Saturday, October 9, 2010

Jasmine & Jane Eyre

One topic we didn't get to today in our discussion of Jasmine is its intertextuality--how it uses allusions, both explicit & implicit, to other literary texts in order to advance its plot and themes. One such allusion is to Charlotte Brontë's gothic novel Jane Eyre. I know that several of you have read that novel, so I thought it might interest you to ponder the connections Mukherjee makes between her protagonist and Brontë's.

Charlotte Brontë & Bharati Mukherjee
  1. Jyoti reads Jane Eyre while studying English with Masterji. At seven, she is his star pupil, "a reader, a counter, a picture drawer to whom Masterji [...] lent his own books" (40). She continues: "I remember a thin one, Shane, about an American village much like Punjab, and Alice in Wonderland, which gave me nightmares. The British books were thick, with more long words per page. I remember Great Expectations and Jane Eyre, both of which I was forced to abandon because they were too difficult" (40-41).

    The fact that she was "forced to abandon" Jane Eyre highlights the linguistic and cultural barriers between young Jyoti and the classic novel. But Jane Eyre and Jasmine are similar in many ways: they are both Bildungsromans, or coming-of-age narratives, and they are both profoundly concerned with gender and, in particular, how women struggle to balance their own desires and voices with those of the men in their lives. Thus, while Mukherjee puts Jyoti slightly at odds with Jane Eyre in this passage, she is also letting us know that she is using Jane Eyre as a subtext throughout the novel.

  2. One of Jasmine's names is Jane, and Bud = Rochester. Bud, her disabled banker almost-husband, names her Jane: "Bud calls me Jane. Me Bud, you Jane. I didn't get it at first. He kids. Calamity Jane. Jane as in Jane Russell, not Jane as in Plain Jane. But Plain Jane is all I want to be" (26).

    Multiple "Janes" are explicitly alluded to in this passage--Tarzan's Jane; the cross-dressing, sharp-shooting cowgirl Calamity Jane; and Jane Russell, the sexpot actress. But "Plain Jane," it can be argued, is an implicit allusion to Jane Eyre, Brontë's "plain," intelligent governess. Jane Ripplemeyer shares much in common with Jane Eyre: she is smart, for example, and she is a caregiver to others, first as Duff's "day mummy" or au pair (like Jane Eyre, who is a governess), and then as Bud's lover (like Jane Eyre, who also has a disabled and much older lover in Rochester). Thus the narrator states "I think maybe I am Jane with my very own Rochester, and maybe it'll be okay for us to go to Missouri where the rules are looser and yield to the impulse in a drive-in chapel" (236).

  3. Jasmine is haunted by the legacy of colonial Britain and the traumatic history of the "West's" relationship with the mysterious "East." This point is more subtle, but also fascinating. In Jane Eyre, the British colonial legacy is expressed most forcefully in Bertha Mason's character, the Creole madwoman in the attic who haunts the other characters (including Jane) and finally burns Rochester's house to the ground. In Jasmine, this colonial legacy is expressed in Jyoti's family--particularly her father, who is profoundly undone by the Partition--as well as in the death of Prakash, her first husband.

    But Jasmine herself is a "tornado," a violent and destructive/creative force. Like Bertha Mason, she is a "third world" woman and therefore represents, for some Americans, the exotic, irrational, and bodily. Despite her intelligence, she is seen, and loved, primarily for her beauty and exciting difference (with the important exceptions, I would argue, of Taylor and Du). Like Bertha, she has a destructive effect on Bud's life, even as she also serves as his caregiver for years.

    Ultimately, Jasmine is like both Jane Eyre and Bertha Mason. Like Shiva, she is simultaneously creative and destructive. She doesn't stay with her "very own Rochester" (236), as Jane Eyre does, but she does choose to follow her own desires, even if they prove more destructive than creative. This is why the last paragraph of Jasmine is perfect: "Time will tell if I am a tornado, rubble-maker, arising from nowhere and disappearing into a cloud. I am out the door and in the potholed and rutted driveway, scrambling ahead of Taylor, greedy with wants and reckless from hope" (241; my emphasis). I love how this passage captures the creative and destructive force of love and hope.

Watch her reposition the stars! :)
Dr. K.

Tuesday, October 5, 2010

Ideas and Prompts for Week Seven: Jasmine

Hi everyone!

Since this will be your last blog post for English/American Studies 248, I'd like to encourage you to have fun with it! Jasmine has many great characters--Jasmine herself, Half-Face, Bud Ripplemeyer, Du, and Taylor, to name a few--and one way to explore the novel's themes is to creatively explore the psychology of a single character. To wit:
  • Put Jyoti in dialogue with Jasmine, or with Jane Ripplemeyer. The protagonist's various incarnations, it could be argued, are actually three different characters. Early in the novel, the narrator states: "There are no harmless, compassionate ways to remake oneself. We murder who we were so we can rebirth ourselves in the images of dreams" (29). What would young Jyoti say to her later selves? Or what would Jane have to say to Jasmine or Jyoti, the selves she had "murdered" (29)? You could write this dialogue in the form of a letter, or you could write a story in which the two protagonists meet each other in a dream.

  • Rewrite a segment of the story from Du's perspective. Du, Jane and Bud's adopted Vietnamese son, is one of my favorite characters in the novel. There's lots to explore here: Du's traumatic past, his skill with electronics (a survival skill), his relationship with Jane, his departure from the Ripplemeyer family.

  • Rewrite a segment of the story from Bud Ripplemeyer's perspective. Another fascinating character, Bud is by turns pathetic and sympathetic. His neediness is both endearing and tragic. What would his side of the story look like?

  • Rewrite the ending of Jasmine, in which the protagonist makes a different choice. What if the ending were totally different? (I don't want to get too specific here, so as not to spoil it for you.)

  • Rewrite a segment of the story as a Hindu fable, including gods and goddesses. This will require a bit of research into Kali, Shiva, and some of the other deities mentioned in the book. But it would be super awesome. Which deity would Jyoti be? Jasmine? Jane? What about the other characters?
Enjoy!
Dr. K.


The goddess Kali. Source: Jim Lochtefeld, Carthage College

Friday, October 1, 2010

Ideas and Prompts for Week Six: "Beccah"

Hi, everyone. Sorry this week's prompts are later than usual. Those of you who have posted to your blogs about "Beccah" have already identified the most intriguing questions about this set of characters:

1. What is going on with Akiko, Beccah's mother? How do we explain her behavior? Is she psychic, "crazy," traumatized? Some combination of the three?

2. How does Akiko's behavior affect Beccah? In other words, how would you characterize this mother-daughter relationship?

3. How might this story be different if told from another point of view?

4. Why do you think Nora Okja Keller leaves Akiko's history--in particular about Beccah's father--a mystery? In other words, why might the author have decided to make it difficult for you, the reader, to understand and interpret Akiko's behavior?

See you tomorrow! :)
Dr. K.

Saturday, September 25, 2010

Dorothea Lange and the Censorship of Internment Photographs

After class today I became interested in the question some of you posed about Dorothea Lange's internment photographs, and whether or when they appeared in print. While we were talking, I had a vague-but-unconfirmed memory of reading that Lange's internment photographs were in fact censored by the U.S. government. I didn't want to say it without checking my facts first, but my memory was correct.

Here's the story. Lange was hired by the War Relocation Authority (WRA) to document internment through her photographs. This was well before she became famous. She was supposed to do what many WRA photographers did, which was to present internment as a positive thing: freely chosen by complicit Japanese Americans; good for them; good for the nation. (The propaganda here is eerily similar to pro-slavery propaganda from the 19th century.) However, as you can see from the photograph Gina and Carla showed in class, Lange did not follow instructions. She was a troublemaker.

Here's a picture of Lange at work photographing internment. You can see her hovering in the background:


What Lange wanted to do was to show the reality of internment, rather than create propaganda. And so she began taking stark, realistic photographs that did not excise the bleak and painful aspects of internment. According to a fascinating 2006 New York Times article, the WRA attempted to restrict her--and not just her, but the other photographers too--as she worked:
[A]t nearly all of the 21 locations Lange visited, the government tried to restrict her. At the assembly centers and at Manzanar she was not allowed to photograph the wire fences, the watchtowers with searchlights, the armed guards or any sign of resistance. She was discouraged from talking to detainees. At one point she was almost fired when one of her photographs appeared on a Quaker pamphlet denouncing the internment.

Despite the government's efforts to control the representation, Lange was able to create an alternative historical record through her photographs. From the same article:

In many of her pictures the subjects look away from the camera, accentuating their sadness and anxiety. Yet Lange also emphasizes the detainees’ essential Americanness: a United States Army volunteer helping his mother and family prepare for their internment, a smiling boy with a baseball bat, another boy reading a comic book.

Somehow these photographs disappeared. Ms. Gordon said historians did not know exactly what happened to them beyond that the Army deposited them in the National Archives. Ms. Gordon said she could only guess at how bitter Lange must have been to witness the disappearance of so much hard work.

This New York Times article came out in 2006, when historians unearthed Lange's internment photographs and published them in a book titled Impounded: Dorothea Lange and the Censored Images of Japanese American Internment. Finally, Lange's alternative historical record saw the light of day.

Troublemakers rock!

Yes, censorship happens in the United States. Usually it is a quiet affair, and is done by local school boards, libraries, and media organizations without the public's knowledge. This week is Banned Books Week, and if you get a moment to take our library's survey on the topic, you might learn something about how literature has been censored, and continues to be censored to this day, in the U.S.






Be a troublemaker! Read a banned book today!
Dr. K.


Monday, September 20, 2010

Ideas and Prompts for Week Five: Executive Order 9066



Hi everyone,

This week we're changing things up a little bit by examining poems. (Plus one incredible film, an auto/biographical documentary that is among my all-time favorites. The production company even quotes me on their website--that's how much I love it! I talk about it all the time!) :)

We're focusing on the Japanese American internment experience this week. Here are the historical facts. After the attack on Pearl Harbor during WWII, President Franklin D. Roosevelt issued Executive Order 9066, authorizing the "relocation" (i.e., internment, or imprisonment) of Americans of Japanese descent. The War Relocation Authority (WRA) systematically "relocated" over 120,000 men, women, and children from their homes to internment camps (or "relocation centers"). Family life, work life, and children's schooling were all disrupted. Internees' homes were taken from them. They were forced to sign a "Loyalty Oath" pledging their allegiance to the U.S. They lived in roughshod communal barracks made of thin pine, often with dirt floors. The camps were surrounded by barbed wire and guarded by armed soldiers with orders not to let anyone leave under any circumstances. Men of military age, however, could prove their loyalty to their country and leave the camps on one condition: if they enlisted in the military (to fight in a segregated unit).

A tragic chapter in U.S. history, yes. But tragedy begets poetry! Our two poets this week, Mitsuye Yamada and Lawson Fusao Inada, both experienced internment personally. Yamada was interned as a teenager with her family before attending the University of Cincinnati after the war. Inada's family was interned when he was just four years old. Both poets write about internment experience lyrically and ironically. The tragedy that was simultaneously personal and national works itself out in poems that are sometimes brutal, sometimes gorgeous, and sometimes hilarious.

Here are some ideas and prompts for this week's poems.
  1. In "Evacuation," the speaker and fellow internees are told to "Smile!" (line 9) for a photograph, and when they do, the newspaper runs the photo with a caption reading "Note smiling faces / a lesson to Tokyo" (13-14). How does this poem capture the experience of internees? How do we see this tension between being "obedien[t]" (10) and being criminalized, between appearance and reality, between friend/citizen and enemy, operating in Yamada's other poems?

  2. In "Desert Storm," Yamada writes:

    This was not
    im
    prison
    ment.
    This was
    re
    location. (22-28)

    What do you think she means by this? Why does she use the line breaks in this way? Do you see this distinction--between the sanctioned term, "relocation," and the poet's preferred term, "imprisonment"--operating thematically in the other poems?

  3. Rewrite the poem "Cincinnati" as a narrative in prose. What is gained/lost by the change in genre?

  4. Rewrite Lawson Fusao Inada's prose poem, "Camp," as a lyric poem (or even a sonnet or limerick).

  5. Inada's poem "Instructions to All Persons" is paired with an archival document from 1942, "Instructions to All Persons of Japanese Ancestry Living in the Following Area." The latter was a sign that was posted on Japanese Americans' doors and on posts in predominantly Japanese American neighborhoods. How do these two texts--the 1942 sign and the 1993 poem--establish a dialogue? What does Inada change about the original sign; what does he add to it; how does he question it, or "talk back" to it? What do you make of the last four lines of the poem?

  6. "Legends from Camp" is a poem in 25 parts. It incorporates seemingly different topics and characters, from Superman to Buddha, from the "fact" (1) of internment to the "legends" of Bad Boy and Good Girl. How do the different sections relate to each other? What do you think Inada is doing with the concepts of "fact" (or truth) and "legend?"
Enjoy--

Dr. Kulbaga

Wednesday, September 15, 2010

Ideas and Prompts for Week Four: Asian/Americans in Vietnam

This week, we're reading two stories that show different perspectives on Americans and the Vietnam War. In Peter Bacho's "Rico," we have a portrait of a tough-but-vulnerable Filipino American boy, Rico Davina, who we get to know through the eyes of his more intellectual friend, Buddy. When Rico enlists for the war and Buddy tries to tell him to wait, the conflict that ensues reveals how each boy understands his cultural identity and socioeconomic class. In Christian Langworthy's "Mango," we have a study of the children of U.S. soldiers and their Vietnamese mother in Vietnam.

The stories have different settings and come from different ethnic and cultural perspectives (Bacho is Filipino American; Langworthy is Vietnamese American). But they both focus on the effects and legacy of the U.S. conflict with Vietnam.

(Side note: Keep this conflict in mind when we turn to Bharati Mukherjee's novel, Jasmine.)
  1. Compare and contrast Rico Davina and Buddy. What does this contrast reveal about how each character understands himself, his opportunities, and his role in the world?

  2. Rewrite "Rico" from the first-person perspective of the title character. How does this change the story?

  3. What role does the minor character, Cookie, play in "Rico?"

  4. What role do various "white girls" play in "Rico?" How do they help to establish Rico's character? His worldview? Other characters' worldviews?

  5. Rewrite "Mango" from the first-person perspective of the boys' mother. Or the boy's father. How does this change the story? OR Why do you think Langworthy decided to write this particular story from the little boy Dung's perspective?

  6. How do you understand the father's character in "Mango?" Is he a good person, a bad person, a sympathetic character or not, some combination? What do you think Langworthy is trying to show about U.S. soldiers in Vietnam who fathered children there?
Enjoy!
Dr. Kulbaga

Monday, September 13, 2010

Extra Credit Opportunities for ENG/AMS 248


You have two options for earning 50 points (or 5%) of extra credit in 248. (No, you may not do both for 100 points. Pick one.) The first option is to bring in something to share with the class, write me a one-page paper about it, and give a brief (5-minute) presentation in class. You may do this at any point in the semester. Just let me know at the beginning of class. (This option is described in more detail on the course Syllabus.)

The second option is to attend an approved campus cultural event related to Asian American literature, art, media, history, or popular culture, and write me a one-page paper about it. Below is a list of approved events. If you would like to attend an event not listed here for extra credit, please check with me—if it's somehow related to Asian American literature, culture, or history, I'll probably approve it. I'll bring in a hard copy of this list on Saturday.

****

Approved Events for Extra Credit

Ongoing

  • Library Display on Buddhism. Walter Havighurst Special Collections, 321 King Library. Special Collections is open Monday-Thursday, 8:30 am-5:30 pm and Friday 8:00 am-5:00 pm (other times by appointment). Free and open to the public.

    Description: A display on Buddhism and His Holiness The Dalai Lama’s publications.
    Also included in the exhibit are a Thai Dream Book manuscript, two Thai fortune telling/astrology manuscripts, and a palm leaf manuscript in Pali (which preceded the more modern ancient Siamese language) which is believed to be more than 600 years old.

Thursday, September 16

  • Tibet: Cray of the Snow Lion (2002). Tibet Film Series. 7:00 pm, MacMillan Hall 212, Oxford. Free and open to the public.

Friday, September 17

  • Egghead Café: “China: Coming and Going.” Panel discussion. 12:00 noon – 1:00 pm, Miami Hamilton Downtown. Free and open to the public.

    Description: Miami regional students join their international counterparts for a "guys' eye view" panel discussion about the adjustments, surprises, and challenges each encountered preparing for travel between countries. Order a bag lunch for $5: call Chele Dienno at 513-785-3251.

Thursday, September 23

  • “Tibet and China: Historical Roots of an International Impasse.” Lecture. 4:30-6:00 pm, Hall Auditorium, Oxford. Free and open to the public.

    The Tibet Issue has been unresolved for a century, in spite of a brief attempt at an accommodation in the 1950s. China has claimed Tibet as its inheritance from the Manchu Empire that collapsed in 1911; Tibetans have claimed that they should rightfully be independent of China. Professor Elliot Sperling from Indiana University will take a look at the history of the Tibet Question and offer an assessment of the positions now held by the Chinese and Tibetan sides to the dispute.

Friday, September 24

  • Egghead Café: “TR in War and Peace.” Lecture. 12:00-1:00 pm, Miami Hamilton Downtown. Free and open to the public.

    Description: Assistant history professor Amanda McVety will present the story of Theodore Roosevelt's changing views of the value of American imperialism in the Philippines. Order a bag lunch for $5: call Chele Dienno at 513-785-3251.

Thursday, September 30

  • “Landscapes of Tourism: Silk Road, Xinjiang and Tibet.” Lecture. 3:00-4:00 pm, Brill Science Library, Hughes Labs, Oxford. Free and open to the public.

    Description: Professor Stan Toops examines the creation of a tourist landscape along the Silk Road and discuss the impacts of tourism development in western China.

Wednesday, October 6

  • N*W*C: The Race Show. Performance. 7:30-9:30 pm, Hall Auditorium, Oxford. Tickets: $8 for students; $16 for non-students. http://arts.muohio.edu/performing-arts-series/events/nwc-race-show



    Description: Three young actors, of different ethnicities, have created a hilarious hip-hop send-up of their personal struggle to craft an assured personal identity while living in America’s middle class culture. N*gger Wetb*ck Ch*nk is a theatre piece rich in irony and humor. For some, the title is challenging, but in the end, the racial epithet is revealed for what it is, a distraction that keeps us from understanding and appreciating the beauty of our diversity and the integrity of our individuality.

Thursday, October 7

  • “Funny, You Don’t Look Buddhist.” Panel discussion. 5:00 pm, MacMillan Hall 212, Oxford. Free and open to the public.

    Description: Panel discussion on Buddhist perspectives and traditions, including Tibetan Buddhism. Reception featuring Tibetan food begins at 4:45.


  • The Cup (1999). Tibet Film Series. 7:00 pm, MacMillan Hall 212, Oxford. Free and open to the public.

Monday, October 11

  • “Queer Buddhists.” Lecture. 4:00-5:00 pm, Shriver Center 336, Oxford. Free and open to the public.

    What does Buddhism have to say about sexual orientation and gender identity? Join Miami professor Liz Wilson as we explore some of the major gay, lesbian, bisexual, and transgender figures in the contemporary Buddhist community.

Monday, October 18

  • “Sand Mandala Opening Ceremonies.” Tibetan monks will make a sand painting this week! 12:00 noon – 1:00 pm, 212 MacMillan Hall, Oxford. Free and open to the public.

  • “The Symbolism of the Sand Mandala.” Lecture. 6:30 pm, Miami University Art Museum, Oxford. Free and open to the public.

****

Information on the Dalai Lama's visit to Miami University, including events that take place after our time together ends, can be found here: http://www.miami.muohio.edu/dalai-lama/index.html.

Let me know if you have questions! :)