The first point in the narration is referred to 1919, the time when the British Raj still ruled in India. The main character of the episode is Shamas’ father who lost his memory in the British bombing when he was outside with his sister. In the narrative, we do find him next to shrine and then taken for Muslim. Later it is remembered that he was Hindu, named Deepak. However, now he is renamed, Chakor. This conversion has remarkable implications on his children’s lives. Some people have controversial views against them because they are not ‘real Muslim’, but “infected with Hinduism” (Faber & Faber 82) and therefore cannot be trusted (cf. 47 and 53ff.). The purpose of this point is to trace the causes of conflict between Shamas and Kaukab as …show more content…
He argues that Orientalism has provided the way for colonial possession and exploitation of the East. Said proposes that a society paves its identity more effectively by imagining an ‘Other’. However, the cultural and intellectual superiority imagined by the west was foreshadowed by an imagined East which remained culturally static and inferior. And the same treatment is applied to the Western construction of all ‘Other’ (cited in Spencer 2006). Orientalism was almost European invention. Orient is not adjacent to Europe rather it is the place of Europeans oldest colonies, the source of civilizations, languages and its cultural contestants. However, the orient has helped to define the west as part of contrast image, personality, idea and experience. None of this orient is imaginative rather it is an integral part of the European civilization and culture. Orientalism is a system of thought based upon an epistemological and ontological distinction made between ‘the orient’ and ‘the occident’. Orientalism can be analyzed as the corporate institution for dealing with the orient, making statements about it, by teaching it, settling it. It is a style of dominating, reconstructing and having authority over orient. There were and are certain cultures whose location is in the east. Their lives, histories and customs have brute reality. Actually, the relationship between orient and occident is a relationship of domination and power, of varying degrees of complex hegemony… this thing brings us to a third qualification (Ashcroft et al
Different empires used culture in different ways. For example, the Mughal’s demonstrated a relative tolerance for outside cultures whilst east Asia focused more on a pure internal culture, disregarding external influences. In Document 1, we can see that due to their foreign culture, the rajapous are being exploited for their natural ability to fight if they do not pay tribute. The author of this document claimed that the only reasons that the Mughal’s accepted such people was due to what they could bring to the table. The use of culture to strengthen power is also seen in Document 6 depicting the Chinese education system.
Imperialism is the state policy or practice of gaining more power and dominating to become a bigger world power and to make more money through getting natural resources
They provide the exotic “other”, a juxtaposition with the Greeks who were perceived as the model of a civilized people, a literary trope that dates back to Herodotus and can be found in other Hippocratic texts, such as The Sacred Disease. The Greek author asserts that there is a certain “…feebleness of the Asian race” resulting from their “…mental flabbiness and cowardice.” (AWP 160) This, the author claims, leads them to be less warlike and be supportive of a monarchy—characteristics that would have been anathema to a Greek and would have placed Asians as mentally inferior to the Greeks. This emphasis on the inferiority of their mental condition is a theme that has been continued in by white authors in Western medicine with its views of Africans.
In the late 1800s, Europe was scrambling to conquer vast amounts of land. Imperialism had swept the continent by storm, with many countries vying for pieces of Africa and Asia to control. From 1880 to 1900, Britain, France, Germany, and Italy fought for African possessions and by 1900, nearly the whole continent had been split and placed under European rule. There was plenty of motivation for Europeans to conquer the world, and while some supported it, others didn’t. Most people in Europe at this time held ethnocentric views toward the “uncivilized” cultures in the world.
Mary Walters Michael Lynch Section 003 Dude, Othering is So Not Cool Anymore In the years of Marco Polo (1254-1324) leading to the Ethiopian Age of Exploration (1306-1458), othering, orientalism, and racism was a big leading factor of separation between civilizations. More so, between the “east” and “west.” What do these words mean you ask?
Imperialism, a word that has been thrown here and there for the past century. It means for a country to dominate another country through political, cultural, or military means. Sometimes countries such as Belgium will induce fear through actions such as whipping or forcing labor into the citizens of another country just to gain power over that country. The primary motive of imperialism was nationalist domination, where one nation gains power over another. A country might try to gain power over other countries by trying to gain recognition from other countries.
In “The Foreign Travels of Sir John Mandeville,” John Mandeville provides an account of his travels by creating an imaginative geography of the people and places he visits. Through this imaginative geography the idea of the Western “self” is explored by highlighting the differences between “self,” and the “other” – the peoples of civilizations Mandeville visits. It is in this way that the Western identity is formed – it is not concerned with what Western civilization is but more, what it is not. This dichotomy between self and other is explored in Mandeville’s writing in several capacities, specifically: the civilized human and the savage animals, the pious Christians and the uncivilized pagans, and the good and the evil.
Imperialism can impact a nation in many ways; some of the changes may be good for a nation, and some of them may be bad. However, why did Americans and Europeans seek to imperialize Africa and Asia? How was the age of Imperialism depicted? And how did Americans and Europeans react to their nation’s imperial actions? Americans and Europeans believed it was their “white man’s duty” to civilize and educate the people of Africa and Asia, who were beneath them and not as civilized as them.
Furthermore, differences in religion and spirituality led to moral colonization, as “them missionaries when they came here saw all these Indyuns ev’rywhere prayin’ real strange. Strange to them anyway… Guess they couldn’t figure out what was goin’ on so they decided we needed helpin’ in a big way. Called us savages, heathens, pagans” (p.107). Orientalism and otherization were useful tools justify cultural
“Please think, Amir jan. It was a shameful situation. People would talk. All that a man had back then, all that he was, was his honor, his name,...” (Hosseini 223).
the Orient is not only adjacent to Europe; it is also the place of Europe 's greatest and richest and oldest colonies, the source of its civilization and languages, its cultural contestant, and one of its deepest and most recurring images of “the Other.” In addition, the Orient has helped to define Europe (or the West). (1) Othering is an inherent classification and differentiation of peoples or cultures. This specific definition of Othering involving Europe and the Orient can be applied to other colonial constructions in which one society defines and reifies its centrality in juxtaposition and in comparison to another, neighboring community: the relationship between North Dormer and the Mountain.
In fact, it is through orientalism that the West sees its culture as complete and uses it to see itself as whole. Andreeva (2007) believes that placing the Orient against Europe helped Europeans to define their own self-identity in juxtaposition to orient the
(Hosseini, 2003, p. 32). Thus, the turmoil Amir has with himself and his father during his childhood and up until his adulthood is due to this love-hate relation with his father. Identifying this relationship of Amir and Baba can be approached by a few psychological aspects. For instance, the acronym
Even though there are differences in religious belief, the groups live in harmony; it is not until the arrival of the ghost trains which are filled with bodies of Sikhs and Hindus that brings disturbance to the peace of the village (117). Singh reminds the readers that the “Muslims said the Hindus had started the killing. According to the Hindus, the Muslims were to blame. The fact is, both sides killed” (1). In this case, the train symbolizes the collapse of alliance between the Muslims and the Sikhs; the once peaceful coexistence of both sides has now been persisted by ethnic antagonism.
We are going to see to what extent we can say that Macaulay’s “Minute on Indian Education” reflects British society and the western point of view at the time. In a first part, we will focus on the opposition between Orientalists and Anglicists and in a second part, we will see about the western society seen as culturally superior compared to other nations and societies. On one hand, there was an opposition