Nationalism and Otherness:Reading Nation in the Literature Classroom

This essay examines the motives and fallout, both overt and tactical, that surround the materiality of postcolonial novels and critical texts in specific institutional and pedagogical contexts. At stake is both the ontology and materiality of the other—more specifically their representation at the hands of a self as center of political power that legitimates its own systems of knowledge and meaning. The specific institutional context and point of departure is the recent revision of the postgraduate English syllabus at Guahati University in northeast India. The essay examines this academic exercise for a larger ideological meaning by drawing to a logical conclusion the assumption that a so-called muffassil (provincial) Indian university that is implicated in the life of the people of its region stands committed to the human resource development of that region. The institutional assumption is that the university’s students of English studies in the socioeconomically challenged state of Assam should be sensitized to the complex issues of the nation and its otherness; it is also assumed that they should be able to construct a politically engaged reading of such texts, one informed by the problems of discontent of being on the nation’s margins literally and metaphorically. The texts, however, instead tend to generate anxieties and discomfiture as Assamese students—already the nation’s other—encounter postcolonial celebrations of the borderless nation, dissemination, porous borders, liminality, etc., which fail to empathize with the miseries of the Assamese people and the deplorable conditions of the region—the product of years of neglect by the metropolitan center, heavy immigration from Bangladesh and the resultant strain on the land and regional economy, and subnationalist aspirations being perceived as secessionism and terrorism.