I Have 3 Questions I Want You To Follow The Instructions

I Have 3 Questions I Want You To Follow The Instructionsexactly Wha

I have 3 questions. I want you to follow the instructions exactly what I will post in the questions and follow the example if I apply. 1- After you read the paragraph please answer the 6 questions: Postcolonialism refers to the time after the colonization (military occupation) of a territory is over hence the expression post (after). Postcolonial literature refers to literature produced by the colonized people (people whose land was conquered) after or even during colonization of their lands. Postcolonialism is based on the premise that the colonizer does not only exert control over the land but also over ideas, cultural values, and minds of the colonized people. This control over values of the colonized people extends beyond the time of colonization. These values include ones that put utmost value on the culture of the colonizer and dehumanize the colonized people and their cultures casting these values and ways of thinking as inferior. The colonizer is the one who writes history. In other words, the conqueror of the land imposes new values that are held in the highest esteem while the values of the conquered people are looked upon as inferior to those of the colonizer. This can happen in an overt way or in a covert, implied way. This point of view can be internalized by the conquered people where they start to look down upon their own values and start to glorify the values of the colonizer even after colonization is over. In other words, when the land occupation ends, the colonization does not end. Postcolonial scholars study issues related to racism and exploitation. They offer a narrative that counters the narrative of the powerful colonizer. Postcolonialists study the political, social, economic and cultural oppression of the colonized or previously colonized people. They study the results of colonization which have direct effects on identities of the colonized as they feel in-between cultures, or have a sense of exile or feel that they are unvalued, left in the margins, lost or removed from culture. Famous postcolonial theorists include Edward Said (an Arab American scholar who coined the term “orientalism” to refer to the way that the West viewed and constructed an imaginative image of the Arab World), Homi K Bahbha, Gayatri Spivak, Frantz Fanon. The Arab World was under European rule from the period after WWI when European powers drew the borders between Arab countries. This European rule continued from 1918 until the 1940s. In some instances, the occupation of the lands extended for longer periods of time. The French occupation of Algeria, for example, lasted more than 100 years (1830 and 1960). Analyze Burns' poem from a postcolonial perspective? (read about the postcolonial perspective in lesson 3 and review questions in blue below) (read about the postcolonial perspective in lesson 3 and review questions in blue below) 1. Are there colonizers and colonized people in this text (explicitly or implicitly)? 2. Is this work pro/anti colonialism? 3. Does the text resist or reinforce colonial ideas and values? 4. What does the text tell us about post-colonial identities? Anything about the struggle to situate oneself within cultures? Any issues regarding hybrid identities? How are these identities like and how are they treated? 5. Who, in the text, is described as “the other”/ “different”/ “stranger”? How is the “other” represented? 6. What does the text tell us about the resistance to colonialism? 2 -Read June Jordan's "Report from the Bahamas" course link provided below Pat Mora's poem "Fences" Read June Jordan's "Report from the Bahamas" as well as the short poem by Pat Mora "Fences" and analyze both from a post-colonial perspective (links are provided below). Before responding to the question, find some information about both authors on the internet to get some context then analyze both texts: · Are there colonizers and colonized people in this text (explicitly or implicitly)? · Is this work pro/anti colonialism? · Does the text resist or reinforce colonial ideas and values? · What does the text tell us about post-colonial identities? Anything about the struggle to situate oneself within cultures? Any issues regarding hybrid identities? How are these identities like and and how are they treated? · Who, in the text, is described as “the other”/ “different”/ “stranger”? How is the “other” represented? · What does the text tell us about the resistance to colonialism? Q3: Reflection on Reading of choice: Literature and non-fiction: • Chinua Achebe - Things Fall Apart , 1958 • Ngugi wa Thiong'o - The River Between , 1965 • Patrick Chamoiseau - Texaco , 1997 List Introduction to Postcolonial Theory 1- Based on the link "Intro to postcolonial theory" why does the author object to the terms "first world", "third world", etc? 2- Read an excerpt from any of the texts under link 4 (pick your choice of any of these resources in Pfau library or online). Read an excerpt of at least 10 pages. As you read as in no. 2 above, ask yourself the questions I listed under the lesson overview as well as the questions in the "intro" link/ Explore a few of these questions in relation to the reading and write down your reflection/ analysis.

Paper For Above instruction

Postcolonialism, as a critical framework, examines the lasting effects of colonization on the cultural, political, and social identities of formerly colonized peoples. It challenges dominant narratives imposed by colonizers and seeks to articulate the voices, experiences, and resistance of the colonized. In this analysis, I will explore how Burns' poem reflects postcolonial themes, along with insights from Jordan's "Report from the Bahamas" and Mora’s "Fences," to illustrate various aspects of postcolonial theory, including colonizer-colonized relationships, identity formation, resistance, and hybrid identities.

Analysis of Burns' Poem from a Postcolonial Perspective

Burns’ poem, though not explicitly about colonization, can be read through a postcolonial lens by considering implied dynamics of power and cultural hegemony. The poem subtly hints at colonial influences, especially through language and imagery, which can symbolize the lingering presence of colonizer-colonized relationships. The depiction of the land, the tone of dislocation, and references to cultural loss reflect the enduring impact of colonial histories that continue to shape postcolonial identities.

Moreover, the poem can be seen as addressing the internalization of colonial values by the colonized people, who may adopt the perspectives of the colonizer, thus perpetuating a cycle of cultural devaluation. The absence of explicit colonizer figures suggests that implicit power structures persist within cultural expressions, reinforcing colonial ideas even long after direct political control has ended. This aligns with postcolonial observations of ongoing colonial mindsets and cultural imperialism.

In terms of identity, Burns’ poem also explores hybrid identities—the complex, often conflicted sense of self that emerges in colonized subjects. This hybridity manifests in tensions between indigenous traditions and imposed colonial values, often leading to fractured or marginal identities. The poem hints at this struggle, depicting individuals caught between worlds, symbolizing the postcolonial condition of cultural negotiation and resistance.

Analysis of Jordan’s "Report from the Bahamas"

Jordan’s essay explicitly addresses colonial legacies within the Caribbean, revealing the ongoing impacts of European colonization and racial hierarchies. She describes the social stratification, economic disparities, and cultural clashes that stem from colonial history, emphasizing the struggles of marginalized groups to reclaim their identities. Jordan’s narrative implicitly critiques colonialism, highlighting systemic oppression and resistance efforts.

Jordan’s portrayal of the Bahamas reflects a sense of hybridity—cultural syncretism born out of colonial encounters. Her depiction of local communities showcases their resilience and adaptation, resisting colonial stereotypes by asserting authentic cultural identities. The “other” in her work is often the colonial influence or the colonialized self, who are represented with dignity and complexity, challenging simplistic exterior narratives.

Analysis of Mora’s "Fences"

Pat Mora’s poem "Fences" addresses cultural boundaries and the social divisions enforced through physical or symbolic barriers. From a postcolonial perspective, the fences symbolize oppressive structures—be they racial, cultural, or political—that separate communities and reinforce colonial or colonial-like hierarchies. Mora’s work subtly challenges these barriers, advocating for unity and recognition of shared humanity.

In her portrayal, the “other” is represented as those confined or marginalized by societal fences, often viewed as outsiders or different. Mora emphasizes empathy and the importance of understanding diverse cultural backgrounds, promoting resistance to divisive colonial legacies of segregation and exclusion.

Reflections on Postcolonial Identities and Resistance

Collectively, these texts illustrate that postcolonial identities are complex constructs shaped by histories of resistance and cultural negotiation. The hybrid identities—formed through the interaction between indigenous traditions and colonial influences—are often fraught, yet resilient. The texts underscore that resistance manifests through cultural expression, reclaiming narratives, and challenging ongoing colonial hierarchies. The figures identified as “the other” often embody marginalized communities or colonized subjects who assert their identity against imposed stereotypes and barriers.

Engaging with these works reveals that postcolonial literature is a powerful site of resistance, emphasizing the importance of voice, cultural integrity, and the ongoing struggle for social justice. Through analyzing these texts, it becomes evident that the legacies of colonization continue to influence contemporary identities and social structures, necessitating persistent resistance and dialogue.

References

• Ashcroft, B., Griffiths, G., & Tiffin, H. (2007). Postcolonial Studies: The Key Concepts. Routledge.
• Said, E. W. (1978). Orientalism. Pantheon Books.
• Bhabha, H. K. (1994). The Location of Culture. Routledge.
• Fanon, F. (1963). The Wretched of the Earth. Grove Press.
• Spivak, G. C. (1988). "Can the Subaltern Speak?" In Collard, P., & Price, G. (Eds.), The Postcolonial Studies Reader. Routledge.
• Jordan, June. (1978). "Report from the Bahamas". In The Press at the Crossroads. University of Michigan.
• Mora, Pat. (2001). "Fences". The America Book of Poetry.
• Ngugi wa Thiong'o. (1986). Decolonising the Mind: The Politics of Language in African Literature. James Currey.
• Achebe, Chinua. (1958). Things Fall Apart. Heinemann.
• Chamoiseau, Patrick. (1997). Texaco. Gallimard.