Studying at York
African Imaginations and Afrophone Literatures - ENG00165I
- Department: English and Related Literature
- Credit value: 20 credits
- Credit level: I
- Academic year of delivery: 2024-25
Module summary
Written Afrophone literary practice has a long history that ranges from the pre-colonial epic to postcolonial novels to contemporary ‘born digital’ multilingual songs and plays notwithstanding orature that has been practiced in every African society. Postcolonial criticism and early theories of world literature have undermined the practice of Afrophone literatures through exclusively promoting Europhone African literatures (Barber 1995; Marzagora 2015). Yet Afrophone literatures have become a strong base for what Abiola Irele (1990) designated as the ‘African imagination’ — ‘a conjunction of impulses that have been given a unified expression in a body of literary texts’(4). This idea provides ‘common experience’ and ‘cultural references’ for African literature in general. Irele elaborates that African orature ‘represents the basic intertext of the African imagination’ (ibid), thereby it continues to shape African literary practice. In the meantime, the contemporary African literary field is incessantly wrestling with the question of language, the relevance of orature, translation, digitization, and the approaches to studying them, alongside other socio-political issues, but Afrophone literatures are less involved in these mainstream discussions. Through close reading of the selected primary texts in English translations, and of the secondary writings related to them, this module introduces you to major themes in the Afrophone literary field, and discusses how their translations deal with these themes, and how digital media helps them widely circulate. It also familiarizes you with the key debates in the field of studies of world literature in relation to Afrophone literatures with particular focus on the selected themes. Through lectures and seminars over 11 weeks, you will practice critical reading of the selected primary texts and the secondary readings in each week.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2024-25 |
Module aims
This module aims to introduce you to a variety of the genres, styles and themes of Afrophone literatures and their dialogue with key historical, socio-cultural and political contexts. It examines how they contest bias in the criticism of postcolonial and world literature studies about Afrophone literatures, and how they inform debates in African and world literatures.
Module learning outcomes
On successful completion of the module, you should be able to:
1. demonstrate an informed understanding of and engagement with a range of the styles and themes of Afrophone literatures and their connection to culture, history and politics and how to study them as world literature.
2. demonstrate an informed understanding of and engagement with African orature and its continued relevance to the development of African literatures.
3. examine key debates and critical approaches, including how translation, digital media and the focus on the role of orature and multilingualism in Afrophone literatures increase the visibility of such literatures.
4. develop arguments and ideas which demonstrate a proficiency in critical thinking, research, and writing skills.
5. demonstrate an understanding of some of the key issues at stake in the act of translation and in the study of literature in translation.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 70 |
| Open Exam (2 days) | 30 |
Special assessment rules
None
Additional assessment information
Throughout the module, you will have the opportunity to pitch, road-test, and develop essay ideas. Feedback will be integrated into your seminars or the ‘third hour’ (i.e. the lecture or workshop).
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 70 |
| Open Exam (2 days) | 30 |
Module feedback
You will receive feedback on all assessed work within the University deadline, and will often receive it more quickly. The purpose of feedback is to inform your future work; it is designed to help you to improve your work, and the Department also offers you help in learning from your feedback. If you do not understand your feedback or want to talk about your ideas further you can discuss it with your tutor or your supervisor, during their Open Office Hours.
For more information about the feedback you will receive for your work, see the department's Guide to Assessment.
Indicative reading
Niane, D. (1965). Sundiata: An epic of old Mali. Longman.
Barry, K. (1998). Kesso, princessepeuhle [Kesso, a Fulani Princess]. Seghers.
Xozwa, L. (1988). Ingcaza ka-Xhosa. Pretoria: Via Afrika.
Poems by Zolani Mkiva (transcribed and translated from Vedeo Casette by Kaschula, 1997).
Ngugi, T. (1980). Devil on the Cross. East African Educational Publisher.
Thomas,I. (2012). The life history of me, Segilola, of the fascinating eyes (Yoruba novel trans. by Barber), In Barber K. (ed.), Print Culture and the First Yoruba Novel. Brill.
Katembula, J. (2014). Kapilipili (a multilingual song).
Bhengu.M. (1986). Yiz’Uvalo/ Umanqob’ Isibindi (In Spite of Fear/ The Victor is Courage) (Zulu play).
Dawe,H. (2006). Geerarsa (an Oromo recitative song, my translation).
Tuwa, H. (2013). Utata wa 9/12 (‘The Obscurity of 9/12’) (Swahili novel), Kiu ya Jibu.