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Institutionalising Northeast Indian Anglophone Literature | Nandana Dutta

By North East Indian Writing in English No Comments

 

Syllabuses are a way of tracking the development of an area of study. North East Indian writing in English, also often termed Northeast Anglophone literature, has been around for a couple of decades now. But the shape and direction of this literature has only gradually begun to be discerned. The institutionalisation of Northeast Indian Anglophone Literature began with the inclusion of English texts by writers from North East India in English Literature syllabi of several universities in the region. Initially this was in the form of individual authors or texts in IWE courses. The debate over inclusion as a separate course took a while to resolve, with concerns being raised about the availability of supplementary material and indeed about whether we really knew what kind of material was needed. Would it suffice to follow the method of ‘doing’ the core English literature courses where a nodding acquaintance with ‘background’, that might include some information about the time, the author and the form, was considered enough before moving on to the actual nitty gritty of the text itself? Or should we go out into the field and find material from the ground, the archives and the collective memories of communities? And of course, most importantly, which texts would qualify to be taught alongside Shakespeare and Melville and Dickens? (Despite our awareness about the devaluing of the canon, our doubts about the slim texts emerging rather sporadically from some regions, lingered) These, and similar questions ensured that we remained hesitant about what then appeared a radical departure from tradition.  

Today, however, most of the universities in the NEI and their affiliated colleges offer complete courses on NE Anglophone writing within their English Literature programs. A survey of some of these shows an interesting commonality – while the genres are represented with separate units on each and often an introductory unit that might contain background essays on politics, literature and history or the introductory essays from poetry and short story collections, there is virtually no reference to the study of formal literary qualities. The pieces selected for such introductory units establish the terms under which the literatures are expected to be studied. The emphasis is mostly on themes of identity, ethnicity, indigeneity, diversity, society, and politics etc. This is admittedly a heavily political literature, as all of these terms would suggest, even where, or perhaps especially where, the political is denied or sidestepped. Once these become part of a systematic program of study, the challenges of teaching and research push them into the popular frames of interpretation circulating within the discipline at a given time. On the other hand, because Northeast Anglophone writing has been an active component of and contributor to, what one can now see as a discourse about North East India (made up of external perspectives and internal responses to them), issues from the socio-political and historical realities of each state often tend to become part of the tacit assumptions underlying the selection of texts and the classroom engagement with them (the latter evident from selection of topics for doctoral research and the enthusiasm demonstrated in discussions of historical neglect, stereotyping, violence). So, for example, the concern with identity in much of the readings of this literature neatly ties in with the international human rights discourse and the overwhelming interest in literatures from conflict regions. The result might be research proposals that flag trauma as a major trope, setting it against violence and conflict that each of the NE states has experienced and that many writers choose to represent.

Institutionalisation and formal disciplinary practice however does not just happen. The preliminary scaffolding made up of textbooks, anthologies, histories, and background material is essential for serious study. The decision to include texts in translation, following the example of courses on European texts in translation that have unquestioningly been part of English syllabi, is part of the conversation that continues. 

Concerns that result in such decisions point to the shaky ground that we are on with regard to the idea of the Northeast itself that is now the condition for literary productions which also at the same time carry the flavour of the specific place of formation. We come round once again to the choice of the term Northeast as a label for this literature. Should we look at the literature of individual states and place them in separate units in a course or offer separate courses? Or should they be listed without these distinctions as they have been so far? What should be listed as “Recommended Readings” to enhance the literary experience? Cotton University in its newest MA syllabus features a paper titled “Assamese Literature in Translation” and then goes on to another titled “Writings from India’s Northeast”. The list of Readings recommends books on the various literatures but also suggests a few on conflict and ethnicity, as well as one on the “Indo-Naga war”–works that help supplement cultural information and familiarise students with the NE’s fraught relationship with the Indian nation. 

Most other university English departments either have just one dedicated paper on NE literature where texts from all the NE states, of poetry, fiction and drama, and sometimes non fictional pieces, appear, with a deliberate inclusion of translated texts alongside Anglophone ones (as in the Gauhati University paper). In Assam University, Temsula Ao’s “Lament for an Earth” and Mamang Dai’s Legends of Pensam feature with texts from around the world in a paper on “Literature and Environment”; while Ao’s poem “The Old Storyteller” and two novels, Siddharth Deb’s The Point of Return and Aruni Kashyap’s The House with a Thousand Stories sit alongside Soyinka, Walcott, Achebe, Coetzee, and Naipaul in a paper on “Postcolonial Literature”. Dibrugarh University titles its course, “Northeast Literature”, and states in its Course Objectives that texts will “specifically locate the Northeastern region as a distinct socio-cultural and political space”. While the course includes poetry and fiction, a unit on non-fiction contains several pieces that clearly discuss political issues, like Sanjoy Hazarika’s Writing on the Wall, Udayon Misra’s The Periphery Strikes Back and Sanjib Baruah’s Durable Disorder. Mizoram University, among the earliest to introduce NE writings in its English Syllabus, now has a paper titled, “Narratives of North East India” featuring poets (poems are not named), fictional texts (Malsawmi Jacob’s Zorami, the first Mizo novel in English appears here along with Ao and Dai) and a set of essays on social identity, the history of indigenous peoples, folklore and gender. The list of “Recommended Readings”, as in other cases, is again a blend of the literary and the socio-political and historical.  Manipur University takes what appears to be a circuitous route by offering a course on Cultural Studies and Folklore, that might be seen as preparatory (given the increasing focus of NE literature on folklore and myth), then choosing two Manipuri texts in English translation for a paper on Translation while also offering an IWE course with no NE texts. The course from North-Eastern Hill University (NEHU) is titled “Northeast Studies” (interesting choice because this is a growing field where the literatures contribute significantly) and this would seem to refer to the long list of suggested readings where themes of marginality, the frontier, colonial exploitation etc. appear alongside books on folklore and the history of tribes. While Kire and Ngangom appear as in the others, here you also have the poetry of Esther Syiem, Kynpham S. Nongkynrih and Mona Zote, Ratan Thiyam’s Nine Hills and a Valley and fiction by Kaushik Barua, Jahnavi Baruah and Arup Dutta that have so far not appeared in any of the courses from the other universities and that introduce a significant complication into the field, with Barua’s novel Windhorse having nothing to do with NEI, being about the Tibetan struggle and set in India, Nepal and China.  

The components of NE courses, as this somewhat sketchy account shows, point to a number of issues that accompany institutionalisation of the area. First, the political underpinning of this literature is obviously unavoidable – literary texts represent political-historical themes and the way the texts are framed by statements of Objectives and Outcomes suggests that teaching strategies must emphasise political-historical and cultural issues equally, and with the National Education Policy in view, focus on questions of diversity and inclusivity. Secondly, the choice of texts is determined by availability. The two Ngangom and Nongkynrih volumes, Anthology of Contemporary Poetry from the North East and Dancing Earth appear often because of easy availability, while the two-volume Oxford Anthology of Writings from North-East India edited by Tilottoma Misra is listed only in a couple of courses since, quite surprisingly, it is not currently available. Thirdly, and perhaps most importantly, institutionalisation, which is both inevitable and desirable, requires that a discipline or area is practised consciously; in other words, that it works systematically towards enhancing the experience of doing the subject. This would entail teaching the history, types, and context of literatures, which in turn would demand the writing of histories of the literature, the making of anthologies and textbooks that will establish a culture of reading appropriate to the material, and the gathering of a vast amount of additional material from each of the communities/states/cultures that produce this work (So far, if the current courses are any indication, the extra-literary material mostly consists of history and politics, folklore and some sporadic sociological studies. It would not be surprising to find that there is still some dependence on colonial era ethnographic studies – P. R. T. Gurdon’s book on the Khasis being a preeminent example, often cited in research, though mercifully not listed in courses).

What then are the challenges that the making of a course on NE Anglophone literature presents? As the somewhat messy scene presented above would suggest, there is firstly the issue of resolving what exactly is meant when the term NE is used. How is its dual sense, of a single region made up of many diverse entities, to be represented in the course? What should determine text and author selection? Those that contain all the commonly acknowledged themes? A variety of forms and types? An author who has a body of work or an exceptional sense of place? But even as all this is sorted out, it is time for these courses to get out of the spirit of randomness, use a chronology, get clarity about what they seek to present as NE literature and offer a clear perspective on the field for the prospective student that will address the where, when and why questions essential in any course of study. 

— Nandana Dutta

Professor of English, Gauhati University

English and the Indian Everyday | Nandana Dutta

By Review No Comments
Cite this Essay

MLA:
Dutta, Nandana. “English and the Indian Everyday.” Indian Writing In English Online, 01 May 2023, https://indianwritinginenglish.uohyd.ac.in/vernacular-english-nandana-dutta/ .

Chicago:
Dutta, Nandana. “English and the Indian Everyday.” Indian Writing In English Online. May 01, 2023. https://indianwritinginenglish.uohyd.ac.in/vernacular-english-nandana-dutta/ .

Review: Vernacular English: Reading the Anglophone in Postcolonial India by Akshya Saxena. Princeton and Oxford: Princeton UP, 2022.

Concern with English in India has expressed itself in three clearly discernible areas – the teaching of, or often, the place of the English language in Indian higher education, the social life of English (literature and language) and the development of the discipline of English Studies (a term increasingly used to embrace the study of language and the teaching and research into Anglophone writing, mostly at BA and MA in universities, colleges and institutions like the IITs). This book Vernacular English is positioned in a zone surrounded by all of these. At the same time by orienting it through a prefatory gesture at two very different users of English – Indian Prime Minister Narendra Modi and Rohith Vemula (Dalit PhD scholar who committed suicide): “Modi turns to English to uphold a neoliberal and casteist Hindu state, whereas Vemula used English precisely to resist this vision” (xiii) – the author, Akshya Saxena, creates a rationale for the book that takes it out of the tired reiterations of English in Indian education/higher education and places it squarely in the middle of the chaotic post-independence everyday of India. She looks for its use among those who know or do not know English, among those who read, hear and see English – an “economy of literary, sonic and visual English across languages and media”, in order to “retell[s] the story of English in India as the story of a people’s vernacular in a postcolonial democracy” which is made up of the “political vernacular” of the postcolonial state and the “popular vernacular that emerges amid varying degrees of literacy” (6). By shifting the terms of the narrative of English in India out of the academy to a sensual perception of the language (memorably expressed in the ‘talk, walk, laugh, run English’ speech from the 1982 Amitabh Bachchan movie, Namak Halaal), in everyday life, Saxena achieves something that is likely to influence the way English is understood even within its disciplinary limits. She opens up what has always been tacitly accepted, that English sits alongside the vernacular in India; and whether this is acknowledged or not, when teachers of English and its elite users crib about poor English speech and writing in classrooms or in public, it is really the ghostly presence of the vernacular that troubles them.

Saxena argues that the “vernacular [is] a useful framework for the study of the English language” (7), and points to its subversive and transgressive potential in “gathering the bodies that read, write, speak and hear English, whether they are supposed to or not, whether they can or not, whether or not we as scholars recognize them as literate in English” (8). The five chapters accordingly “consider English as a law, a touch, a sight, and a sound” (26). The first chapter studies the “democratic promise” of English by setting two kinds of discourses against one another, using a collection of ‘pro-English essays’ by political leaders, India Demands English Language (1960), and three satirical novels – Srilal Sukla’s Raag Darbari (1968), Upamanyu Chatterjee’s English, August (1988), and Mammaries of the Welfare State (2004). The three novels collectively and singly demonstrate the distance of English from the people even as they are swamped by the English of documents, circulars and the officers who try to mediate them, with “English becom[ing]s a fetishized object whose power does not always conjure the authority of the state” (56). The second and third chapters feature caste in two closely related sites – the significance of the Dalit writer writing in English and the representation of caste in Anglophone literature. The chapter titled ‘Touch’ is a nuanced reading of the practice of English in the context of untouchability that is evocatively stated: “Hands that write not only define the individual, they also reach out to intentionally touch the other. Against the bodily regulation in the caste system, the physicality of writing in a shared language produces new modalities of seeing and touching the figure of the Dalit as the literary subject” (64). The politics suggested here through a set of Hindi and English Dalit texts reiterates the argument about English as a language of empowerment but understands it distinctly through this novel reading of ‘touch’. The next chapter, ‘Text’ reads Mulk Raj Anand’s Untouchable and Aravind Adiga’s The White Tiger as featuring two kinds of English, one the medium of the novel, and the other, that attributed to the low caste character to reflect on the desire for English as “a caste-marked desire,” while also gesturing at the connotations of sound or hearing in the word ‘Anglophone’ (123). How English is heard is one of the key tropes examined in the book. The next chapter titled ‘Sound’ explores the ‘oral and aural experience of English’ through an event (the naked protest of the Manipuri mothers in 2004) and the literature of protest of Mahasweta Devi and Arundhati Roy, as well as the English ‘literature of Northeast India’ (specifically one story by Yumlembam Ibomcha and two by Temsula Ao) to make the not-so-original point that “English carries the sounds of a traumatized landscape and offers mediations of a counterhistory” (147). This chapter does not have what I would like to call the ‘inwardness’ or conviction of the earlier ones, as the readings are less substantial and the oral-aural argument not entirely convincing. The final chapter, ‘Sight’ tracks sites where “English . . . achieves visible form in mundane objects” (151), and where its script is visibly manifested as ‘images’ – in books being sold on the sidewalk, on billboards, storefronts, advertisements, etc., and in films like Slumdog Millionaire and Gully Boy which stage different kinds of encounters with English in the slums of Mumbai. Saxena also briefly notes the roles played by English in the Hindi-Urdu cinema of Bollywood, the reception of Mira Nair’s Kama Sutra, and the Censor Board chairman’s estimation of audience reception for English and Hindi films. This last offers a tantalizing glimpse of a hitherto unexplored site, with the English of ‘English’ films (usually from Hollywood) serving as vehicle for an entirely different culture and ethos that is heard, read, and seen with very different results.

Reviews of the book (Rosinka Chaudhuri [TLS, July 15, 2022], N.S. Gundur [The Hindu, Sept 10, 2022], Soni Wadhwa [Asian Review of Books, May 18, 2022]) have noted its unexpected vantage points and associations, its use of political and popular cultural contexts and its rejection of the Indian language-foreign language binary. The new material incorporated into the discussion is worth mentioning as is the author’s often charming takes on this material primarily because of the sensory perspectives she adopts in each chapter.

By virtue of its design the book transgresses boundaries between different domains, which, while fascinating, leaves the reader with a sense of randomness in the choice of events, episodes and sites. Is such randomness inevitable in the study of English in the unmeasurable, varied, and crowded cultural, political, regional, colonial-historical realities of India? As more books of this kind that are intensely interesting and intensely selective appear, perhaps we will begin to find comfort in the idea of randomness itself as a premise for the study of “English in India” and no longer seek the comprehensive study of the field that always leaves one unsatisfied.

Nandana Dutta teaches English at Gauhati University. Her current area of interest is English Studies in India.

Meena Kandasamy

By Indian Poetry in English: Questions on the 'State' of the 'Art' No Comments
Cite this Essay

MLA:
Kandasamy, Meena. “Indian Poetry in English: Questions on the ‘State’ of the ‘Art’.” Indian Writing In English Online, 20 March 2023, https://indianwritinginenglish.uohyd.ac.in/meena-kandasamy/

Chicago:
Kandasamy, Meena. “Indian Poetry in English: Questions on the ‘State’ of the ‘Art’.” Indian Writing In English Online. March 20, 2023. https://indianwritinginenglish.uohyd.ac.in/meena-kandasamy/ .

Q. To quote poet and publisher P. Lal from his questionnaire sent in the 1960s to an earlier generation of Indian English poets: “What are the circumstances that led to your using the English language for the purpose of writing poetry?” And of course, is such a question relevant to today’s poets, several decades after Lal’s query?

Meena Kandasamy: I wrote in English because of a really strange reason. My mother tongue was Tamil, but the closest government school near my home was a Kendriya Vidyalaya. I had two working parents, so they enrolled me there—and I ended up learning Hindi and English. In many ways I resent this happening in my life because I lost the special access to learning my own mother-tongue. So I started writing in English. I do not think that this question is relevant at all—there are a lot of people who are primarily using English as a mother-tongue, as their principal language. So, why not use it for poetry?

 

Q. In addition to poets from the Anglo-American canon, has your poetry been influenced by Indian English poets of an earlier generation (whether the 19th century pioneers like Derozio and Toru Dutt, or early 20th century poets like Tagore and Sarojini Naidu, or those from the post-1947 generation like Nissim Ezekiel, Kamala Das, and A.K. Ramanujan)? Do you consider your poetry a part of this two-hundred-year-old tradition?

M.K.: I have read the works of the 19th and 20th century poets which you mention but I won’t call them my influence. I however do consider Kamala Das a major inspiration and influence. AK Ramanujan is someone I likewise admire, more for his body of translations than for his own work. You are right—I do consider my work as something that belongs to this 200-year-old tradition of Indian writing in English.

 

Q. What are your views on a readership/audience for Indian poetry in English? Does such a thing exist outside English classrooms and literary circles? How much of a consideration is the readership in your poetic process?

M.K.: I do think that there is a readership/audience for Indian poetry in English. I do not think that we can only look at book sales and decide that there’s a negligible audience. Because a lot of people don’t buy books, but read poems online, watch stuff on YouTube, read pdf files and such-like. I do not consider the audience, for me everyone is an audience, even people who do not read English because that poem can reach them eventually through a translation.

 

Q. Do you read, write, or translate poetry in a language other than English? If yes, how does it influence your poetry in English?

M.K.: Yes, I read and translate poetry from Tamil. I also write sometimes, but only for my friend, lover or myself. I’m not yet confident of sharing it with the outside world. I think Tamil as a language and as a literature has been influencing me for a really, really long time.

 

Q. Have you ever taught poetry in a class, at a workshop, or in an informal setting? If yes, which aspects of poetry do you think can be taught?

M.K.: Yes, I’ve taught it in workshops. I too used to feel very anxious—thinking how can poetry be taught. But very fortunately, you often work with students who are poets in some rudimentary form—they are either readers or writers or someone who likes the feel of language, so it is a joy to teach poetry.

 

Q. What are your views on the poetry that appears today on such popular social media platforms such as Facebook and Instagram?

M.K.: I think a lot more people are writing poetry because of the proliferation of social media, and that can only be a good thing.

Meena Kandasamy describes herself as “an anti-caste activist, poet, novelist and translator.” She is the author of poetry collections such as Touch (2006) and Ms. Militancy (2010). She has also written three novels: The Gypsy Goddess (2014), When I Hit You (2017), and Exquisite Cadavers (2019).

Arundhathi Subramaniam

By Indian Poetry in English: Questions on the 'State' of the 'Art' No Comments

Q. To quote poet and publisher P. Lal from his questionnaire sent in the 1960s to an earlier generation of Indian English poets: “What are the circumstances that led to your using the English language for the purpose of writing poetry?” And of course, is such a question relevant to today’s poets, several decades after Lal’s query? 

Arundhathi Subramaniam: I use English because it is my language. It’s as simple as that. Deeply regrettable historical circumstances brought it into our lives many centuries ago. But it is now ours. We don’t use the language as passive inheritors but as confident collaborators. Rather than deny or purify or amputate our past, we can choose to critique, acknowledge and reinvent it. Critique doesn’t have to mean contempt; that wonderful Indian sacred poem, the ninda-stuti, in which poets quarrel with their gods without ever ceasing to love them, teaches us that. I do speak other Indian languages, and am grateful for the glorious multilingual inheritance of this subcontinent. But English today is as Indian as cricket, democracy, or green chillies, or sabudana. It is time to stop apologizing for it. And I hope the question will not have to be posed to another generation of Anglophone Indian poets. 

Q. In addition to poets from the Anglo-American canon, has your poetry been influenced by Indian English poets of an earlier generation (whether the 19th century pioneers like Derozio and Toru Dutt, or early 20th century poets like Tagore and Sarojini Naidu, or those from the post-1947 generation like Nissim Ezekiel, Kamala Das, and A.K. Ramanujan)? Do you consider your poetry a part of this two-hundred-year-old tradition? 

A.S.: I was born and grew up in the city of Bombay, which was home to multiple Indian poets—Nissim Ezekiel, Arun Kolatkar, Adil Jussawalla, Eunice de Souza, Gieve Patel, Dilip Chitre, Imtiaz Dharker, Dom Moraes and several others. Their work pervaded my life; and their poems are even today part of the heritage of echoes I carry around with me. As a practitioner of poetry in English, I’d certainly see myself as part of a tradition of Anglophone Indian poets. At the same time, I see myself as beneficiary of many traditions. I grew up reading TS Eliot, Basho, Omar Khayyam and Rilke, and studying British and American literature, but also listening to kritis by Tyagaraja, padams by Kshetrayya, Rabindra Sangeet (which my mother learnt, alongside Carnatic music) and movie songs by Majrooh Sultanpuri! By which I mean that mine was a complex inheritance, as it is for every Indian. It included influences from East and West, and a wonderfully messy amalgam of classical, traditional and popular elements.  Later in my life, I also reclaimed for myself another literary inheritance: the poetry of the Bhakti tradition, including the work of Akka Mahadevi, Tukaram, Nammalvar and Kabir, among others. I see them as an utterly integral part of my lineage as well.  

In short, while I am most certainly Indian, culturally and spiritually, in some deep and indefinable way, I see myself standing at the crossroads of multiple intersecting cultural tributaries. This is what it means to be Indian and alive today. Borges said, ‘Every poet creates his own precursors’. I’m still creating mine.  

Q. What are your views on a readership/audience for Indian poetry in English? Does such a thing exist outside English classrooms and literary circles? How much of a consideration is the readership in your poetic process? 

A.S.: The readership exists, and is growing. The internet is clearly the most significant reason. It has made poetry much more widely available—to a small segment of the human population perhaps, but still a much wider global readership. The upsurge of national and international literary festivals has also played a vital role. Poetry is a portable medium; it travels well. The live nature of public readings also motivates listeners to return to a form they may otherwise have lost touch with.  

I am delighted when my work is read and appreciated, but at the same time, I’m glad to be practitioner of a quiet verbal art. And if that means a smaller readership, I’m fine with it. I keep the faith in the power of the word to pervade lives imperceptibly but profoundly. I value that, and I do believe that human life would be much poorer if we lost that muted sorcery of word and pause.

Q. Do you read, write, or translate poetry in a language other than English? If yes, how does it influence your poetry in English? 

A.S.: I was for more than a decade the India editor of a website (the Poetry International Web) that was largely devoted to poetry in translation. I worked closely with translators of multiple languages, and also personally co-translated poems from Tamil and Gujarati (working with CS Lakshmi and Naushil Mehta respectively). For the Penguin anthology of Bhakti poetry I edited, I worked widely with translators, and did some translations of the Tamil poet Abhirami Bhattar myself. So, the work with translation has been a long-standing one. How did it influence me? Enormously. It allowed new breezes into my life; sharpened my awareness of parallel literary subcultures; honed my own art in many ways.

 And yet, long before these overt trysts with translation, I do believe growing up in this hectically polyglot culture had its impact on my life and poetic practice as well. It was inevitable. As Indians, we’re all multilingual in varying degrees, and we’re translating in our heads all the time. It can seem like cultural confusion to an outsider, but it makes for a hugely rich lived experience that is an enormous asset for anyone, and more so for an artist.

Q. Have you ever taught poetry in a class, at a workshop, or in an informal setting? If yes, which aspects of poetry do you think can be taught? 

A.S.: I’ve conducted poetry workshops (in universities, literary festivals and for cultural organizations) since the 1990s. The aim has always been to help people to become better listeners, which, in turn, I hope will help them in time to become better practitioners. More importantly, I hope it helps make them more responsive to life itself, and that’s the first step to enriching one’s life experience, isn’t it? 

Q. What are your views on the poetry that appears today on such popular social media platforms such as Facebook and Instagram? 

A.S.: I’m not on FB or Instagram very often, but some of what I see looks like work that hasn’t been given a chance to ripen. I think the instantaneous nature of communication today is a great possibility, but it also takes away from the long hours of gestation that are necessary for anything to reach fruition. If you put a first draft into the public domain, you often end up doing it a great injustice. More rigour, more reflection, more revision, more reading, and above all, more living–these are also vital components of a writer’s life.

Arundhathi Subramaniam is the author of thirteen books of poetry and prose. She won the Sahitya Akademi Award in 2020 for the poetry collection When God is a Traveller . Besides being well known for prose on Indian spirituality, she is also an arts critic, anthologist, performing arts curator and poetry editor. More information about her can be found in https://arundhathisubramaniamin.wordpress.com/

On Strangeness in Indian Writing | Amit Chaudhuri

By Essay, Indian Writers on English One Comment

IT is the matter of strangeness in art — what the Russian Formalist Victor Shklovsky called, almost a century ago, “defamiliarisation” — that brings me to the late Arun Kolatkar, and to a short and unique book, called Jejuri: Commentary and Critical Perspectives, edited and, in part, written by Shubhangi Raykar. Jejuri is Kolatkar’s famous sequence of poems which was published in 1976, and won the Commonwealth Poetry Prize the following year. It mainly comprises a series of short lyric utterances and observations through which a narrative unfolds — about a man, clearly not religious, but clearly, despite himself, interested in his surroundings, who arrives on a bus at the eponymous pilgrimage-town in Maharashtra where the deity Khandoba is worshipped, wanders about its ruined temples and parallel economy of priests and touts, and then leaves on a train. In some ways, the sequence resembles Philip Larkin’s “Church Going”; except that, where Larkin’s distant, sceptical, bicycle-clipped visitor “surprises” in himself a “hunger to be more serious” inside the church, the hunger to be more curious is characteristic of Kolatkar’s peripatetic narrator.

Kolatkar was a bilingual poet who wrote in both Marathi and English; in Marathi, his oeuvre is shaped by a combination of epic, devotional, and weird science fiction and dystopian impulses. In English, Kolatkar’s impetus and ambition are somewhat different: it’s to create a vernacular with which to express, with a febrile amusement, a sort of urbane wonder at the unfinished, the provisional, the random, the shabby, the not-always-respectable but arresting ruptures in our moments of recreation, work, and, as in Jejuri, even pilgrimage. Kolatkar was, in the fledgling tradition of Indian writing in English, the first writer to devote himself utterly to the transformation and defamiliarisation of the commonplace; given that Indian writing in English has, in the last 20 years or so, largely taken its inspiration from the social sciences and post-colonial history, that avenue opened up by Kolatkar has hardly been noticed, let alone explored, by very many contemporary writers. By “defamiliarisation” I mean more than the device it was for Shklovsky; I mean the peculiar relationship art and language have to what we call “life”, or “reality”. “Realism” is too inexact, loaded, and general a term to suggest the gradations of this process, this relationship, and its perpetual capacity to surprise and disorient the reader. In India, where, ever since Said’s Orientalism, the “exotic” has been at the centre of almost every discussion, serious or frivolous, on Indian writing in English (tirelessly expressing itself in the question, “Are you exoticising your subject for a Western audience?”), the aesthetics of estrangement, of foreignness, in art have been reduced to, and confused with, the politics of cultural representation. And so, the notion of the exotic is used by lay reader and critic alike with the sensitivity of a battering ram to demolish, in one blow, both the perceived act of bad faith and the workings of the unfamiliar.

Kolatkar died last year, and his death means he’s safely passed into the minor canonical status that India reserves for a handful of dead poets who wrote in English. But the present consensus about him shouldn’t obscure the fact that his estranging eye in his English work has been problematic to Indian readers. Shubhangi Raykar’s commentary was published in 1995 with, she says, “the modest aim of helping the undergraduate and graduate students in our universities”. Her book is, of course, indispensable to any reader not wholly familiar with the references to various myths and legends, especially those to do with the deity Khandoba, that recur in the poem. But there’s another difficulty, one to do with reading, that Raykar draws our attention to: “Yet another aspect of Jejuri is that it is a poem that can be fully understood and enjoyed only when the reader is able to `see’ it. Jejuri is, thus, a peculiarly visual poem. Repeated references to colour, shapes, sizes, textures of objects and many other details… are outstanding aspects of Jejuri. And yet these very aspects bewilder the students”.

Among the “critical perspectives” included in Raykar’s book is the Marathi critic Bhalchandra Nemade’s essay, “Excerpts from Against Writing in English — An Indian Point of View”, originally published in 1985 in New Quest, a journal of ideas published from Pune descended from the influential Quest, which itself was modelled on Encounter. Nemade’s opening paragraphs are fortified by a range of allusions to linguistic theory; but the nationalistic tenor of the essay doesn’t demand too much sophistication or imagination from the reader: “A foreign language thus suppresses the natural originality of Indian writers in English, enforcing upon the whole tribe the fine art of parrotry.” The typo-ridden text has “ant” for “art”, and the juxtaposition of “tribe”, “ant”, and “parrot” gives both the sentence and its subject matter an odd anthropological remoteness. Unlike the Bengali writer and critic Buddahadev Bose, who worried that the Indian writer in English would have nothing either worthwhile or authentic to say, Nemade is as interested in the realm of consumption, in the possibility of the East being a career (to adapt Disraeli’s epigraph to Edward Said’s great polemic), as he is in the validity of the creative act itself: “An Indo-Anglian writer looks upon his society only for supply of raw material to English i.e. foreign readership.” He mentions three instances of what, for him, are acts of “aesthetic and ethical” betrayal: Nirad C. Chaudhuri’s The Autobiography of an Unknown Indian, Narayan’s The Guide, and Kolatkar’s Jejuri. And the now-familiar question, still relatively fresh in 1985, is asked and sardonically answered: “What kind of audience do these writers keep in mind while writing? Certainly not the millions of Indians who are `unknown’ who visit Jejuri every year as a traditional ritual… ”

Here is the mirage of the organic community that so haunts our vernacular writers — the idea that those who write in their mother tongue are joined to their readers in Edenic, prelapsarian harmony (a myth belied by the rich disjunctions in their own writings); anyhow, Nemade doesn’t ask himself if the readership of New Quest is an extension of, or an interruption in, that community. Kolatkar’s poem he classifies as a form of “cynical agnosticism” and “philistinism”. Quoting one of the most beautiful lines in the sequence, “Scratch a rock and a legend springs”, where the narrator is noting, with evident detachment, the incorrigible way in which the apparently barren landscape generates mythology, Nemade says “he writes with little sympathy for the poor pilgrims, beggars, priests and their quite happy children at Jejuri”; instead, “Kolatkar comes and goes like a weekend tourist from Bombay”. Nemade’s a distinguished critic and writer, but this isn’t a particularly distinguished offering. Yet, it’s interesting because of its rhetoric, in the way, for instance, it uses the word “tourist”, to create a characteristic confusion between estrangement as a literary effect, and the threat of the “foreign”, with its resonances of colonial history. The aesthetics of wonder is inserted into, and enmeshed with, a politics that is partly nationalistic, partly xenophobic.

That interpreting the operations of the random or the unfamiliar in the work of the Indian writer in English is a problem beyond malice or wrong-headedness becomes clear when we look at Raykar’s notes, which give us both sensitive close readings of the poems and a great deal of enlightening information about the local references and terrain. Yet, Raykar, who is obviously an admirer of Kolatkar’s, seems oddly closed to the experience of estrangement. In fact, estrangement becomes, once more, a form of cultural distance, and the notes a narrative about alienation; a narrative, indeed, of semi-articulate but deep undecidedness and uncertainty about what constitutes, in language, poetic wonder, citizenship, nationhood, and in what ways these categories are in tension with one another. Examples abound, but I’ll give only two. The first concerns her note to “The Doorstep”, a poem short enough to quote in its entirety:

That’s no doorstep. It’s a pillar on its side. Yes. That’s what it is.

For Raykar, these lines betray a “gap between the world of the protagonist and the world of the devotees”. For “a traditional devotee”, she says, “every object in the temple exists at two levels. One is the material level which the protagonist can see and share with the devotees. The other level transforms a mundane object into a religious, spiritually informed object”. Raykar points out that this “level is not at all accessible to the protagonist”. But surely there’s a third level in the poem, in which a significance is ascribed to the mundane, the superfluous, that can’t be pinned down to religious belief; and it’s this level that Raykar herself finds inaccessible, or refuses, for the moment, to participate in.

My second example is her note on “Heart of Ruin”, the poem that precedes “The Doorstep” in Kolatkar’s sequence. As Raykar tells us — and this is the sort of information that makes her book so useful, and, since it’s one of a kind, indispensable — the poem is “a detailed description of the then dilapidated temple of Maruti at Karhe Pathar”. From the first line onwards, Kolatkar gives us a portrait of a casual but passionate state of disrepair: “The roof comes down on Maruti’s head. / Nobody seems to mind./ … least of all Maruti himself.” This is how Kolatkar catalogues the dishevelled energy of the scene, as well as his bemused discovery of it:

A mongrel bitch has found a place for herself and her puppies in the heart of the ruin. May be she likes a temple better this way. The bitch looks at you guardedly Past a doorway cluttered with broken tiles. The pariah puppies tumble over her. May be they like a temple better this way. The black eared puppy has gone a little too far. A tile clicks under its foot. It’s enough to strike terror in the heart of a dung beetle and send him running for cover to the safety of the broken collection box that never did get a chance to get out from under the crushing weight of the roof beam. Morosely, the narrator concludes — and Kolatkar’s abstemiousness with commas serves him well in a sentence in which the second half is neither a logical extension nor a contradiction of the first — “No more a place of worship this place/ is nothing less than the house of god.”

Raykar’s gloss, again, translates Kolatkar’s laconic, estranging sensibility into the neo-colonial, or at least the deracinated, gaze: “To a visitor with an urbanised, westernised sensibility it is always an irritating paradox that the almighty god’s house… should be in such a sorry state of disrepair… Hence the ironic, sardonic tone.” I think Raykar’s and Nemade’s response to the superfluous and random particular in Jejuri (comparable, in some ways, to the impatience Satyajit Ray’s contemporaries felt with the everyday in his films) is symptomatic, rather than atypical, of a certain kind of post-independence critical position, which obdurately conflates the defamiliarisation of the ordinary with the commodification of the native. With the enlargement of the discourse of post-coloniality in the last two decades, the critical language with which to deal with defamiliarisation has grown increasingly attenuated, while the language describing the trajectory of the East as a career has become so ubiquitous that, confronted with a seemingly mundane but irreducible particular in a text, the reader or the member of the audience will almost automatically ask: “Are you exoticising your subject for Western readers?”

The two poems by Kolatkar I’ve quoted from, as well as Nemade’s criticisms, remind me of a short but intriguing essay by the social scientist Partha Chatterjee, called “The Sacred Circulation of National Images”, and I’d like to end by dwelling on it briefly. Chatterjee is puzzled and engrossed by what has happened to these “national images” — for instance, the Taj Mahal; Shah Jahan’s Red Fort — as they’ve been represented in our textbooks in the last 40 or 50 years: that is, in our relatively brief, but palpably long, history as a republic. He discovers that early photographs and engravings found in textbooks dating back, say, to the 1920s, are gradually replaced in textbooks after 1947 by a certain kind of line drawing. He finds no economic raison d’�tre for this change: “Are they cheaper to print? Not really; both are printed from zinc blocks made by the same photographic process.” But the more telling change occurs in the nature of the representations themselves, as the pictures of certain monuments are transformed into “national icons”. The earlier pictures and photos, Chatterjee finds, have an element of the random in their composition — an engraving of the Taj Mahal has a nameless itinerant before it; an early photograph shows a scattering of “native” visitors before the same building; early pictures of the Red Fort or the ghats in Benaras have the same sort of “redundant” detail — a group of men, a dog — in the foreground.

As these monuments are turned into “national icons” in post-Independence history textbooks, the pictures are emptied of signs of randomness, emptied, indeed, of all but the monument itself, and a new credo and economy of representation comes into existence: “There must be no hint of the picturesque or the painterly, no tricks of the camera angle, no staging of the unexpected or the exotic. The image must also be shorn of all redundancy…” We all know what Chatterjee is talking about from our own memories of the textbooks we studied as children, from the functional but implicitly absolute representation of monuments they contained. Although the impetus behind the “emptying” of the textbook image seems partly Platonic — a nostalgia for the ideal likeness, unvitiated by reality’s unpredictability — Chatterjee places it in the context of the Indian nation-state, identifying it as the process by which national monuments are turned to “sacred” images.

It seems to me that both Nemade’s and Raykar’s literary responses to Jejuri are, with different degrees of intensity (and, in Nemade’s case, belligerence), really part of a larger discussion of what constitutes nationality and the nation-state; that the sacredness they invest in and are anxious to protect in Jejuri is less the sacredness of Khandoba and of religion, and more that of an absolute idea, or ideal, of the nation. Kolatkar’s doorstep, his broken pillars, roofs, and beams, his mongrel puppy and dung-beetle, violate that idea and its space, as I think they’re meant to, just as much as the itinerant or animal the anonymous engraver introduced into his representation was at once accidental and intentional. Defamiliarisation not only renovates our perception of familiar territory; it dislocates and reframes our relationship of possessiveness to that territory in ways that the discussion on nationality, on what is authentic and what foreign, what’s exotic and what native, not only cannot, but actually suppresses. For Kolatkar, the break that the superfluous brings about in the telos of Nemade’s and Raykar’s unstated but undeniable national narrative is a small ecstasy; for Raykar, and Nemade especially, a source of puzzlement and unease.

Chaudhuri, Amit. “On Strangeness in Indian Writing,” Literary Review, The Hindu, October 2, 2005.
Published with permission from Amit Chaudhuri.
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Modernity and the VernacularCritical Biography

Jeet Thayil

By Indian Poetry in English: Questions on the 'State' of the 'Art' 2 Comments

Q: To quote poet and publisher P. Lal from his questionnaire sent in the 1960s to an earlier generation of Indian English poets: “What are the circumstances that led to your using the English language for the purpose of writing poetry?” And of course, is such a question relevant to today’s poets, several decades after Lal’s query?

J.T: It was a relevant question in the Sixties. Today, not so much, except among regional-language poets who will contend that those of us who write in English are somehow inauthentic. This is an obsolete notion. There’s a reason why this questionnaire is in English. It’s the only way Indians can communicate with each other. I don’t speak Hindi, or Malayalam, and hope I never have to.

Q: In addition to poets from the Anglo-American canon, has your poetry been influenced by Indian English poets of an earlier generation (whether the 19th  century pioneers like Derozio and Toru Dutt, or early 20th  century poets like Tagore and Sarojini Naidu, or those from the post-1947 generation like Nissim Ezekiel, Kamala Das, and A.K. Ramanujan)? Do you consider your poetry a part of this two-hundred-year-old tradition?

J.T: I am very much a part of the two-hundred-year-old tradition of Indian poetry written in English. I know there are poets who do not consider themselves part of this tradition, and I think it’s a pity. Even if your interest is the breaking of tradition you should know what it is, to break it better. I also consider myself part of the thirteen-hundred-year-old tradition that goes back to the first poem written in the English language, Beowulf. And there is a third tradition of which I am a part. I am an Indian poet, which makes me a modern embodiment of the tradition of Indian poetry that goes back some three thousand years to the Rig Veda,
the oldest poetic tradition of them all.

Q: What are your views on a readership/audience for Indian poetry in English? Does such a thing exist outside English classrooms and literary circles? How much of a consideration is the readership in your poetic
process?

J.T: I write for myself and the poets I admire, living and dead. Classrooms and audiences come into it later, when I take it  outside. If I want to be kind, I pick poems that might amuse, entertain or delight, always keeping in mind that there are readers who will resist delight with all their might.

Q: Do you read, write, or translate poetry in a language other than English? If yes, how does it influence your poetry in English?

J.T: I read, write, think and dream in only one language, the Indian language also known as English.

Q: Have you ever taught poetry in a class, at a workshop, or in an informal setting? If yes, which aspects of poetry do you think can be taught?

J.T: I have taught in several countries and in various settings, from the classroom lecture to the graduate workshop to the online interactive course. I’ve learned a few things over the years. You can teach students how to read a poem. By this I mean the technical side, the number of syllables in a line, the way it scans and how to scan, the metrical foot and how to identify it, the paradoxical freedom of formal verse, the uses of rhyme, and so, infinitely, on. What you can’t teach is how to write a poem.

Born in Kerala, India, Jeet Thayil is a poet, novelist, librettist, and journalist. His first novel, Narcopolis (2012), was shortlisted for the Man Booker Prize. His poetry collections include Collected Poems (2015) and These Errors Are Correct (2008), which won the 2013 Poetry Award from the Sahitya Akademi. He recently edited The Penguin Book of Indian Poets (2022).
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