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In a diasporic context, it is not uncommon to have in our class students from a number of different backgrounds. The feeling of displacement does not only belong to the postcolonial identity but to all individuals who are forced to redefine themselves within “foreign” identitary parameters and see themselves through the gaze of the dominant other. Foreign students, or first generation Spaniards, soon understand this by reading autobiographical pieces from emigrant women while recognising their own identitary vulnerability; we do not have to forget that Spain relied heavily on emigration until the Seventies and that many Spanish citizens were obliged to look for a job far from their homeland. This means that many of our Spanish students are aware of what exile or emigration mean, and many of them belong to families were the experiences of exile after and during the dictatorship and/or emigration are strongly felt. This eases the teacher’s approach to the chosen texts. There are a number of discursive practices that can be analysed and discussed when reading a text that relates any of the stages of the autobiographical experience of emigration and that help some of the students to better understand and voice their subject position while helping others to develop a process of identification that inevitably leads to comprehend the other’s identitary location. After the reading of the assigned text, students are asked to identify a number of concepts that pave the narrator’s story and answer questions such as: how is memory used in the process of redefinition of a new identity? How does the narrator interrelate with her actual situation and how does she refer it to her past? Does she reassemble her past in order to bridge it with her possible future? What are the cultural elements (clothes, foods, habits, family jokes…) that she stresses in order to either accept her hybrid identity or to reject it? How is the original mother tongue, if so, used in relation to the new situation? Students, at this point and following the patterns discernible in the text, can write either their own story or a story of identification. As Michael Smith points out: “Our students can only make a political commentary on a literary text if they understand the codes and conventions that text invokes (…) The potential for political critique confounds the hierarchy because political critiques are not grounded in literary knowledge, a kind of knowledge that will certainly be unequally distributed”; 45 by answering the above suggested questions, students will give shape to the understanding of what displacement means in matter-of-fact terms. 45 Michael Smith, Authorizing Readers: Resistance and Respect in the Teaching of Literature (New York: Columbia University Press, 1998), 32. 118
Bibliography Arendt, Hannah. Bewteeen Past and Future. New York: Penguin, 2006. ------. The Human Condition. Chicago: The University of Chicago Press, 1998. Bhabha, Homi. “Editor’s Introduction: Minority Maneuvers and Unsettled Negotiations”. Critical Inquiry, 23 (Spring 1997): 431-459. Caporale Bizzini, Silvia. “Shifting Subjects, Shifting the Borders: Writers in-between”. In Teaching Subjects in Between, edited by Therese Gartstenauer et al. York: Raw Nerve Books, University of York, 2006. 56-62. Chanady, Amaryll. “The Construction of Minority Subjectivities at the End of the Twentieth Century”. In Adjacences. Minority Writing in Canada, edited by Lianne Moyes, Licia Canton, and Domenic A. Beneventi. Toronto: Guernica Editions, 2004. 21-38. Del Negro, Giovanna. Looking Through my Mother’s Eyes. Toronto: Guernica, 2003. Di Michele, Mary. “Writers from Invisible Cities”. Canadian Woman’s Studies/Les Cahiers de la Femme, Vol. 8 (2) (Summer 1987) : 37-38. ------. “Life is a Theatre (or to be Italian in Toronto Drinking Cappuccino on Bloor Street at Bersani & Carlevale’s)”. In The Anthology of Italian-Canadian Writing, edited by Joseph Pivato. Toronto: Guernica Editions, 1998. 296-298. ------. “Passeggiata di sogno”. In The Anthology of Italian-Canadian Writing, edited by Joseph Pivato. Toronto: Guernica Editions, 1998. 288-296. Eakin, Paul John. “Breaking Rules: the Consequences of Self-Narration”. Biography, vol. 24 (1) (Winter 2001): 113-127. Edwards, Caterina. “Discovering Voice: the Second Generation Finds Its Place: a Polemic”. Italian Canadiana, Vol. 2 (1) (Spring 1986): 63-67. ------ . “Home and Away”. Other Voices, Vol 5 (1) (Spring 1992): 27-37. Foucalt, Michel. “Different Spaces”. In Essential Works of Michel Foucault 1954-1984. Edited by James D. Faubion. Vol. II Aesthetic, Method and Epistemology. New York: The New Press, 1998. 175-185. Hyvärinen, Matti. “The Travelling Concept of Narrative”. Studies Across Disciplines in the Humanities and Social Sciences 1. Helsinki: Helsinki Collegium for Advanced Studies, 2006. 20–41. Khon, Jerome. “Introduction”. Between Past and Future by Hannah Arendt, vii-xxii. London: Penguin, 2006. Kihlstrom, John F. “Memory, Autobiography, History”. Proteus: a Journal of Ideas, Vol. 19 (6) (2002): 1-6. 119
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Teaching Subjectivity Travelling Se
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Series editors: Annika Olsson, Andr
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Part II: Travelling Selves: Voices,
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oader educational field, including
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educational and cultural background
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objective conditions for creating v
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only through resonance with them an
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the subjects revealed in the autobi
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While sharing this perspective, I h
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The experience of loss and the cons
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vulnerability and a beholdenness th
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Global vulnerability as the conditi
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iousness. Emotions, says Nussbaum o
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within”: “the person who comes
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the contrary perturb me, make me qu
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possibility that the other will des
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Honneth, Axel. Struggle for Recogni
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secondly how to respect and love th
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is no longer a loss but an impetus
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automatically the other within the
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dern philosophy between rationality
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ground for an ethics, because an et
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Implications for teaching When I or
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Rawls, John. A Theory of Justice. C
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gies, in their trickle-down effect
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Through traveling to other people
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My mother, her myths and her life;
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“But we can take out a loan”, N
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she is beautiful but not reliable,
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Something has happened to Nora; she
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According to Daphne Hampton, the re
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to change. Leaving the mothers out
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process enacted in dialogue between
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Lugones, Maria. “Playfulness, ’
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Page 92 and 93: Where you are from? From Yugoslavia
Page 94 and 95: and of positioning of self during m
Page 96 and 97: A long time has passed, time marked
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Page 112 and 113: As Di Michele illustrates through h
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Page 118 and 119: The definition of a “third space
Page 122 and 123: Maccaferri Randaccio, Elena. “Ric
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Page 134 and 135: Radical exposure of the self The na
Page 136 and 137: A rhetoric of joy Following the enc
Page 138 and 139: Resorting to unarticulated cries, t
Page 140 and 141: Furthermore, a reading of the autob
Page 142 and 143: Mendes, Margarida Vieira. Rimas Vá
Page 144 and 145: Blanchot, Maurice. The Unavowable C
Page 146 and 147: Derrida, Jacques. “Jacques Derrid
Page 148 and 149: I Ibsen, Henrik. A Doll’s House.
Page 150 and 151: Milheiro, Dalila. “A Fiel e Verda
Page 152 and 153: S Secomb, Linnel. Beauvoir’s Mino
Page 154: LIST OF CONTRIBUTORS Silvia Caporal
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