Thursday, January 16, 2025

Derek Walcott’s “A Far Cry from Africa” / Essay for III BA English

 

Derek Walcott’s “A Far Cry from Africa”

(Summary by Dr Suresh Frederick)

Introduction

Derek Walcott’s “A Far Cry from Africa” delves into the complex and often agonizing experience of cultural hybridity, particularly for those caught between their African heritage and their colonial upbringing. The poem, written in 1962 during the Mau Mau Uprising in Kenya, explores the poet's own divided loyalties as he witnesses the violent struggle for independence. Through vivid imagery, stark contrasts, and a deeply conflicted tone, Walcott captures the emotional turmoil of being both connected to and alienated from the land of his ancestors.

An idiom is used in the poem's title: “a far cry” denotes an impossibility. However, it appears that the poet uses the phrases in other contexts as well; in one sense, the title implies that the poet is writing from a distance about an African subject. He feels a great distance from Africa, both practically and figuratively, as he writes from the island of St. Lucia. Another interpretation of “a far cry” is that the actual status of the African “paradise” differs greatly from the Africa all have read about in stories of stunning wildlife and flora as well as fascinating local traditions. The idea that Walcott heard the poem as a distant scream travelling across thousands of miles of ocean is a third level of significance for the title. The cry reaches him through the wind.

The poem opens with a graphic depiction of violence, setting the stage for the central conflict. The image of the “Kikuyu, quick as flies / Battening upon the bloodstreams of the veldt” immediately establishes the brutality of the uprising. This animal imagery is juxtaposed with descriptions of the natural beauty of Africa, creating a stark contrast between the idyllic landscape and the horrific reality of violence. This contrast mirrors the poet's own internal struggle, as he is torn between his appreciation for the beauty of his ancestral homeland and his horror at the bloodshed.

Walcott’s divided loyalties are further emphasized through his use of language. The poem is written in English, the language of the colonizer, reflecting the poet's own hybrid identity. This linguistic duality underscores the central theme of the poem: the difficulty of reconciling two seemingly opposing cultural influences.

The poet's internal conflict is perhaps most poignantly expressed in the lines, “I who am poisoned with the blood of both, / Where shall I turn, divided to the vein?” This rhetorical question reveals the depth of Walcott's anguish. He feels a sense of belonging to both the African and European worlds, yet he is simultaneously alienated from both. He is “poisoned” by the violence and injustice of colonialism, but also by the brutal acts committed in the name of liberation.

Walcott does not offer any easy answers or resolutions to this complex dilemma. Instead, he presents the reader with the raw, unfiltered emotions of a man grappling with his own hybridity. The poem ends with a sense of unresolved tension, reflecting the ongoing struggle for identity and belonging in a postcolonial world. The final image of the "gorilla wrestles with the superman" symbolizes the continuing clash between the forces of colonialism and the desire for African liberation.

Conclusion

In conclusion, Derek Walcott’s “A Far Cry from Africa” reveals the poem’s enduring relevance in exploring the complexities of postcolonial identity. Scholars often highlight the poem's masterful use of language, imagery, and form to convey the poet's divided loyalties and the psychological toll of cultural hybridity. Discussions frequently centre on the poem’s historical context within the Mau Mau uprising, examining how Walcott navigates the violence and political turmoil of the period.

                                                                                  

 

 

K4 and K5 level questions for David Diop's “Africa” / III BA English

 K4 and K5 level questions for David Diop's “Africa”

K4

1. Analyse the theme of Colonialism and its impact in David Diop's “Africa”.

The poem directly addresses the brutal effects of colonialism on Africa, highlighting the exploitation, oppression, and dehumanization faced by its people. This is evident in the poet's descriptions of violence and suffering.

2. Examine the theme of Hope and Future: David Diop's “Africa”.

Despite the dark history of colonialism, "Africa" expresses hope for the future. Diop envisions a time when Africa will be free from oppression and able to determine its destiny. This hope is conveyed through images of liberation and empowerment.

K5

3. Evaluate the emotional impact of the poem, “Africa”, on the reader. What emotions does Diop evoke, and how does he achieve this?

4. Explain the theme of African Identity and Pride: David Diop's “Africa”

Diop emphasises the beauty, strength, and resilience of African culture and identity. He celebrates the continent's rich history and heritage, contrasting it with the negative portrayals often presented by colonial powers.

5. Evaluate the theme of Reclamation of the Past: David Diop's “Africa”

The poem seeks to reclaim Africa's past, acknowledging the pain and suffering but also emphasizing the strength and dignity that persisted. Diop's use of imagery evokes a sense of connection to ancestral roots and traditions.

David Diop’s “Africa” / For III BA Students

 

David Diop’s “Africa”

(Summary by Dr Suresh Frederick)

Introduction

David Diop’s “Africa” is a powerful and evocative poem that explores the complex relationship between Africa and its colonial past. Diop, a French West African poet, expresses a deep love for his homeland while simultaneously acknowledging the pain and suffering inflicted upon it by colonialism. Through vivid imagery and emotional language, Diop captures the essence of Africa's history, its resilience, and its hope for the future.

"Africa" is a poem written by David Diop that conveys a sense of connection to the people of Africa as well as a yearning for a country that is unknown to him. The speaker feels an ancestral tie through their common blood, which is a metaphor of resilience in the face of adverse circumstances and oppression, despite the fact that they are physically separated from one another.

Diop's “Africa” stands as a powerful response to this marginalization, as it celebrates the inherent beauty and dignity of African cultures, traditions, and ways of being. The poem's opening lines, “Africa my Africa / Africa of proud warriors in ancestral savannahs” immediately establish a sense of reverence and pride, inviting the reader to engage with a vision of Africa that is rooted in its own internal narratives.

Diop's language is charged with emotion, reflecting the pain and anger he feels towards the injustices of colonialism. The imagery of blood, sweat, and tears emphasizes the suffering endured during this period. However, despite the pain and suffering, Diop's poem is not one of despair. Instead, it is a testament to the resilience and strength of the African people. He speaks of the "bitter taste of liberty" that has been hard-won, suggesting that even in the face of adversity, the spirit of Africa remains unbroken.

Diop also expresses hope for the future. He envisions a time when Africa will be free from the shackles of colonialism and able to reclaim its rightful place in the world. The poem's lines, "That is your Africa springing up anew /springing up patiently," evoke a sense of pride and optimism for the continent’s future.

The African continent is directly addressed by the speaker, who enquires about the continent's resilience and tenacity in spite of the wounds caused by slavery and exploitation. They have a concept of Africa as an unbreakable force, in which the continent is symbolised by a tree that is unmoved by circumstances. In spite of the challenges that it faces, this tree serves as a metaphor for the promise for rebirth and independence that exists throughout Africa.

Conclusion

David Diop's "Africa" is a poetic masterpiece that transcends the boundaries of time and space, offering a profound and multifaceted exploration of the African identity. Through the use of vivid imagery, rhythmic language, and a deep engagement with the historical and political realities of the continent, Diop crafts a work that is both a celebration of the inherent beauty and dignity of African cultures and a rallying cry for the ongoing struggle for self-determination and cultural sovereignty.

                                                                                  

 

 

Post-Colonial Literatures / OBE Syllabus

 

 

Core XIII – Post-Colonial Literatures

Semester

: VI

Course Code

:U22EG612

Credits

: 4

Hours / Week

:  6

 

COURSE OUTCOMES:

 

After the successful completion of this course the students will be able to

 

S.

No.

COURSE OUTCOMES

LEVEL

UNIT

 

CO1

Recall the important authors of commonwealth countries. Students can identify the role of colonized people authored by the colonizer.

 

K1

 

II & IV

CO2

Infer the thin line between the superior and the inferior by cognizing the zeitgeistof the people.

K2

I

 

CO3

Discover the etched memories of inferior people from various works.

 

K3

 

IV

CO4

Analyze vocabulary such as Pidgin, Patois, Elvish, Eye dialect from commonwealth texts.

K4

I, II, III

& V

 

CO5

Compare and contrast different texts produced by colonized people. Perceive values and ethics in tune with common wealth countries.

 

K5

 

I, II, IV

& V

CO6

Create awareness in the multilingual society in relation with socio-economic political and cultural aspects

K6

III, V

 

SYLLABUS:

 

UNIT I - Poems: Australian and Srilankan                             15 Hours

Charles Harpur: An Aboriginal Mother’s Lament

A.D. Hope : Australia

Oodgeroo Noonuccal:         No MoreBoomerang

Kamala Wijeratne: To a Student

 

UNIT II - Poems on Africa                                                           15 Hours

David Diop: Africa

Derek Walcott: A Far Cry from Africa

Chinua Achebe: Refugee Mother and Child

Gabriel Okara: Once Upon a Time

           

UNIT III - Drama                                                                           20 Hours

Wole Soyinka: The Lion and the Jewel

 

UNIT IV - Short Stories                                                                20 Hours

Henry Lawson: That There My Dog

Katherine Mansfield: A Dolls House

Nadine Gordimer: Six Feet of the Country

Margaret Laurence: Godmans Master

 

UNIT V - Novel                                                                               20 Hours

Alan Paton: Cry, the Beloved Country

To Sir, With Love: E.R.Braithwaite

 

Unit Vi: For Further Discussion & Self Study

(Not to be included for Internal or External examination)

 

S.

No.

Topics

Web Links

1.

Colonies of the British Empire

https://www.britishempire.co.uk/timeline/colonies.htm

 

2.

African Literature: An Outline

https://www.infoplease.com/encyclopedia/arts/world-lit/misc/african-literature#:~:text=African%20literature%2C%20literary%20works%20of,African%20languages%3B%20South%20African%20literature.

 

3.

Notable Canadian Authors

https://theculturetrip.com/north-america/canada/articles/10-brilliant-canadian

-authors-who-arent-margaret-atwood/

4.

An Introduction On Australian Literature

https://www.slideshare.net/amilaendeno/australian-literature

 

Text Books:

 

T1:         AlanPaton:Cry,theBelovedCountry.,England:penguin1978

T2:         WoleSoyinka:TheLionandtheJewelOxfordUniversitypress,1963

 

Reference Books:

 

1.            An Anthology of Commonwealth Poetry by Ed CD Narasimhaiah (Madras: Macmillan India Limited,2000)

2.            While the Billy Boils by Henry Lawson (UK: Dodo Press.2007)

3.           VignettesEd.P.N. Ramani (New Century Book House)

4.           Splendid Short Stories by Suresh Frederick and S. Newton (New Century Book House,  Nov 2017)

 

 

 

 

Web Links:                                                                                               

 

1.          https://www.britannica.com/place/British-Empire

2.            https://blog.bookstellyouwhy.com/a-brief-history-of-postcolonial-literature-part- i#:~:text=One%20of%20the%20most%20significant,when%20it%20first%20was%20published.

3.            https://www.infoplease.com/encyclopedia/arts/world-lit/misc/african-literature#:~:text=African%20literature%2C%20literary%20works%20of,African%20languages%3B%20South%20African%20literature.

 

 

Specific Learning Outcomes:

 

 

Unit

 

Course Content

 

Learning Outcomes

Blooms Taxonomic Highest Level of Transaction

I

A.D. Hope : Australia

Criticize the wilderness of Australia

K5

Charles Harpur : An Aboriginal Mothers Lament

Explain the predicament of an aboriginal mother

 

K4

OodgerooNoonuccal : No More Boomerang

Compare and contrast the past and present life of aboriginal people

 

K2

Kamala Wijeratne: To a Student

 

Criticize the racial war between the two groups

K5

II

David Diope: Africa

Appraise the patriotic feelings of the narrator for Africa

K5

Gabriel Okara: Once Upon a Time

Examine the artificial manners in a relationship

K4

Derek Walcott: A Far Cry from Africa

Evaluate the ambivalent feelings of the narrator for both English and African heritage

 

K4

Chinua Achebe: Refugee Mother and Child

Analyze the harsh reality of the helpless refugee mother

 

K4

III

Wole Soyinka: The Lion and the Jewel

Confirm the birth of modernity and the death of tradition

K6

IV

Katherine Mansifield: A Dolls House

Discover the hierarchy order among children

 

K3

Margaret Laurence: Godmans Master

Evaluate Laurence's portrayal of freedom and captivity

 

K5

Henry Lawson: That there my Dog

Capture the sense of humanity and consideration for others

K3

Nadine Gordimer: Six Feet of the Country

Justify the futility in mortality

K5

 

 

 

V

AlanPaton:Cry, the Beloved Country

Illustrate the fear and insecurity

K6

To Sir, With Love : E.R.Braithwaite

Evaluate the theme of education and racial prejudice

K5

 

 

MAPPING SCHEME:

 

 

PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

PSO1

PSO2

PSO3

PSO4

CO1

-

L

M

L

-

-

M

-

L

L

L

L

-

CO2

M

L

M

H

M

M

L

-

M

M

L

-

H

CO3

H

L

L

M

H

M

M

-

-

L

M

H

M

CO4

L

H

H

H

-

L

L

M

H

L

-

M

H

CO5

-

M

M

L

L

-

L

M

H

M

L

M

M

CO6

L

L

L

-

-

-

H

M

M

L

-

L

M

 

                                                                                                L-Low;   M-Moderate; H-High

 

COURSE ASSESSMENT METHOD:

 

Evaluation Scheme:

 

EC No

Evaluation component

Duration

Weight-age (%)

Date & Time

Remarks

1.

Internal Test-I (30 %)

2 hr

25

will be announced

Closed Book

2.

Internal Test-II (30 %)

2 hr

Closed Book

3.

Seminar (10%)

2 hr.

--

4.

Assignments (10%)

2 hr.

--

5.

Innovative Component (10%)

2 hr.

--

6.

Attendance (10 %)

-

On-line Entry

7.

End Semester Exam

3 hr.

75

Closed Book



Chamber Consultation Hours:

Will be announced by the individual instructors.

 

Notices:

All notices regarding the course will be displayed on the Department Notice Boards.

 

Make-up Policy:

Retest will be given only for first internal test for genuine reason. No re-test for second internal tests.

 

 DIRECT:

 

1.                  Continuous Assessment Test: T1, T2 (Theory & Practical Components): Closed Book Test.

3.                  Cooperative Learning Report, Assignment, Group Presentation, Group Discussion, project Report, Field Visit Report, Poster Presentation, Seminar, Quiz (written).

4.                  Pre-Semester & End Semester Theory Examination

 

INDIRECT:

 

Course end survey (Feedback)