Introduction to Postcolonial Theory by Dr. Dawn Duncan
Introduction to Postcolonial Theory
By Dr. Dawn Duncan
Having worked with Postcolonial Theory for well over a decade now, I recognize that not all postcolonialists are on the same page when it comes to the theoretical definition or practice. However, as a teacher it is important to me both to teach my students the history of Postcolonial Theory with all its permutations and to articulate my own approach as clearly as possible. To that end, over the past few years I have proposed a flexible foundation for postcolonial theorists that more closely represents global realities than the former definition allowed1. I use a three-point construct, with the points representing the ontological, contextual, and textual components—all of which will be explained below. I also attempt to show the relevance of postcolonialism to understanding root causes of world problems and possible solutions.
If we look at a brief history of postcolonial studies, we can appreciate the way in which the theory and practice have evolved. Though colleges and universities are portrayed in the media, especially by conservative voices, as being hotbeds for radicals to push societal change, the truth is that the academy is slow to embrace change. On the positive side of this issue, we might note that academics take time to contemplate and analyze, to reflect upon all the ramifications change brings. On the negative side, we might note that the academy remains deeply hierarchical with older, established voices holding sway in decision-making at administrative and curricular levels. Whatever the explanation for the reality, ideas seem to fester for some 10-15 years before bringing about real adaptation. Postcolonial studies certainly is representative of such an academic evolution. In 1961 Frantz Fanon published The Wretched of the Earth (a follow-up to his Black Skin, White Masks of 1952). Fanon, a Black native of Martinique who was trained in Psychiatry in France, experienced
By Dr. Dawn Duncan
Having worked with Postcolonial Theory for well over a decade now, I recognize that not all postcolonialists are on the same page when it comes to the theoretical definition or practice. However, as a teacher it is important to me both to teach my students the history of Postcolonial Theory with all its permutations and to articulate my own approach as clearly as possible. To that end, over the past few years I have proposed a flexible foundation for postcolonial theorists that more closely represents global realities than the former definition allowed1. I use a three-point construct, with the points representing the ontological, contextual, and textual components—all of which will be explained below. I also attempt to show the relevance of postcolonialism to understanding root causes of world problems and possible solutions.
If we look at a brief history of postcolonial studies, we can appreciate the way in which the theory and practice have evolved. Though colleges and universities are portrayed in the media, especially by conservative voices, as being hotbeds for radicals to push societal change, the truth is that the academy is slow to embrace change. On the positive side of this issue, we might note that academics take time to contemplate and analyze, to reflect upon all the ramifications change brings. On the negative side, we might note that the academy remains deeply hierarchical with older, established voices holding sway in decision-making at administrative and curricular levels. Whatever the explanation for the reality, ideas seem to fester for some 10-15 years before bringing about real adaptation. Postcolonial studies certainly is representative of such an academic evolution. In 1961 Frantz Fanon published The Wretched of the Earth (a follow-up to his Black Skin, White Masks of 1952). Fanon, a Black native of Martinique who was trained in Psychiatry in France, experienced