Interview with Professor Ngũgĩ Wa Thiong’o

Interview by Tanuj Raut

Edited by Rianna Walcott

Art by Maïa Walcott

I think that Greek mythology should be taught comparatively with African, Norse, Scandinavian, Icelandic and Asian mythologies. They are all very exciting and it is not necessary to put them in a hierarchical relationship to each other. Let them network.

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Moonlight

Fatima Seck

Edited by Maria Elena Torres-Quevedo

Art by Fatima Seck

In a year and a half of studying anthropology I’ve gathered one thing: apparently, LGBTQ folk do not exist.

With the exception of an optional reading about transgender sex workers in Brazil, and a discussion of the Vezo sarin’ampela, (described as men who live as and become women), I have not yet had the opportunity to learn about queer identities in my degree programme. Anthropology is a discipline characterised by breadth: quite literally anything can be studied anthropologically, and I appreciate that consequently, our studies must have certain limits and constraints. However I simply cannot accept that in the study of humanity — one guided by the question of what it means to be a person — LGBT+ identities do not have their rightful place. With the rise of incisive, beautiful and creative media by folks of marginalised backgrounds there is no shortage of content from which we can study queer folk, and I hope we can make these productions significant parts of our curriculum.

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Carpentaria

Curricular Dissonance:
Teaching English Literature as a Postcolonialist, or, the Power of Voice

Dr. Justine Seran

Edited by Maria Elena Torres-Quevedo

Art by Iara Silva https://www.instagram.com/iiaraz_/

I taught pre-honours literature at the University of Edinburgh for three years, and it never ceased to frustrate me, as a researcher specialised in contemporary literature, postcolonial criticism, and women’s studies, to expose future generations to the very curriculum centred on dead white men that I strove to escape by focusing my research on exploring (and celebrating) the work of living women of colour. Critiquing an antiquated curriculum and suggesting a wider breadth of reading to students during tutorials is one thing, but embedding diversity on the level of course design and organisation is another.

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Launch Night Excerpts

Art by Priyanka Meenakshi https://www.priyankameenakshi.com/

We celebrated Project Myopia with a beautiful launch event towards the end of semester 2. It was a night of music and poetry, as well as an opportunity for some of our contributors to elaborate on their essays and ideas. Our performers touched on a wide range of serious issues: from the exclusion of racial minorities’ contribution to the canon of literature, to the oppressive nature of zero-hour contracts that prevent tutors from being able to fully engage in helping all students get ahead, let alone those from a minority background who need assistance most. We’re incredibly grateful to everyone who performed and shared their experiences, and we also have to thank everyone who attended and helped us drink the wine we provided! Project Myopia aims to bring marginalized people together and amplify their voices, and our launch felt like a perfect culmination of our semester’s work: people came together and shared their experiences of an academic world we need to change.

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‘A Vindication of the Rights of Women’ by Mary Wollstonecraft, and ‘Ain’t I a Woman?’ by Sojourner Truth

Mattia Ventre

Edited by Toby Sharpe

Art by Alice Markey

Two figures spring to mind as the key voices of feminism and women’s rights in modern history that every student should discover: Mary Wollstonecraft, and Sojourner Truth. In my experience, however, a undergraduate student would struggle to hear about these women fully in class, let alone appreciate the impact of their ideas on our society. Women’s experiences have been erased from our curricula, and great thought from women is denigrated even today.

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Quicksand

Sarah Thomson

Edited by Rianna Walcott

Art by Jazmine Sheckleford www.facebook.com/jasmineillustrations13

Despite taking courses titled ‘International Modernism’, ‘World Gothic’ and ‘Comparative Feminist Drama’, it wasn’t until enrolling in a ‘Black American Fiction’ seminar in the final semester of my degree that I was first assigned a text written by a woman of colour, Nella Larsen’s Passing (1929). Although I initially I felt guilt that I’d apparently chosen classes with so little diversity, I soon realised that Passing would have made a fitting addition to a range of courses I’d studied previously. A concise but complex novel, Passing packs articulate discussions of class, gender, sexuality and race into just over 100 pages. It’s an injustice to the quality of Larsen’s prose to see it pigeonholed into the category of ‘black’ fiction, rather than used to enhance a course on something else entirely. The fact that it took enrolling in a seminar built around race before it was addressed in one of my classrooms speaks to the prevailing issue of the erasure of minority voices in academe.

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Orientalist Fantasies: Reclaiming the Middle East in Azar Nafisi’s Reading Lolita in Tehran

Anahit Behrooz

Edited by Maria Elena Torres-Quevedo

Art by Christina Thomas https://www.behance.net/gallery/47755703/Portfolio-Strong-women

Over the years, I have read numerous novels, short stories, and poems in which I have seen myself reflected in characters, events, and language, but it wasn’t until a class on Orientalism (1978), Edward Said’s seminal text, during my masters that I saw my experiences echoed in a work of cultural criticism. In Orientalism, Said posits that the West’s complicated relationship with the Middle East is rooted and exacerbated by its reductive framing of the “Orient” as a backward, barbaric, and exotic space. Said argues that these attitudes are irrevocably linked to the West’s history of imperialism in these geographies, meaning that these perceptions are the product of a power play over the governments and peoples of these diverse countries, an attempt to criticise and diminish their cultures and identities in order to justify the conquest of their land.

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Toyin Odutola

Fatima Seck

Edited by Rianna Walcott

Art by Fatima Seck

Contemporary anthropology is seldom malicious. Today’s anthropologists go to great lengths to remove themselves from the insidious origins of the discipline — no longer is anthropology a way to mock and ogle a ‘savage’ other. Indeed, anthropology has evolved to allow an extremely empathetic — maybe even beautiful — relationship between ethnographer and ethnographic subject to be the centre of its praxis.

To assume however that this empathy reaches the student is perhaps the most myopic practice of today’s anthropology. Ethnographic research inevitably travels across an academic landscape of anthropologists, notebooks, academic journals, lecturers and students. In this process, studied cultures become commodified, and even further, there is a tendency to uncritically assume the absence of the anthropologist’s voice. People who are empathetic subjects to the ethnographer become canonised objects to the student — teaching anthropology thus becomes a process of objectification.

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Wide Sargasso Sea

Iona Glen

Edited by Karli Wessale

Art by Fatima Seck

There is always the other side, always (Rhys 106)

Wide Sargasso Sea (1966) by Jean Rhys is a dark, compelling novel that charts the backstory of the infamous ‘madwoman in the attic’ of Charlotte Brontë’s Jane Eyre (1847), exploring themes of colonialism, gender, and power. Rhys wrote the novel in response to Brontë’s oblique representation of the Caribbean and Mr Rochester’s first wife, investigating processes of oppression through the character of Antoinette Mason, renamed Bertha by her husband as a means of controlling her identity. In Rhys’ version of the story, Antoinette’s marriage to an unnamed Englishman in the 1830s unravels dramatically following revelations of her mother’s alleged promiscuity and mental disintegration. She becomes Brontë’s ‘intemperate and unchaste’ creation who thwarts Jane’s marriage to Rochester, spiralling into madness and, eventually, arson and suicide (Brontë 270).

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Letters I Never Sent To You

Frederick Alexander

Edited by Toby Sharpe

Art: ‘Want and Need’ by Olivia Twist http://www.yesoliviatwist.com/

I would like to introduce Paula Varjack’s Letters I Never Sent To You as a text that may be used in an academic curriculum. During my undergraduate degree at the University of Edinburgh, I became involved with the Scottish and UK live literature performance network. Through this scene, I became aware of Varjack’s theatre work, in particular her solo performance ‘Show Me The Money,’ a piece of documentary theatre that explores the economics of artistry under austerity. I was excited for the release in 2015 of her debut collection, Letters I Never Sent To You, especially in the context of her previous work.

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