Outline of Spivak’s “Imperialism and Sexual Difference”

Gayatri Chakravorty Spivak

Biography:

• Born in Calcutta
• Education: University of Calcuttan and Cornell University
• Chief spokesperson of “subaltern studies”
• Postcolonial theorist (with a global feminist Marxist perspective)
• Avalon Professor at Columbia University 1991
• Former Andrew w. Mellon Professor of English at university of Pittsburgh
• Social projects: Rural Literary Teacher Training (on grassroots level, in India and Bangladesh)
• Lit. Works:

1.  
   1. Translation of Derrida’s Of Grammatology (1967)
   2. Myself I Must Remake: The Life and Poetry of W. B. Yeats (1974)
   3. In Other worlds: Essays in Cultural Politics (1988)
   4. The Postcolonial Critic (1990)
   5. Outside the Teaching Machine (1993)
   6. A Critique of Postcolonial Reason: Toward a History of the Vanishing Present (1999)

 

“Imperialism and Sexual Difference”

Objective: Point out the “racism within feminism” against the third world women of color

Claim 1:  Academic institutions insist “White Male as a Norm” for universal humanity. Therefore, needs “The Tropological Deconstruction of Masculist Universalism.” (it means that “Truth Claim,” in this case, the truth claimed by the white male universalists, is no more than a trope, a figure of speech that passes as truth.  Therefore, it needs to be deconstructed—borrowed from De Man’s theory)

Q:   What does Spivak mean by the truth claims made by the postcolonial Masculists?

A:   She is talking about colonial texts that try to justify colonialism; for instance, (1)  colonialism was an act of benevolent masculism/paternalism; (2) it was a historically appropriate event, for instance “the Conquest of India” wasn’t really a “conquest.” Imperialism, in other words is “in loco parentis,” meaning that it was “in place of the parent”—to feed the starving, childish Indians who are utterly dependent on the first world.

Claim 2:  Eurocentric feminism is complicit with the white male imperialism.

quote: “even as we feminist critics discover the troping error of the masculist truth-claim to universality or academic objectivity, we perform the lie of constituting a truth of global sisterhood where the mesmerizing model remains male and female sparring partners of generalizable or universalizable sexuality who are the chief protagonists in that European contest. In order to claim sexual difference where it makes a difference, global sisterhood must receive this articulation even if the sisters in question are Asian, African, Arrab” (341).

 

Claim 3:  Eurocentric writers commit “Translation-as-Violation” (“total ignorance of history And subject constitution,” meaning that European writers mistranslate the language orculture of the third world women; or grossly misrepresent them in terms of gender andindividuality. In their writings, they are not really individuals, but a collective mass of dark inferiors)

quote: “kipling uses many Hindusthani words in his text—pidgin Hindusthani, barbaric to the native speaker, devoid of syntactic connections, always infelicitous almost always incorrect. The narrative practice sanctions this usage and establishes it as “correct,” without, of course, any translation. This is british pidgin, originating in a decision that hindusthani is a language of servants not worth mastering “correctly”; this is the version of the language that is established textually as “correct.” By contrast, the hindusthani speech of the Indian servants is painstakingly translated into archaic and awkward English…Let us call this ensemble of moves…translation-as-violation (344). 

quote:  “the second wave of U.S. academic feminism as a “universal” model of the “natural”reactions of the female psyche. This too is an example of translation-as-violation” (345).

Claim 4:  Institutions perpetuate the “Sanctioned Inorance” (blindness of truth telling, teachers teach without the true understanding of the 3^rd world women, therefore, the ignorance perpetuates)

quote: “Our own mania for “third-world literature” anthologies, when the teacher or critic often has no sense of the original languages, or of the subject constitution of the social and gendered agents in question (and therefore the student cannot sense this as a loss), participates more in the logic of translation-as-violation than in the ideal of translation as freedom-in-troping. What is at play there is a phenomenon that can be called sanctioned ignorance” (345).

 

Conclusion: 

1. Spivak is deeply interested in “the tropological deconstruction of masculist universalism. She knows that the “correction” of one trope points to another trope—the process is endless. Yet, she insists that critics must be persistent. 

2. The subaltern writers/critics want “the chance of an entry into the vertiginous process” of de-colonialization—the equal rights of historical, geographical, linguistic specificity, and theoretical sophistication” (347).

Questions:    

1. In our campus, is there racism within feminism? For example, does literature written by women of color receive equal appreciation as to their historical, aesthetical, and theoretical sophistication?  If no, why not?

2. Who has the ultimate authority to critique literature of the third world? Can white males/females of the first worlds critique texts of the third world? Are they capable of deconstructing the false claims of the masculist universalism? Who can de-colonialize racist texts?

Presentation by: Joey Reyes & Jessie Chen