33、d by the political tension between the idea of a normative code and a variety of regional usages.(p. 7-8).Lmergence de lAnglais comme discipline acadmique concide avec celle de limprialisme colonial: Centre et Priphrie.The historical moment which saw the emergence of English as an academic disciplin 。

34、e also produced the nineteenth-century colonial form of imperialism (Batsleer et al. 1985: 14, 19-25). Gauri Viswanathan has presented strong arguments for relating the institutionalisation and subsequent valorisation of English literary study to a shape and an ideological content developed in the c 。

35、olonial context, and specifically as it developed in India, where:British colonial administrators, provoked by missionaries on the one hand and fears of native insubordination on the other, discovered an ally in English literature to support them in maintaining control of the natives under the guise 。

36、 of a liberal education.(Viswanathan 1987: 17)It can be argued that the study of English and the growth of Empire proceeded from a single ideological climate and that the development of the one is intrinsically bound up with the development of the other, both at the level of simple utility (as propa 。

37、ganda for instance) and at the unconscious level, where it leads to the naturalizing of constructed values (e.g. civilization, humanity, etc.) which, conversely, established savagery, native, primitive, as their antitheses and as the object of a reforming zeal.A privileging norm was enthroned at the 。

38、 heart of the formation of English Studies as a template for the denial of the value of the peripheral, the marginal, the uncanonized. Literature was made as central to the cultural enterprise of Empire as the monarchy was to its political formation. So when elements of the periphery and margin thre 。

39、atened the exclusive claims of the centre they were rapidly incorporated. This was a process, in Edward Saids terms, of conscious affiliation proceeding under the guise of filiation (Said 1984), that is, a mimicry of the centre proceeding from a desire not only to be accepted but to be adopted and a 。

40、bsorbed. It caused those from the periphery to immerse themselves in the imported culture, denying their origins in an attempt to become more English than the English. We see examples of this in such writers as Henry James and T.S. Eliot.(p. 3-4).La diversit priphrique contre lexotisme(Lexotisme gom 。

41、me les diffrences entre priphries au profit de celles avec le Centre)Theories and models of post-colonial literatures could not emerge until the separate colonies were viewed in a framework centred on their own literary and cultural traditions. Victorian Britain had exulted in the disparateness of i 。

42、ts empire, but in representing that empire predominantly as a site of the exotic, of adventure and exploitation, it had defined it as a contrastive element within the British world-view. Differences between colonies were subordinated to their common difference from Britain. Thus the comparative gest 。

43、ures of journals like Black and White (1891-1911) which purported to juxtapose different colonies, never escaped from the metropolitan-colonial axis.Colonial education systems reinforced this axis by providing in-school readers (for example, the Royal Reader Series in the West Indies, or the Queensl 。

44、and Readers in Australia) a normative core of British literature, landscape, and history (Brownings thoughts in exile, Wordsworths daffodils, Sir Philip Sidneys chivalry) and a sprinkling of colonial adventure which often asserted British values against a hostile physical or human environment (Stanl 。

45、eys explorations, Newbolts desperate cricketers). It required the aggression of nationalist traditions to break this pattern of inevitable reference to Britain as a standard and to provide space for the consideration of the literary and cultural patterns the colonies shared.Three principal types of。

46、comparison have resulted, forming bases for a genuine post-colonial discourse. These are comparisons between countries of the white diaspora - the USA, Canada, Australia and New Zealand - comparisons between areas of the Black diaspora, and, thirdly, those which bridge these groupings, comparing, sa 。

47、y, literatures of the West Indies with that of Australia.(p. 18-19)Dune criture temporelle une criture spatiale: modalits de lhybride selon Homi Bhabha et al.Theories proposed by critics like Homi Bhabha and writers like Wilson Harris or Edward Brathwaite proceed from a consideration of the nature o 。

48、f post-colonial societies and the types of hybridization their various cultures have produced. In much European thinking, history, ancestry, and the past form a powerful reference point for epistemology. In post-colonial thought, however, as the Australian poet Les Murray has said, time broadens int 。

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标题：The|The empire writes back Theory and practice in postcolonial literatures( 三 )