Report: Literary Theory Workshop
Date :
31 August 2013
Venue : Institute of English,
University of Kerala
A workshop on Literary Theory
was organized on 31st August 2013 by the Institute
of English as part of implementing new
M. A. syllabus in various colleges under the University of Kerala.
Sponsors
The Workshop was financially sponsored by Federal Bank and Co-operative Bank
Inauguration and Participation:
Teachers from sixteen colleges (out of nineteen) under the University of Kerala participated in the workshop. The
programme was inaugurated by Dr. Maya Dutt, Professor and Head, Institute of English. Dr. P. J. Jacob, Chairman,
Board of Studies in English (Pass), and Dr. Anitha Dhamayanthi Associate
Professor, Govt. College for Women, (Member,
PG Board of Studies), Thiruvananthapuram addressed the gathering and gave a
comprehensive overview of the new syllabus. The introductory note was given by
Dr. G. S. Jayasree, Director, Centre for Women’s Studies (Member, PG Board of
Studies). She threw light on the motives of the Literary Theory syllabus and
the purpose of conducting a workshop based on the new syllabus. Dr.
Vijayalekshmi, Associate Professor, University
College, (Member, PG
Board of Studies), Thiruvananthapuram delivered a formal vote of thanks.
Technical Session:
The inaugural function was
followed by discussion on the first module of the Literary Theory paper. The
workshop was divided into two sessions. Two hours were allotted for each
session. Each session was further divided in to four sub-sessions of thirty
minutes to be devoted to the discussion of each School of Thought. Teachers
were grouped district-wise. Mr. P. Harikrishna, (Associate Professor, NSS
College, Pandalam), Mr. Gireesh (Assistant Professor, University College,
Thiruvanathapuram) and Ms. Lakshmi Priya (Assistant Professor, VTM NSS College,
Dhanuvachapuram) coordinated the Thiruvananthapuram,
Kollam-Pathanamthitta and Alappuzha groups respectively. The discussion had the
following aims:
Ø
Introducing the new syllabus
Ø
Proposing innovative teaching/learning methods
Ø
Suggestions from the participants
Ø
Identifying the problems faced by teachers while
teaching Literary Theory
The
discussion centred on evolving new teaching/learning strategies to successfully
render the revised syllabus in the classroom. The group was of the common
opinion that possible linkages between literary theory and literary texts
should be properly worked out in the classroom. Students should be encouraged
to understand theories in the context of contemporary life and culture so that
they may use these approaches in understanding not just literary texts but the
broader aspects of human nature and culture also.
The
discussion was more on the “how to” part of the syllabus rather than the “what”
part of it. It was suggested that a “text to theory” approach would make the
theory lectures more acceptable in the classroom context. Many members felt
that students often fail to understand how these diverse reading strategies
work in the context of literary texts. As questions are often based on the
prescribed essays, they have a tendency to limit their understanding to the few
prescribed essays. Being a new subject, they need to strive hard to master the
prescribed essays and this often leaves them with little time to ponder over
their broader implications. Without broad reference points to relate to, this
limited understanding of the topics may soon be lost. Grounding theories on
works of literature would help deepen the students’ understanding of the topics
and hence the “text to theory” approach.
Major Suggestions made by
the Coordinators:
Ø
Bridge the gap between everyday life, theory and
literature.
Ø
A separate workshop
may be conducted for teachers with a focus on literature-oriented
teaching/learning strategies.
Ø
Students may be
encouraged to develop a parallel interest in the basic traditions of European
philosophy.
Ø
While introducing the
prescribed essays, the teachers concerned should ensure that the historical and
philosophical evolution of the school of thought in question should be
discussed.
Ø
Give an introductory session
Ø
Need for a consensus
on the. allocation of teaching hours for each module
Ø
Attempt a text to theory approach.
Ø
Discussions should be promoted in class.
Ø
Students should be
guided to understand the material in the context of that particular school of
thought.
Ø The module on structuralism should be discussed thoroughly
in the classroom. Other modules should be introduced only when the students are
comfortable with the ideas of that school of thought. Since two or more
teachers are likely to handle the syllabus, some consensus regarding the
division of hours needs to be worked out among the teachers to make this
possible.
Ø Resource persons may be invited to offer introductory
lectures as an entry-point to each module.
Ø
Conduct regional workshops
Ø
Conduct refresher courses for teachers
Ø
Avoid giving summary of the texts.
Ø Provide
text books and sample reading.
Ø Arrangements should also be made for creating a pool of
teaching/learning materials that can be easily shared by the teachers and
students, preferably online.
Ø
Equal importance need
to be given to the conduct of examination and in the preparation of the scheme
for evaluation.
Ø
It was suggested that
it would be rewarding if the valuation of papers be done by the teachers
teaching the course and the examination should test the student’s overall
knowledge of literary theory/schools, rather than limiting the questions to the
prescribed essays.
Ø
An attempt could be
made to link the prescribed approaches with Indian aesthetic approaches to
literature and art.
Limitations of the
Syllabus:
It was also
felt that the syllabus fails to touch upon certain areas, despite being a
“heavy” one. For instance, popular approaches like Eco-criticism, Diaspora
criticism or relatively marginalized approaches like Darwinian Evolutionary
criticism do not find a place. Similarly, an important school like Postmodernism
fails to get an exclusive module. Although the limitations for setting a
syllabus for an area as wide as literary theory was taken into account, the group
still felt that Module 4 of Semester II paper could be moved to “Cultural
Studies” paper and a new module on “Post Theory” could be accommodated instead.
It was suggested that this would give the syllabus and the students a cutting
edge. Members also wondered whether individual teachers would care to introduce
these missing approaches as they—ostensibly—do not form a part of the
syllabus.
The concluding remarks were
followed by the valedictory address delivered by Dr. G. S. Jayasree. She
accentuated the importance of inducing theory into life.
