeper and more comprehensive study of the composer’s heritage by domestic musicologists (Chen, 2019).

The works of Chinese composers of the “Realism Era”, which extends from 1949 to 1976, is the central theme of Dai Yu’s dissertation. He analyses such aspects of the activities performed by representatives of the academic professional music field as the development of major European-type genres and forms (the symphony), the implementation of programming principles in instrumental works, and the realisation of characteristic playing techniques on folk instruments and their combination with symphonic orchestral instruments. The scholar also notes that composers address the traditional temporal organisation of musical material – the even two- and four-barreled banshi metres, the free aperiodic “sanban” style of improvisational type, and forms of rondo varieties, which are favourites in Chinese folk music. In terms of tendencies and techniques of composition, phenomena such as avant-garde, minimalism and methods of creating compositions such as pointillism and repetition in a short time were tested by the composers of the “period of openness”, expressing themselves in original results with a unique Chinese character (Romaniuk, 2021). The analyst encourages the discovery of aspects of the national music associated with harmonies smaller in sound scale than the pentatonic, and the exploration of ritual genres of Chinese folklore (Yu, 2017).

The problem of creation and functioning in the 20th century and in contemporary Chinese culture of a new type of traditional instrument orchestras, as well as the large-scale genre of academic music – symphony, is actively studied (Yan, 2018). In his dissertation, Yan Jianan explains the principles of the implementation of national traditions in professional composing art (on the example of Xu Changjun’s music). He brings into focus the process of merging folk origins and contemporary composition techniques (the New Wave movement), reflecting styles such as Stravinsky and Bartók’s neo-folklorism and the avant-garde (with its inherent dodecaphony, aleatoric music, minimalism and use of electronic instruments). A modified version of the intonation structure, chords, and timbre drama of modern compositions is also analysed in detail (Jianan, 2020).

This theme is also explored by Li Yun in his dissertation “Wang Jianzhong’s Piano Works”. He highlights the composer’s genre priorities, his reflection of the traditions of linear thinking as a peculiarity of Chinese folk music (zhongqian), his characteristic style of arranging musical themes, where specific folk ornamentation is used through the melismatics of the piano, melodies based on national harmony system, both in their natural “pure” version and in combination with composition techniques of the 20th-21st centuries. In particular, the researcher reveals the types of Chinese “pentatonic dodecaphony row”. He believes that this aspect serves to resolve the conflict between the atonal quality of dodecaphony and the traditional harmony structure of Chinese national music. This is achieved through the following principles and methods of working with the material: structuring the series; introducing folk harmony into the created series; using traditional folk rhythms in the series; introducing classical tonal elements into the theme (Yun, 2019).

The second half of the 20th century was also marked by an active process of developing folk sources in Chinese composers’ piano music (folk songs and dances, poetry and literature, “gohua” paintings). Despite the pronounced integration of Chinese composer music into the world and European culture in particular, the preservation of the national style and spirit is facilitated by the imitation of the sound of folk instruments, the reliance on folk harmonies, intonations and rhythms (Abdullina & Sun, 2018). However, the overall picture-panorama, which demonstrates the process of integrating folk and, in particular, instrumental art into the works of Chinese composers of the 20th and 21st centuries, still remains unexplored. This has prompted the author of this study to collect, examine and systematically analyse the available material in order to investigate the topic in question.

Conclusions

The problem of integrating folk instrumental art into the works of Chinese composers of the 20th and 21st centuries is a complex and multifaceted one. It is based on such multi-component spheres as the system of means of musical expression and the complex of technical means of implementing folklore sources in a professional academic field. The analysis of each of the spheres makes it possible to identify their categories, as well as to define and characterise these components. The system of means of musical expression consists of harmony and intonation structure; meter and rhythm; texture; timbres of instruments; methods of sound production; genre; compositional form. The complex of technical means of reflecting national musical samples are represented by: engineering and technical basis for collecting and recording folklore material; its processing in that variant, which is peculiar to individual style of a composer. The embodiment of the art of traditional instrumentalists in the professional academic music of Chinese composers of the 20th and 21st centuries resulted in the emergence of such genres of the national musical culture as transcriptions, pieces, etudes, suites, as well as large-scale forms: symphony, concerto for solo instrument with symphony orchestra, rhapsody.

The mastery of Chinese composers and their adherence to deep national traditions manifested itself in the organic, highly professional combination of such polar systems of harmony thinking as pentatonic (reflected in the yun-gong-diao complex) and tonal-functional as well as dodecaphony-serial systems. The unity of these spheres is reflected in both melodic and chord-harmonic aspects. The techniques of playing Chinese folk instruments are finely implemented in music for piano, saxophone, vocal interpretation and other timbres. They are actively incorporated by composers into classical ensembles of the European type and give a quantitatively new sound to the music in general. Thus, the process of integrating folk instrumental music into the professional art of Chinese composers of the 20th and 21st centuries turned out to be profound and fruitful. It has undeniable prospects for implementation in the music of subsequent generations. The phenomenon under consideration also provides inexhaustible ground for the research work of scientists all over the world.

Declaration of Conflict of Interests

The author(s) declared no potential conflicts of interest.

Funding

No funding has been received for the publication of this article. It is published free of any charge.

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