Postcolonial Paradoxes In French Caribbean Writing

This book is the first major study of French Caribbean literature in light of the concept of postcoloniality. Postcolonial theory debates have developed in the anglophone domain, and have not as yet referred prominently to francophone literature. Jeannie Suk investigates how the literature of Martinique and Guadeloupe provides a kaleidescopic view of the paradoxes at the heart of postcoloniality. Through subtle and provocative readings of Aimé Césaire, Edouard Glissant, Maryse Condé, Baudelaire, Freud, and others, she illuminates how the development of French Caribbean literature and debates about négritude, antillanité, and creolité contribute to theories of in-betweenness and incompleteness central to postcolonial modes. In each chapter, lively and detailed analyses of literary and critical texts reveal connections between key thematic, conceptual, rhetorical, and psychic issues that form the interface of Caribbean and postcolonial concerns. The first part paves theoretical ground, focusing on readings of two seminal texts, Césaire's Cahier d'un retour au pays natal and Glissant's Discours antillais; the second part concentrates on Maryse Condé's exemplary work. Lucidly articulating the overlap and interplay of the distance of oceanic crossing, the discontinuities of allegorical signification, and the gap at the heart of trauma, Suk probes the paradoxical dynamic of impossible yet inevitable returns in space, time, and the psyche. She shows how literal and metaphorical "crossings" both produce and impede history and representation. The result is a new framework for understanding the intersection of postcolonial, psychoanalytic, deconstructive, and French Caribbean problems in a language attentive to improbable recurrences across theories and registers. Postcolonial Paradoxes is a major contribution to criticism and theory, of interest to scholars and students of postcolonialism, Caribbean and African diaspora literature, French literature, and psychoanalysis.

This issue considers the oeuvre of Haitian writer Marie Vieux-Chauvet (1916-1973) as a prism through which to examine individual and collective subject formation in the postcolonial French-writing Caribbean, the wider Afro-Americas, and beyond. While both Vieux-Chauvet and her corpus are situated in the violent space of mid-twentieth century Haiti, her work articulates the obstacles to claiming legitimized human existence on a global scale. The contributors to this interdisciplinary volume examine Vieux-Chauvet's positioning within the Haitian public sphere, as well as her broader significance to understanding gendered and racialized postcolonial subjectivities in the twenty-first century.

In Caribbean writing, place is intimately inflected by displacement - place and displacement are not dichotomous; every 'here' invariably implies a 'there'. In line with this extreme imbrication of (dis)location, Caribbean writing in French explores questions of increasing global pertinence such as the relation between writing and displacement, local and distant space, text and place, identity and migration, passage and transformation. Contributions range across genres and the work of writers such as Aimé Césaire, Patrick Chamoiseau, René Dépestre, Édouard Glissant, Émile Ollivier, Gisèle Pineau, Simone Schwarz-Bart and Ernest Pépin. Topics explored include the poetics of dwelling space, the postmodern or postcolonial dynamic of the Creole town, and the textualization of place and displacement. Also included are essays on the drama of distance, the metamorphosis of recent Haitian writing, the literary reverberations of the figure of Toussaint L'Ouverture, and links between Ireland and the French Caribbean.

In the late 1990’s, Postcolonial Studies risked imploding as a credible area of academic enquiry. Repeated anthologization and an overemphasis on the English-language literatures led to sustained critiques of the field and to an active search for alternative approaches to the globalized and transnational formations of the post-colonial world. In the early twenty-first century, however, postcolonial began to reveal a new openness to its comparative dimensions. French-language contributors to postcolonial debate (such as Edouard Glissant and Abdelkebir Khatibi) have recently risen to greater prominence in the English-speaking world, and there have also appeared an increasing number of important critical and theoretical texts on postcolonial issues, written by scholars working principally on French-language material. It is to such a context that this book responds. Acknowledging these shifts, this volume provides an essential tool for students and scholars outside French departments seeking a way into the study of Francophone colonial postcolonial debates. At the same time, it supplies scholars in French with a comprehensive overview of essential ideas and key intellectuals in this area.

A career-spanning assessment of Glissant’s work as a philosophical project. With a career spanning more than fifty years as a writer, scholar, and public intellectual, Édouard Glissant produced an astonishingly wide range of work, including poems, novels, essays, pamphlets, and theater. In Think Like an Archipelago, Michael Wiedorn offers a fresh interpretation of Glissant’s work as a cohesive and explicitly philosophical project, paying particular attention to the last two decades of his career, which have received much less attention in the English-speaking world despite their remarkable productivity. Focusing his study on the idea of paradox, Wiedorn argues that it is fundamental to Caribbean culture and thought, and at the heart of Glissant’s philosophy. The question of difference has long played a central role in the literary and philosophical traditions of the West, however to think differently, Glissant suggests focusing elsewhere: on the post-plantation societies of the Caribbean, and the Americas more broadly. For Glissant, paradoxical lessons drawn from the natural and cultural realities of the Caribbean can point to new ways of thinking and being in the world: in other words, to the creation of what Glissant calls a “new category of literature,” and in turn to the attainment of his utopian political vision. Thinking through such paradoxes, Wiedorn demonstrates, can offer new perspectives on the old questions of totality, alterity, teleology, and the potential of philosophy itself. Michael Wiedorn is Assistant Professor of French at the Georgia Institute of Technology.

Tobias Döring uses Postcolonialism as a backdrop to examine and question the traditional genres of travel writing, nature poetry, adventure tales, autobiography and the epic, assessing their relevance to, and modification by, the Caribbean experience. Caribbean-English Passages opens an innovative and cross-cultural perspective, in which familiar oppositions of colonial/white versus postcolonial/black writing are deconstructed. English identity is thereby questioned by this colonial contact, and Caribbean-English writing radically redraws the map of world literature. This book is essential reading for students of Postcolonial Literature at both undergraduate and postgraduate level.

This book narrates the development of education in St. Maarten between 1954 and 2000, by tapping into the experience of the protagonists, giving them a voice in the recording of their own history. As such, it lends a voice to postcolonial subjects, who have often been bypassed or forgotten by most traditional historians, and thus rendered voiceless. The work is based on both written and oral history, including interviews with important educational agents, as well as former pupils and parents. By doing this, it describes the overall framework of education in St. Maarten within the juridical space of the Kingdom of the Netherlands. The first part of the book deals with the Dutch Antilles in general, and with St. Maarten in particular, examining the effects of slavery and its consequences. Both before and after the restructuration of the Kingdom of the Netherlands in 1954, education was essentially shaped by the different religious denominations on the island. Over time, St. Maarten’s schooling system developed from an almost non-existing entity to a well-structured one, which closely resembled the educational framework in the Netherlands, its former colonial ruler. Part two reflects the respondents’ reactions to several issues concerning education in St. Maarten. It was only after local St. Maarten students became teachers that topics about the island found their place in the curriculum. Even though it took some time to integrate St. Maarten in the curriculum, the people did not (and still do not) have the feeling that education has let them down. It is only now that they are beginning to question whether, and to what extent, schools were, and are, able to positively influence young people. In the past, they believed that schooling – however foreign its curriculum may have been – did actually help them to find a niche in the world. After studying both written and oral sources, the book concludes that the coat of arms of St. Maarten is representative of its findings about education on this island: Semper progrediens – “Always progressing”. Education in St. Maarten has progressed without showing radical breaks.

The interconnections between histories and memories of the Holocaust, colonialism and extreme violence in post-war French and Francophone fiction and film provide the central focus of this book. It proposes a new model of 'palimpsestic memory', which the author defines as the condensation of different spatio-temporal traces, to describe these interconnections and defines the poetics and the politics of this composite form. In doing so it is argued that a poetics dependent on tropes and techniques, such as metaphor, allegory and montage, establishes connections across space and time which oblige us to perceive cultural memory not in terms of its singular attachment to a particular event or bound to specific ethno-cultural or national communities but as a dynamic process of transfer between different moments of racialized violence and between different cultural communities. The structure of the book allows for both the theoretical elaboration of this paradigm for cultural memory and individual case-studies of novels and films.