Curriculum change: problems and possibilities.
Third Space Symposium: Decolonisation and the Creative Arts.
ICA, University of Cape Town | 13-14 May 2016.
Italo Calvino, Why Read the Classics? | New York Review of Books | 9 October 1986:
Let us begin with a few suggested definitions...The classics are the books of which we usually hear people say: “I am rereading…” and never “I am reading…”
If the spark doesn’t come, that’s a pity; but we do not read the classics out of duty or respect, but only out of love. Except at school. And school should enable you to know, either well or badly, a certain number of classics among which—or in reference to which—you can then choose your classics. School is obliged to give you the instruments needed to make a choice, but the choices that count are those that occur outside and after school.
It is only by reading without bias that you might possibly come across the book that becomes your book.
What is this thing called ‘literature’, and how does it work? What does it mean to read the classics from where we are – Shakespeare and 19th-century novels transplanted to southern Africa like those street signs, DICKENS, COLERIDGE, KIPLING, set down incongruously in the suburbs of Woodstock, Observatory and Salt River? Are we dealing with ‘English literature’ or ‘literature in English’? What is the purpose of it all anyway, when others in the university are working on solar panels or vaccines for drug-resistant TB? What will be in the exam?
These are questions that all of us teaching in the big undergraduate courses must field and grapple with each year. We have to think hard about how to broach the core ideas of literary studies over thirteen weeks. How to do this in a way that is engaging and critically astute, but also so that it will not exclude any members of the student body? It is all very well to talk about how the literary work might ‘estrange’ what we think we know, and make the familiar unfamiliar. But how can theoretical ideas of productive artistic difficulty be explored in a way that does not estrange members of the student body – many of whom, at least in first year, do not have English as a first language. Read More