Posts featuring Pascale Casanova

The Teacher’s Task: Translation in a High School English Classroom

They had stumbled upon a fundamental question that interested them more than Benjamin: what does it mean to produce something original?

Where did you first encounter translation—at home, in a classroom, online? In the following essay, Kena Chavva reflects on her experience prompting high school students to consider their own interactions with language and translation, and the ways both shape their lives and the world around them. Throughout the course, she and her students delved into questions of authenticity and identity, of faithfulness and creativity, seeming always to come back to concerns of originality: translation or not, how can we make something that is truly our own? 

It’s not uncommon to hear teachers speak of the joy in teaching something that they, as individuals, love. I had experienced something akin to this in my first year of teaching high school English—I adore Frankenstein and have an abiding affection for Macbeth, and when I taught those texts, it was clear to both me and my students that we were having a better experience of the literature and one another than we’d had with The Canterbury Tales some several months earlier. But what I’ve always found less commonly discussed is how soul-crushing it is to teach something you deeply love when your students aren’t responding to it the way you hope they will.

For me, that text was an excerpt from Pascale Casanova’s 1999 book The World Republic of Letters. The first chapter, titled “Principles of a World History of Literature”, outlines some of the hidden rules that govern the world’s literary economy:

In thrall to the notion of literature as something pure, free, and universal, the contestants of literary space refuse to acknowledge the actual functioning of its peculiar economy, the “unequal trade” (to quote Braudel once more) that takes place within it.

Casanova goes on to explain how “Literary value therefore attaches to certain languages” and that “…literature is so closely linked to language that there is a tendency to identify the “language of literature”—the “language of Racine” or the “language of Shakespeare”—with literature itself”. When I first read this very same chapter as a junior in college, it felt the way that education should feel: like you were presented with a framework through which to understand your lived experiences.

READ MORE…

Texts in Context: Manu Samriti Chander on Brown Romantics

I’d say part of what “Romantic” does is activate ideas about the everyday in new and interesting ways.

This is the second edition of Texts in Context, a column in which Katarzyna Bartoszyńska seeks out academics who contribute to and elucidate the world of literary translation, revealing their deeper studies into texts both well-known and overlooked. 

In the following interview, we are taking a look at the groundbreaking work of Manu Samriti Chander. His book, Brown Romantics: Poetry and Nationalism in the Global Nineteenth Century examines the international impact of Romantic poetry, and how its ideals and aesthetics were reconstrued into other national literatures and political contexts. In looking at how authors under colonialism utilized Romantic works to interrogate European dominance, Chander provides fascinating insight into how poetry and politics found themselves deeply intertwined during that tumultuous time of revolution and failed promises, and how our understanding of Romanticism must search beyond European confines.

Katarzyna Bartoszyńska (KB): Tell me about your book, Brown Romantics: Poetry and Nationalism in the Global Nineteenth Century!

Manu Samriti Chander (MC): Well, we’ve long associated British Romanticism with a relatively small group of English poets: the so-called “Big Six” of Wordsworth, Coleridge, Blake, Byron, Keats, and Shelley. Of course, Britain in the nineteenth century included colonies across the globe, where, as I show, local poets often wrote in conversation with major English writers. Figures like Henry Derozio in India, Egbert Martin in British Guiana, and Henry Lawson in Australia drew upon and sometimes pushed back against the poetries, philosophies, and politics of their English counterparts. I’m interested in what these poets’ works tell us about the limitations and possibilities of that literary movement we call “Romanticism.” What happens, I ask, when we think of Romanticism outside the relatively limited geographical and historical boundaries convention has encouraged us to draw?

KB: So, part of your argument here is that we should define Romanticism differently, and more capaciously in terms of time and place. As academics, we have some investment in these categories—such that we really have to engage the problem—but are they useful or relevant to the general public?

MC: “Romanticism” is a way of organizing texts, just like, say, alphabetizing your books or ordering them based upon the color of the spine. It’s not perfect, and it’s certainly not definitive, but it’s useful for emphasizing certain commonalities. One of the reasons I find the term interesting is that, unlike other literary categories that emphasize a particular moment in history (The Victorian Era), “Romanticism” refers to an “ism,” a set of beliefs about, for example, the relationship between the individual and society, or the privileged role of the poet in shaping the mores of a people. As an “ism,” that is, as an ideology, “Romanticism” is portable: we can track the way people were committed to (in the example I just gave) the specialness of poetry and make unexpected connections between disparate communities. I’m not sure you could say the same about books organized by color (although I’d love to read an essay about that!).

KB: Can you say a little more about how you think about this in a world literature context? It has such European roots as a category—is it also inevitably Eurocentric?  

MC: Yes, I think so. One of the thinkers I draw on is the late Pascale Casanova, who has (rightly) drawn a lot of criticism for her Eurocentrism, but whom I find useful for mapping Romanticism in a global context. According to Casanova’s model of world literature, modern nations have continually struggled with (European) centers of literary dominance (especially, she argues, France) for the right to be acknowledged as literary centers. Insofar as colonial Romantics are engaging with European Romantics (and all the poets I look at are), they are doing so as both admirers and rivals of metropolitan writers. Their Romanticism—which, I should add, is just one aspect of their literary projects—has to be understand in relation to Europe. Now, other aspects of their work need not be read this way. Derozio, for instance, can be read as part of a burgeoning local literary scene in Calcutta with its own set of rivalries and alliances. Martin and Lawson, too, in their respective contexts. And there’s important work to be done on the South-South relations between these writers and their contemporaries, but, again, their Romanticism needs to be understood in relation to European cultural imperialism. READ MORE…