By Smaro Kamboureli
The research of Canadian literature―CanLit―has passed through dramatic adjustments because it grew to become a space of specialization within the Sixties and ’70s. As new worldwide forces within the Nineteen Nineties undermined its nation-based serious assumptions, its theoretical concentration and learn equipment misplaced their immediacy. The participants to Trans.Can.Lit deal with cultural coverage, citizenship, white civility, and the distinguished prestige of diasporic writers, unabashedly spotting the vital to transfigure the disciplinary and institutional frameworks in which Canadian literature is produced, disseminated, studied, taught, and imagined.
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Sample text
The War Party is a First Nations rap group. I have tried to make sense of why I was repeatedly drawn to these two texts for thinking about these issues. The texts are brilliant in their artistry, but that is not why I kept returning to them. As I read and listened more carefully, the texts spoke to each other in their own ways, revealing a Canadian multicultural sensibility that shocked me to the core. Each of these texts is intended to do something political, social, and cultural, as S. ’” Take, for example, Compton’s “Illegalese: Floodgate Dub” from Performance Bond.
B. 33 In this respect, I find Henry Giroux’s emphasis on autonomy in his article “Education after Abu Ghraib” productive for thinking through global citizenship responsibilities. Giroux finds in the events of Abu Ghraib questions “about education as both the subject and object of a democratic society and how we might engage it differently” (793). He finds inspiration in Theodor Adorno’s argument that “The only true force against the principle of Auschwitz would be human autonomy … that is the force of reflection and self-determination” (Hohendahl 58, qtd.
In Giroux 796). These processes can be activated through renewing citizenship in its various public participations, including renewing and making accountable nation-state institutions and encouraging the reading, writing, and discussion of literature. Spivak concludes that “In this era of global capital triumphant, to keep responsibility alive in the reading and teaching of the textual is at first sight impractical. It is, however, the right of the textual to be so responsible, responsive, answerable” (Death 101–102).