Rethinking Postcolonialism challenges postcolonial discourse analysis and proposes a new model of interpretation that resituates the historical, ideological and conceptual denseness of the Colonial Idea. It questions key issues, including hybridity, Otherness and territoriality, and expands the postcolonial field by introducing valuable, ground-breaking theoretical concepts: colonialism-as-grafting, colonialist discourse as a rhetorical and ideological palimpsest, metissage as the space of the impossible. Amar AcheraIou explores imperial intellectual history and shows how the classical writers' ideas on race, culture, identity and Otherness served as a template for modern colonialist ideology. Besides mapping the multi-layered Western imperial consciousness, the book probes Europe's anti-colonial tradition. It integrates the discussion of modernist literature with a critique of European post-Enlightenment philosophical concepts. In this interdisciplinary study, AcheraIou addresses both ancient and modern canonical texts, and offers insightful textual analyses of works by Aristotle, Plato, Rudyard Kipling, Rider Haggard, James Joyce, Virginia Woolf, Joseph Conrad, E.M. Forster, Andre Gide and Albert Camus.
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评分p67(英語教育被視作野蠻與文明的區隔);p68(軍權與教權的結閤為殖民侵略背書);p74/76/81(將土著視為野獸、無法錶達自我的、未養成的幼兒);※p82(比起引領現代化不如限製其於落後以更好地剝削-鬍姆的遭遇、敘事人主角的觀點)
评分p67(英語教育被視作野蠻與文明的區隔);p68(軍權與教權的結閤為殖民侵略背書);p74/76/81(將土著視為野獸、無法錶達自我的、未養成的幼兒);※p82(比起引領現代化不如限製其於落後以更好地剝削-鬍姆的遭遇、敘事人主角的觀點)
评分p67(英語教育被視作野蠻與文明的區隔);p68(軍權與教權的結閤為殖民侵略背書);p74/76/81(將土著視為野獸、無法錶達自我的、未養成的幼兒);※p82(比起引領現代化不如限製其於落後以更好地剝削-鬍姆的遭遇、敘事人主角的觀點)
评分p67(英語教育被視作野蠻與文明的區隔);p68(軍權與教權的結閤為殖民侵略背書);p74/76/81(將土著視為野獸、無法錶達自我的、未養成的幼兒);※p82(比起引領現代化不如限製其於落後以更好地剝削-鬍姆的遭遇、敘事人主角的觀點)
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