Category Archives: Potsdam Postcolonial Chair

This category covers activities of the Postdam Postcolonial Chair for Global Modernities, funded by the DAAD from 2020-2022.

Teaching to Learn – Humanities Pedagogy in a Divided Classroom: Workshop Announcement

27th July, 4-7 pm (CEST)
Organized by the Department of English and American Studies for teachers and researchers working in the field of postcolonial modernities, this pedagogy workshop is the fourth and final in a series of theme-based workshops on diversity in the classroom that have been planned within the DAAD-funded Postcolonial Chair in Global Modernities scheme.India in the 1990s saw a dramatic expansion in policies to reserve seats in institutes of higher education for students from historically disadvantaged castes and tribal communities. Up to 50 percent of students in the classroom of a public funded university today come from this background. While the opening up of the university space in such a big way to so many first-generation learners naturally led to greater scrutiny and critique of everyday practices comprising university life, the last decade has also seen the university emerge as a site for formulating wider questions about gender, sexuality, secularism, and caste. These questions have gained special urgency in the context of an intensifying neoliberal regime of privatization and corporatization (including of the universities), shrouded in the rhetoric of a sectarian, divisive and aggressive (Hindu) nationalism. Even as students around the country have come out in large numbers to support the people’s struggles to defend their lives and livelihoods against these policies, the classroom itself in the interim has emerged as a site where social faultlines are starting to show in unprecedented ways.

The first part of this workshop, 4-6 pm (CEST) includes a panel of three speakers from India who will reflect on the politics, practices and principles that help sustain the classroom as a space for being able to speak across the great divide, paying special attention to questions of religion, sexuality and  caste. Short presentations by Simona Sawhney (IIT-Delhi, New Delhi), Priya Kumar (University of Delhi, New Delhi), & Brinda Bose (Jawaharlal Nehru University, New Delhi) will be followed by a round of open discussion.

The second part of the workshop, 6-7 pm (CEST), will look more closely at the materiality of the text: How might we enlist typography as an ally of the teacher in her activist avatar? Roman Wilhelm, Berlin-based communication designer and researcher, will walk us through his typographic interventions in support of the people’s movement for Democracy in Hong Kong.

 

With

Ira Raja, Potsdam Postcolonial Chair for Global Modernities
Simona Sawhney, IIT-Delhi
Brinda Bose, Jawaharlal Nehru University
Priya Kumar, University of Delhi
Roman Wilhelm, Berlin

 

Announcement: Student Conference (28-29 June 2022)

We have some good news: Sarah Casteel and Katrina Schlunke, our DAAD professors (Potsdam Postcolonial Chair for Global Modernities) are coming to Potsdam to see their students in person and interact with them during a two-day student conference. The event will take place on June 28, where students from Sarah Casteel’s courses will meet (to discuss Global and Migrant Memories), and June 29, where students from Katrina Schlunke’s courses will meet (and engage in Imagining Otherwise). Of course, everyone is welcome to participate on both days.

Students who participated in Sarah Casteel’s and Katrina Schlunke’s classes will be giving 10-minute conference talks, to be followed by 15 minutes of discussion. During the second part afternoon, we then invite all interested students to contribute short (ca. 4-minute) statements/readings/posters about their take on the course topics in an open format. On their respective days, Sarah Casteel and Katrina Schlunke will round off the open format sessions with short keynotes/statements of their own. You can have a look at the preliminary conference program here: Preliminary Program Student Conference June

Irrespective of whether you want to contribute actively, everyone is invited to come to the conference, listen in, participate in the discussion, and finally meet their instructors and the course participants in person. There will also be coffee and cake – and in the evening we’ll reward ourselves with pizza.

We hope to see all you there!

 

 

Interview with Prof. Ira Raja

Ira Raja is Professor in the Department of English at Delhi University, India.

She teaches South Asian literatures in English, as well as cultural studies and critical theory. Her research focusses on feminism and gender studies, ageing and intergenerational relationships, as well as consumption and food studies.

Where will you be spending the next semester if you cannot come to Potsdam?

I would have been teaching at the University of Delhi, had I not come to Potsdam! And taking care of the several stray cats and dogs that adopted my family over the last two years. Delhi’s generally fierce summer promises to be even hotter this year but the easing of covid related travel restrictions meant that I could plot my escape to the balmy Berlin spring!  What I will miss out on though, being away, is not just my family and our various furry friends, but also that glorious gift of the North Indian summer – mangoes! A once-a-year trip to the mango orchards of Rataul, a little village tucked away in the Delhi’s neighbouring state of UP, known for its delicious but small and therefore commercially unviable variety of mangoes, was stalled by the pandemic. Plans to renew that tryst this summer now will need to wait until the next season!

Mango Orchard of Rataul

What are you looking forward to the most with regards to your semester at the University of Potsdam?

My university in Delhi had reopened in February, for off-line teaching, after almost two years. I caught the last six weeks of the semester, teaching in the actual classroom, and I look forward to more of the energy of being in that space with new students, here in Potsdam.

I am also very excited to be teaching a series of new courses that bring together my long-standing research interests for the first time for an MA group. My course on literature and ageing, for instance, draws on a politicised reading of age as useful in thinking through a range of issues of contemporary relevance, not least the resurgence of Hindu nationalism in India in recent years. In my introductory course on cosmopolitan theory I look forward to engaging with students on what it might mean to be cosmopolitan in a world increasingly driven by the desire for new walls. My third and last course on the family as a site for exploring the complex history of Indian modernity brings together a set of readings drawn from over hundred years of Indian writing in English and in translation from other Indian languages.

What does our MA programme name ‘Anglophone Modernities in Literature and Culture’ mean to you?

I prefer Anglophone to ‘alternative’ which refers us back to the idea of an Original to which, then, this is meant to be an alternative. It is also preferable to ‘multiple’, which is problematic for implying that the varied articulations of modernity are self-contained and disconnected from each other. Anglophone is at once grounded and inclusive, without being judgemental. It serves to historicize the phenomenon of modernity without trying to locate it in terms of a hierarchy of original and secondary, cause and effect, center and periphery. The naming of the program enables me to veer beyond the literary text written in the English language to texts written in other Indian languages that nonetheless draw on an Anglophone cultural subtext. It also permits me to ground my readings of the literary text in a range of disciplines including anthropology, sociology, economics, philosophy, history, visual cultures, and more, to piece together an account of modernity in India, paying close attention to questions of subjectivity, citizenship, secularism, mass media, consumption, agency and care.

Settler Colonialism and the Diverse Classroom: Workshop Announcement

30th March 11am—01pm (CET) / 8pm—10pm (AEST)

This pedagogy workshop brings together the ways in which postcolonial politics, Indigenous sovereignty and global modernities have transformed how we imagine and organise our diverse classrooms and teaching across cultures and contexts. This discussion will include questions about whiteness and ‘European’, ideas of appropriate assessment in a de‐colonising curriculum and experiences of transcultural understandings of Indigenous sovereignty.
Specific issues that will be addressed include: ‘Welcome to Country’, Australian/Canadian differences and challenges to white discomfort.

Four participants will be giving short papers to be followed by a roundtable discussion:

Fiona Nicoll (University of Alberta)
Nicol Watson (University of New South Wales)
Lisa Slater (University of Wollongong)
Katrina Schlunke (University of Potsdam)

Interview with Prof. Katrina Schlunke

Katrina Schlunke is Associate Professor at the University of Tasmania and the University of Sydney, Australia. She is interested in thinking and writing about Indigenous (Australian) studies, (popular) cultural history, critical theory, ecocriticism and has an ongoing interest in fictocriticism, material fiction and queering the postcolonial. She will hold the Potsdam Postcolonial Chair for Global Modernities in the 2021/22 winter semester.

Where will you be teaching from now that you cannot come to Potsdam in person? 

I will be teaching from Hobart (nipaluna) my home in Tasmania (lutruwita) Australia. As the double naming suggests, Tasmania has a deep Indigenous history and a rich continuing Aboriginal presence alongside the ever-present colonial effects. Tasmania is well known for the huge and ongoing desecration of its forests and Aboriginal country while also being famous for its green, clean credentials and its ‘wilderness’. I imagine the politics of place (and, in particular, the politics of pandemic space) will be a point of critical concern for all of us as we learn together. When I am not teaching, I will be dreaming of playing table tennis in the parks and clubs of Berlin!

What are you looking forward to in the months that you will be spending with us?

I am very much looking forward to working with my students and exploring the key contentions I have established in my subjects which include the Anthropocene, reimagining the past, and reconsidering the idea of ‘Australia’ as well as critiqued categories such as extinction, race, whiteness and queerness. I am also excited about working within the zoom format. It enables new orders of global connection and new styles of pedagogy and I look forward to the arguments that may arise as to whether it also creates new forms of embodied learning and collegial intimacy. Through shared research projects over the years I have come to know and deeply respect my Potsdam colleagues so I am also very much looking forward to being a part of the dynamic Potsdam team and enjoying once more their stimulating collegiality.

What does our MA programme name ‘Anglophone Modernities in Literature and Culture’ mean to you?

The plurality suggested by both ‘anglophone’ and ‘modernities’ describes very precisely one of the key contributions of Cultural Studies (my foundational discipline) to both politics and culture. Appreciating the point that there is never one order of English enables us to recognise the multiple forms of English expression marked by different modalities (film, art, music) and different experiences heard in accents, argots and language invention. That diverse modernities have arisen as a result of constant encounters allows us to appreciate the importance of new categories of subjects and identities. It also lets us see the ways in which key organising binaries such as past/present, man/woman and nature/culture are never entirely secure. This makes for an exciting program of study made all the more challenging and delightful by making literature and culture the surrounding frame.

 

Global and Postcolonial Approaches to Teaching the Holocaust: Workshop Anncouncement

Wednesday July 21, 2021 (2:00-4:30 pm Berlin time)

Organized by the Department of British and American Studies for teachers and researchers working in the field of Anglophone Modernities, this pedagogy workshop is the second in a series of theme-based workshops on diversity in the classroom that are being planned within the DAAD-funded Postcolonial Chair in Global Modernities scheme. The focus of the workshop will be pedagogical models for bringing together perspectives from Holocaust studies and postcolonial studies. The field of Holocaust studies is currently undergoing a “colonial turn,” as researchers explore connections between the Holocaust and the Global South. While this is an increasingly active (and at times controversial) research conversation within the field of Holocaust studies, less attention has so far been devoted to how these new research directions can translate into classroom pedagogy. This workshop will explore specific and practical pedagogical strategies for staging such discussions in the classroom. The guest speakers will address such topics as testimony, African genocide literature, and the settler colonial genocide of Indigenous peoples. While engaged with historical research, the workshop will highlight literature, which has often been at the forefront of exploring connections between the Holocaust and other histories of trauma.

Guest speakers:

Professor Chigbo Arthur Anyaduba, University of Winnipeg, Canada
Professor Bryan Cheyette, University of Reading, UK
Professor Dorota Glowacka, University of King’s College, Canada
Professor Isabelle Hesse, University of Sydney, Australia

 

Interview with Prof. Sarah Casteel

Sarah Casteel is Professor in the Department of English at Carleton University, Canada where she teaches postcolonial and diaspora literatures. Her research areas include Caribbean literature and hemispheric approaches to the literatures of the Americas as well as theories of diaspora and transnationalism. She is particularly interested in the emerging conversations between postcolonial and Jewish/Holocaust studies. She will hold the Potsdam Postcolonial Chair for Global Modernities in the 2021 summer semester.

Where will you be teaching from, now that you cannot come to Potsdam in person?

I will be teaching from my home in Ottawa, Canada. Because of the pandemic, Carleton University’s campus (where my office is located) is not readily accessible at present. I’m afraid this means students may occasionally hear my children or my dog Monty in the background, but we’ll try to keep that to a minimum!

What are you looking forward to in the months that you will be spending with us?

I’m very sorry not to be able to travel to Germany and meet the students in person, but I’ve discovered this year that it’s still possible to make meaningful connections with students via Zoom. I look forward very much to hearing the students’ perspectives on the materials that we will be addressing. For me, teaching literature is not only about imparting knowledge but also about dialogue and the exchange of ideas, about teasing out the meaning of a literary text together. I’m especially interested to learn how University of Potsdam students think about questions of memory and identity, diaspora and migration—questions that have become more urgent in our current political moment but that take on different meanings in different national and cultural settings.

One of the courses that I will be teaching at Potsdam addresses Holocaust memory in a comparative and global context. I understand that this is a subject of considerable debate currently in Germany, so I will be especially curious to hear the students’ perspectives on that debate. And of course I look forward to sharing with Potsdam students my vantage point as a Canadian scholar and the insights I have gained through my training as a Caribbeanist and as someone who is currently engaged with the “colonial turn” in Holocaust and Jewish studies.

What does our MA programme’s name “Anglophone Modernities in Literature and Culture” mean to you?

I really appreciate that your program uses the term Anglophone rather than English. I’ve often thought that English is a misnomer and doesn’t reflect the transnational and transcultural scope of our discipline. Much of my career has been devoted to breaking away from the nation as the unit of study, so I’m interested in tracing the transnational and global trajectories of English and the shift from “English literature” to “global Anglophone literatures.” From the perspective of Caribbean studies, for example, we can think about how the English language is creolized, revitalized, and transformed by Caribbean writers.

I also think it’s wonderful that you encompass not only literature but also culture. My teaching and research have become increasingly interdisciplinary lately. I’m cross-appointed at Carleton to a cultural studies program that includes music, art, and film alongside literature. Right now in my own research I’m particularly engaged with visual art. Accordingly, I have incorporated works of visual art (including portraiture and photomontage) into some of the syllabi I designed for my classes at Potsdam.

Finally, modernities. When I think about modernity I think of how postcolonial writers have challenged the idea that modernity emanates from Europe. Instead, they show how much of what we consider modern was produced through the interaction of the European metropole with the so-called colonial “periphery.” For example, Derek Walcott’s poem Tiepolo’s Hound, which I’ll be teaching in one of the classes, resituates French Impressionism by suggesting that it originated in the Caribbean perspective and formation of the St. Thomas-born Sephardic Jewish painter Camille Pissarro.

Workshop Announcement: Diversity in the University

Diversity in the University: Global Modernities and Postcolonial India

On 23 March 2021, we will hold a research workshop, organized by the Department of British and American Studies at University of Potsdam, for teachers and researchers working in the field of Anglophone Modernities. The workshop attempts to focus on the two blurred sides of a spinning coin. One the one hand, there is the increasingly visible and at times prickly “diversity” of people and perspectives within universities worldwide. Simultaneously, on the other hand, we are confronted with neoliberal administrative agendas bolstered by new technologies which together work to “flatten” education and make its outcomes predictable and productive, on a utilitarian register. University spaces may thus be experienced as sites of an ongoing negotiation between the inclusive (and redistributive) promises of 20th century modernization, and the competitive (and accumulative) aspirations generated within contemporary capitalist democracies.

The first in a series of theme-based workshops planned within the DAAD-funded Postcolonial Chair in Global Modernities scheme, this workshop aims to engage with specific aspects of these developments within universities today. A broad interest in Anglophone modernity is at the heart of this endeavour, but there will be a special focus on postcolonial questions, experiences, and critiques. This semester’s workshop will comprise of two parts: four short invited lectures by mid-career academics from universities located in different parts of India, followed by a broader comparative discussions with interested teachers and researchers from Potsdam/Berlin. The presentations will cover a wide enough range of themes to keep things interesting, yet they will all address the experience of diversity within the contemporary university.

  • Meena T. Pillai (Professor and Head, Centre for Cultural Studies, University of Kerala, Thiruvananthapuram) will historicize and reframe the “Women’s Question” in Kerala, widely acclaimed as India’s most literate and progressive state.
  • Adity Singh (Head, Department of Humanities and Social Sciences, Indian Institute of Science Education and Research, Bhopal) will reflect on the potential of reclaiming the institutional “centralities” from locations that are marginal in different ways.
  • Madhumeeta Sinha (Assistant Professor, Department of Training and Development, English and Foreign Languages University, Hyderabad) will share insights from over a decade of educating students from India as well as from the “global south.”
  • Vipin K. Kadavath (Assistant Professor, Department of English, Banaras Hindu University, Varanasi) will explore how the public articulation of “grievance”—a mode of self-fashioning by oppressed social groups under colonial modernity—is currently being reworked in popular cinema and social media.

Prof. Satish Poduval (Convenor)
Postcolonial Chair in Global Modernities
Department of British and American Studies, University of Potsdam
Winter semester 2020-21

Interview with Prof. Satish Poduval

Satish Poduval is Professor of Cultural Studies at the English and Foreign Languages University in Hyderabad, India. His research interests include film and media studies as well as critical theory, focussing on connections and differences between Western and (South) Asian approaches. He will hold the Potsdam Postcolonial Chair for Global Modernities in the 2020/21 winter semester.

Where will you be teaching from, now that you cannot come to Potsdam in person?

The pandemic has prevented me from travelling to Potsdam this winter. But rather than dropping out of the programme altogether, I thought it might be useful and fun to resort to plan B, like everybody everywhere.

I will be teaching from the city of Hyderabad where I have lived for most of my working life. Although not in the global spotlight to the same extent as other Indian megacities (such as Delhi, Mumbai or even Bengaluru), Hyderabad has been a historically and economically crucial metropolis driving transformations in both India and other parts of the world, especially during recent decades. On the one hand, it has been an epicentre for the Infotech, pharmaceutical, and film-production boom, as well as a key channel for the flow of capital between the rural/suburban and global networks. Equally, on the other hand, Hyderabad has witnessed major social and political mobilizations demanding–even wresting–greater “regional” autonomy for new initiatives in social inclusion and economic redistribution.

My primary institutional affiliation in Hyderabad is with the English and Foreign Languages University, where we have students and researchers from all over India and from different parts of the world. We encourage work on local, national and transnational issues within the critical humanities. Hopefully some of this work will be of interest to the students of global modernities at the University of Potsdam.

We shall navigate the distance between Berlin and Hyderabad digitally, yet try not to be otherwise distant!

What are you looking forward to in the months that you will be spending with us?

I have visited the Department of British and American Studies at Potsdam a number of times earlier, and am reasonably well acquainted with some of the colleagues there. I look forward to engaging with the discussions taking place there on Anglophone modernities through the prism of German/Postcolonial perspectives. I am particularly interested in discussing and learning about how capitalist expansion, new social movements, and aesthetic subjectivation are occurring in “new Europe” and “contemporary India.”

What does our MA programme’s name “Anglophone Modernities in Literature and Culture” mean to you?

This double qualification–“Anglophone” and “Modernities”–intrigues and interests me. The first signals not merely the chosen field of focus within a “given” institutional/disciplinary context, but also to a reflexive awareness of linguistic and historical plurality that continues to shape our world. As a south Indian who has used three languages all through my life, I view this plurality not merely as a pragmatic or utilitarian toolkit but as touching the core of political existence.

Again, just as all roads need not necessarily lead to Rome, not all our human journeys, expeditions, adventures, or picnics need to be routed in a uniformly signposted and regulated autobahn called Modernity! So long as some imagined “alternative” is not uncritically embraced, the negative labour of tarrying with the plural suits me fine.

The “and” that connects Literature to Culture while simultaneously maintaining a separation strikes me as a necessary con-junction: there is some historical and conceptual overlap between the two entities involved, yet the theoretical fields and analyses associated with them do not always–thank goodness!–harmoniously converge. Their tense togetherness is the ground that is inhabited by the new critical humanities.

 

 

 

Introducing: Potsdam Postcolonial Chair for Global Modernities

The Department of English and American Studies hosts the Potsdam Postcolonial Chair for Global Modernities funded by the German Academic Exchange Service (DAAD) from 2020-2022. Internationally renowned scholars will join the Department as Guest Professors for a period of up to six months to teach and research together with their Potsdam colleagues in Literary and Cultural Studies.

The chair aspires to advance innovative teaching in our superdiverse MA Programme Anglophone Modernities in Literature and Culture. In accordance with the decidedly post-colonial orientation of the MA programme, our Guest Professors will contribute to a diversification and decanonisation of the curriculum; they will introduce new international topics and approaches to our classrooms; and they will facilitate the reflection of teachers and students on the specific locality of knowledge production. Together with Potsdam colleagues in Literary and Cultural Studies, the Guest Professors will also conduct a series of workshops that test out best practice models for teaching the global postcolonial classroom.

Meet Our Guest Professors 

Satish Poduval (winter term 2020/21)
Satish Poduval is Professor of Cultural Studies at the English and Foreign Languages University in Hyderabad, India. His research interests include film and media studies as well as critical theory, focussing on connections and differences between Western and (South) Asian approaches. 

Sarah Casteel (summer term 2021)
Sara Casteel is Professor in the Department of English at Carleton University, Canada where she teaches postcolonial and diaspora literatures. Her research areas include Caribbean literature and hemispheric approaches to the literatures of the Americas as well as theories of diaspora and transnationalism. She is particularly interested in the emerging conversations between postcolonial and Jewih/Holocaust studies.

Katrina Schlunke (winter term 2021/22)
Katrina Schlunke is Associate Professor at the University of Tasmania and the University of Sydney, Australia. She is interested in thinking and writing about Indigenous (Australian) studies, (popular) cultural history, critical theory, ecocriticism and has an ongoing interest in an ongoing interest in fictocriticism, material fiction and queering the postcolonial.

Ira Raja (summer term 2022)
Ira Raja is Professor in the Department of English at Delhi University, India. She teaches South Asian literatures in English, as well as cultural studies and critical theory. Her research focusses on feminism and gender studies, ageing and intergenerational relationships, as well as consumption and food studies.