Voicing Back: The Poetics and Politics of Ping Chong's Ethno-Historiographic Fables

In spite of Ping Chong¡¯s reputation in the American theatre scene, little has been done to explore his artistic works from a fully theorized perspective. In this dissertation, I propose a category of ¡°cultural narrative texts¡± to investigate cultural and historical themes of ¡°culture and the other¡± in Chong¡¯s fascinating ethno-historiographic fables. The poetics and politics of Chong¡¯s narrative texts are the subject of this dissertation. The frames of myth and narratology in their constructive aspects (how the mythic narratives are expressed) provide the poetics part. I adopt the literary approaches of Northrop Frye and Kenneth Burke for their intense studies on image (narrative unit), rhetoric (narrative signification), and emplotment (narrative sequence). In a connective linkage from poetics, the politics part engages the cultural and historical thematics through which I read what is expressed in Chong¡¯s (counter-) myths on people, cultures, and histories. For this complex thematic part, I construe a theoretical bricolage of a broad range of disciplines and methodologies, from psychoanalysis, cognitive science, anthropology, historiography, sociology, to poststructuralism, postcolonialism, and feminism.This dissertation deals with Chong¡¯s ethno-historiographic fables throughout his theatrical career over three decades, examining how his deconstructive myth-making wrestles with the problematic notion of ¡°the other¡± in both local (national) and global aspects. Borrowing Julia Kristeva¡¯s socially informed psychoanalysis, I approach Chong¡¯s concept of ¡°the other¡± as ¡°social abject¡± inhibiting at the margins. I argue that through Chong¡¯s (counter-) myth-making which destabilizes the authority of hegemonic narratives of the incompatible split between the self and the other, multiple voices of the marginalized return, and the monologue of the hegemonic culture is interrupted. In this dissertation, I demonstrate how the performance of Chong¡¯s (counter-) narratives, what I call ¡°voicing back,¡± resist the silence, enabling the marginalized abject to become the subjects of their own desires and histories. This ¡°voicing back¡± in its shared political languages of respect, equality, and justice (toward the others) prepares for the performance of a democracy which is based on the complete modes of speech acts, speaking and listening

The fortunes of Arthur: Malory to Milton

This chapter follows the fortunes of Arthur as a figure contested and celebrated in equal measure between Malory's Morte Darthur (1485), and Milton's History of Britain (1670). Malory depicted the French wars under the guise of Arthur's sixth-century campaign against Rome, and Arthur was key to medieval and Renaissance representations of sovereignty and resistance. One critical view suggests that by the sixteenth and seventeenth centuries Arthur became an inconvenient myth, retaining poetic and propagandistic potential but scoffed at by serious scholars. The Reformation and the rise of antiquarianism engendered suspicion of medieval sources, and Arthur and Brutus were undone by the rise of Anglo-Saxon studies. Yet Arthur maintained momentum even as myth morphed from history to poetry, and writers such as Sidney, Spenser, and Shakespeare still found purchase in the legend. Looked at closely, Milton's disparaging of Arthur appears less absolute, refashioning as it does Malory's Arthurian political allegory

Schoolbooks

According to UNESCO estimates, there are approximately one billion people in the world who can neither read nor write. One sixth of the world population has never seen a schoolbook. In contrast, reading and writing in the industrialized nations are such commonplace objects of everyday life that they are completely taken for granted. We are taught to read and write at school, where we gain access to the cultural tool ofwriting, and it is this that forms the basis for all our further leaming activities. The teaching aids used in schools to impart us the skills of literacy are themselves based on the medium of writing. We can all remember what it was like to write things down on paper and in exercise books, to organize our notes in files, and to read up new information in text books. By teaching literacy to the individual, the schools as an institution are laying the foundation stone of literacy skills for entire societies. Many important developmental stages of this process in Europe took place in the Middle Ages, and the schools functioned as a dual participating force in this process. First of all, they were the institution in which competence in literacy was acquired, and they were themselves involved in leaming how best to communicate this task with the aid of the instruments of literacy. These tools, as employed in the schools, have undergone transformation over the centuries. Schoolbooks themselves have also had to adapt, to cope with the demands of literacy

Selden's Mare Clausum: the secularisation of international law and the rise of soft imperialism

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Volume 38, Number 1 - February 1959

Volume 38, Number 1 - February 1959. 46 pages including covers and advertisements. Williams, John, The Alembic Sullivan, Richard, Rhesus\u27 Feast Sullivan, Richard, The Little Ones Soulak, J., A Warm Victory McGeough, Thaddeus, The Greatest Drama Sullivan, Brian, Obituary Holian, William A. McGeough, Thaddeus, The Christmas Gift Aubin, Robert R., A Place of Death Sullivan, Brian, Lines I Survived the H-Bomb McGeough, Thaddeus, When Holian, William A., Landlocked Holian, William A., The Retarded Child Sullivan, Brian, Misery Holian, William A., The Challenge Holian, William A., With What Praises to Extoll Thee I Know Not Holian, William A