What does the image represent?
"This
image illustrates a scene from the play Oroonoko (1695) by British writer
Thomas Southerne. Southerne's Oroonoko was based on a novel of the same title by Aphra Behn, the first female
professional writer in England, that appeared six years earlier in 1689.
Behn's novel is the story of Oroonoko, an African prince who is captured and taken as a slave to the South American
colony of Surinam, where he is murdered for his role as the leader of an unsuccessful slave rebellion.
When the rebellion fails, but before all the slaves are retaken by their "owners," Oroonoko kills his pregnant wife
and fellow slave, Imoinda, rather than let her fall into white hands. As Behn knew, the children of African slaves were themselves
slaves and became the property of the female slave's owner; and Behn's African heroine would rather die than
provide another hostage to white commerce.
It is this scene that the engraving portrays; or rather the analogous scene from Southerne's play because, as we
immediately see, Southerne has changed Imoinda's race, and turned Oroonoko's African lover into a European one.
Is this an improvement? Perhaps it is merely neutral as a plot device: in Southerne's version Imoinda must
actually kill herself, because after Oroonoko raises the blade against her, he finds that he can't follow through.
But the image of a black man preparing to stab a white woman is in and of itself highly inflammatory; and the illustrator
clearly chose this particular moment, as Oroonoko prepares to strike, for its shock value.
Southerne had Shakespeare's play Othello in mind when he changed Imoinda's race. But if the scene picks up an
element of tragic resonance by echoing Othello's smothering of Desdemona, it also ceases to be a moment of black action
and instead echoes the larger black-white conflict, almost as if these two were enemies rather than husband and wife.
Perhaps another implication of the image is that Southerne turns from Behn's interest in how racist ideas arise within a colonial
context, and instead assumes and perpetuates them (in this case, the idea from Othello of black African impetuosity).
*** For more information on early women writers and representations of race, see Moira Ferguson, Subject
to Others: British Women Writers and Colonial Slavery, 1670-1834 Back to FAQ
What does race have to do with colonialism and imperialism?
Most writers who explore ideas of race in their works, from Aphra Behn to Jamaica Kincaid, do so in the context
of imperial and colonial relations. "Colonialism" is the term used to describe the advent of large-scale permanent European
settlement in areas of the world outside Europe, beginning soon after Columbus's voyages at the end of the fifteenth
century, and becoming widespread from the seventeenth century on. (Of course, on a smaller scale, colonization has
occurred throughout human history.) "Imperialism" refers to the political domination of
nations or regions by a foreign power (a common practice from antiquity, such as during the Roman Empire).
After Columbus and the "discovery" of the "New World" in 1492, areas that were extensively colonized often became
part of European empires, although many territories were politically assimilated without colonization. For example,
in 1944 both India (where few Britons settled permanently) and Canada (a heavily colonized region) were units of the
British Empire.
Once begun, these colonial and imperial adventures put the inhabitants of the world into new relations of global
conflict, and one of the results was the invention and elaboration of the pseudo-scientific notion of "race." Europeans
knew for thousands of years, of course, that they had a different skin colour from the inhabitants of other regions, such
as Africa--but this did not lead to the idea that skin tone was essential to the identity of either individuals or groups.
As may be seen in the medieval work known as Mandeville's Travels, for example, religious differences between peoples
were once considered far more important than physical ones. "Race" in the modern sense of inherited physical attributes
did not exist during the middle ages or before--on the contrary, it is a recent construction that springs originally
from the desire of Europeans to justify their attempts to dominate and subdue other peoples and cultures.
Of course, just because "race" is a construction does not make it any less real or the racism it engenders
any less violent than if "race" were a fact of nature. But it does mean that the modern belief in ideas of racial
difference and identity is historically and culturally created; and, as a result, racism and racial prejudice remain open to
change through history and culture--including, of course, through literature.
*** For more information on how "race" is a historical and cultural construction, see Henry Louis Gates, Jr., ed.,
"Race," Writing, and Difference Back to FAQ
How is the history of race and literature relevant today?
Have you ever wondered why the black "Spice Girl" is called "Scary Spice"?
Interestingly enough, even before modern ideas of "race" and racial prejudice emerged, the dark skin
colour of sub-Saharan Africans was identified with the blackness of the devil in Christian iconography.
In Mandeville's Travels, written in the fourteenth century, the narrator tells an amusing story of his travels in Africa: black Numidians think that
white men look like devils because, as everyone knows, angels are black!
Again and again, in the literary tradition after Mandeville--in Shakespeare, Phillis Wheatley,
William Blake and others--this motif returns: to be perpetuated, challenged, or
turned upside down. Today, in our increasingly visual culture, the motif has been used both as a provocative advertising ploy
by Benetton in their
"Angel and
Devil" ad (an image of an angelic blonde girl and a black boy with his hair styled
into horns), and in the regressive dress and cosmetic codes of the Spice Girls.
Back to FAQ
Can I take a look at a previous syllabus?
Colonialism and Imperialism in Literature - Syllabus
English 208L (01) - Winter 1999
Professor F. Easton, English Department
University of Waterloo
*** Note: There may be a few changes to the syllabus for the Winter 2000
offering. Students registered for the course are invited to forward suggestions for the syllabus
by September 15, 1999.
January 5: Introduction: "Race," Colonialism, and Imperialism
I. Re-Mapping the Tradition (English Literature Before 1805)
- January 7 & 12: The World According to Mandeville:
- Mandeville's Travels (selections on handout)
- January 12, 14 & 19: The Other at Home:
- William Shakespeare, Othello
- January 21 & 26: The Romance of Empire:
- Aphra Behn, Oroonoko
- January 28: The Colour of Innocence:
- Phillis Wheatley, selected poems (R=Reserve)
- William Blake, selected poems (R)
- February 2 & 4: Resisting "Primitives":
- Olaudah Equiano, Narrative (chapters 1-5, 10-12)
- "Kanehsatake: 270 Years of Resistance" (film--screening TBA)
II. The Empire Maps Back (Literature in English After 1930)
- February 9 & 11: African-American Feminism:
- Sojourner Truth, "Ain't I a Woman?" (K)
Zora Neale Hurston, Their Eyes Were Watching God
- *** break ***
- February 23:African-American Feminism (cont.):
- Zora Neale Hurston, Their Eyes Were Watching God
- February 23 & 25 and March 2: Decolonizing Literature:
- Chinua Achebe, Things Fall Apart
- "Sammy and Rosie Get Laid" (film--screening TBA)
- March 4: Re-Making Black Identities:
- Langston Hughes, selected poems (R)
- Public Enemy (music)
- March 9, 11 & 16: Trauma, Memory, and Community:
- Joy Kogawa, Obasan
- March 18 & 23: Post-Colonial and Post-Modern:
- Tomson Highway, Dry Lips Oughta Move to Kapuskasing
- March 25 & 30 and April 1: The Race for Art:
- Camie Kim, "They Speak Quickly" (R)
- Jamaica Kincaid, Lucy
April 6: Conclusion and Review Back to FAQ
Can I take a look at previous required texts and assignments?
*** Note: The following information is from the Winter 1999 offering of English 208L.
There may be a few changes to the required texts and assignments for Winter 2000.
Texts:
William Shakespeare, Othello (Signet)
Aphra Behn, Oroonoko, The Rover, and Other Writings (Penguin)
Olaudah Equiano, Narrative, in Gates, ed., Classic Slave Narratives (Mentor)
Zora Neale Hurston, Their Eyes Were Watching God (Harper & Row)
Chinua Achebe, Things Fall Apart (Anchor)
Joy Kogawa, Obasan (Penguin)
Thomson Highway, Dry Lips Oughta Move to Kapuskasing (Fifth House)
Jamaica Kincaid, Lucy (NAL)
Assignments:
Attendance and active participation in class (10%)
2-page paper (10%)
3-page paper (20%)
Class presentation or mid-term (your choice, 20%)
Final examination (40%)
Back to FAQ
How did this course get started?
This course was conceived and developed by me soon after I arrived at the University
of Waterloo in 1992. I had two main reasons for proposing the course:
First, the English Department had no regular undergraduate courses devoted to post-colonial or African-American literature
or on the subject of race and literature.
Second, as a specialist in eighteenth-century literature,
I was aware that writers of colour
have been important contributors to European (and Canadian) arts and letters for well over two
hundred years. Usually, we see this as a relatively recent development, especially outside
the United States. But some features of post-colonial writing, including the active agency
of writers of colour, pre-date the twentieth century and were a development of the colonial
period.
The course has been offered three times before, in Fall 1994, Winter 1998, and
Winter 1999. It is currently scheduled to be offered
again in Winter 2000. Back to FAQ
Where can I get more information?
For further information regarding the next offering of this course (scheduled for Winter 2000),
contact Professor Easton at 888-4567 ext. 2416.
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