MA in English Syllabus - Fiction I (PDF)

Department of English MA in English SEMESTER I L T P C DSCC...

Department of English MA in English SEMESTER I L T P C DSCC Fiction I 4 0 0 4 Pre-requisite: English language competence of undergraduate level Course Objectives: The objectives of this course are to enable the students to  Discuss significant novelists and their works until the nineteenth century.  Explain how fiction records and alters social and cultural realities.  Identify the strategies of narrative, theme and image that fiction uses to take forward this task. Course Outcome: After successful completion of the course, the students will  Explain different methods of textual analysis  Analyze how the socio-cultural-economic backdrop works in art of fiction  Discuss the importance and types of fiction in literary history  Module 1: English Realist Novel 15 hours Daniel Dafoe, Robinson Crusoe Criticism of colonialism, civilization verses savagery, Christianity and divine providence, concept of tabula rasa Module 2: Novel of Menippean Satire 15 hours Jonathan Swift, Gulliver’s Travels Philosophical and political background of the novel, the idea of relativism, Gulliver’s significance to the satire Module 3: The Picaresque Novel 15 hours Henry Fielding, Tom Jones: A Foundling Fielding’s philosophy of human nature, Social Realism, the journey from Innocence to Experience Module 4: Impact of Industrial Revolution 15 hours Charles Dickens, Hard Times Industrial England, Utilitarian ideals of the 19th century, fact vs fancy/ reason vs emotion, integrity amidst adversity Total Lecture hours 60 hours Text Book(s) 1. Daniel Dafoe, Robinson Crusoe. Rupa Publications India, 2015. 2. Jonathan Swift, Gulliver’s Travel. Rupa Publications India, 1999. 3. 4. Henry Fielding, Tom Jones: A Foundling. Penguin Classics (New Edition), 2000. Charles Dickens, Hard Times. Fingerprint, 2018. Reference Books 1. Terry Eagleton, The English Novel: An Introduction. Blackwell, 2004. Paula R. Backscheider, A Companion to the Eighteenth-Century Novel and Culture. 2. Blackwell Companions to Literature and Culture. Wiley-Blackwell, 2005. Christopher Fox, The Cambridge Companion to Jonathan Swift (Cambridge Companion to 3. Literature). Cambridge University Press, 2003. David Paroissien, A Companion to Charles Dickens (Blackwell Companions to Literature 4. and Culture). Wiley-Blackwell, 2008. Martin C. Battestin, A Henry Fielding Companion. Greenwood Press (Annotated edition), 2000. L T P C DSCC Poetry I 4 0 0 4 Pre-requisite: English language competence of undergraduate level Course Objectives: The objectives of this course are to enable the students to  Familiarize students with poetry from the 14th-17th Century.  Acquaint with a historical survey and introductory approach to poetry.  Acquire the art of appreciation of poetry, both thematically and technically. Course Outcome: After successful completion of the course, the students will be able to  Define and identify various elements of poetry including sound devices, meter, rhythm and rhyme.  Critically analyze the effect of the historical and social context of the poem.  Analyze the underlying meaning of the poem by using the elements of poetry.  Module 1: 14th Century Poetry 15 hours Satire on social status, corruption of Church, the concept of Beast fables and Moral Fables Geoffrey Chaucer, “Prologue to Canterbury Tales” Module 2: Metaphysical Conceit as a Literary Device 12 hours John Donne, “A Valediction: Forbidding Mourning,” “Death, Be Not Proud,” “The Good- Morrow” William Shakespeare: Sonnet 20, 130 Module 3: 17th Century English Poetry 15 hours Genesis and the ambiguity of Paradise Lost John Milton, Paradise Lost (Book 1) Module 4: 18th Century Poetry 18 hours Alexander Pope, “The Rape of the Lock” John Dryden, “Mac Flecknoe” Thomas Gray, “Elegy Written in a Country Churchyard” Total Lecture hours 60 hours Text Book(s) 1. Geoffrey Chaucer, The Canterbury Tales. Penguin Classics, 2013. John Milton, Paradise Lost. Fingeprint, 2015. 2. Alexander Pope, The Rape of the Lock and Other Major Writings. Ed. Leo Damrosch, Penguin Classics, 2011. 3. John Dryden, Dryden: Selected Poetry. Ed. Douglas Grant. Puffin (New Edition), 2000. Reference Books 1. C.M. Bowra (1962). From Virgil to Milton. Macmillan Education, 1962. Marjorie Boulton, The Anatomy of Poetry. Routledge, 2013. 2. Cleanth Brooks and Jr. Robert Penn Warren, Understanding Poetry: An Anthology for College Students. Henry Holt & Company, 1938. 3. Helen Gardner, Metaphysical Poets. Penguin, 1957. Paul Baines, The Complete Critical Guide to Alexander Pope. Routledge, 2002. 4. L T P C DSCC Shakespeare and his Contemporaries 4 0 0 4 Pre-requisite: English language competence of undergraduate level Course Objectives: The objectives of this course are to enable the students to  Understand some of prominent plays by Shakespeare and his other significant contemporaries, viz., Christopher Marlowe, Ben Johnson and John Webster.  Inculcate familiarity among with students with the language of Renaissance drama through close readings of the texts,  Understand the social, political, religious, and economic conditions which shaped, inhibited, and engendered the rise of the commercial theatre and of the conditions and modes of performance of the plays. Course Outcome: After  successful completion of the course, the students will be able to  Perceive how writers creatively use language to explore the inner psyche of character by universalizing the general human nature across varied cultures by examining the selected  Recognize Elizabethan and Jacobean London as a unique socio-cultural phenomenon which produced some of the richest literary texts within the entire corpus of English literature as well as literatures in English.  Explain the scope and breadth of English Renaissance drama including and beyond Shakespeare.  Module 1: Elizabethan Drama 15 hours Introduction to Elizabethan Drama, Elizabethan society and theatre, forms of drama and themes, dramatic devices Christopher Marlowe, Dr. Faustus Module 2: Jacobean Drama 15 hours Introduction to Jacobean theatre, Jacobean drama and the dark form of drama in English Literature, forms of drama and themes Shakespeare, The Tempest Module 3: Renaissance Drama 15 hours The politics of Renaissance England, political thought and theatre, religious persuasions, social discourse and the changing economy Ben Johnson, The Alchemist Module 4: Revenge Tragedy 15 hours Studying Revenge Tragedies and their roots Shakespeare, Othello John Webster, Duchess of Malfi Total Lecture hours 60 hours Text Book(s) 1. Christopher Marlowe, Doctor Faustus. Book Valley (First Edition), 2022. 2. William Shakespeare, The Tempest. Maple Press (First Edition), 2010. 3. William Shakespeare, Othello, Fingerprint, 2017. 4. Ben Johnson, The Alchemist. Peacock Books (Latest Edition), 2023. 5. John Webster, Duchess of Malfi. Worldview Publication, 2014. Reference Books 1. Harold Bloom, Christopher Marlowe’s Doctor Faustus. Bloom’s Modern Critical Interpretations. Chelsea House Publications, 1988. 2. Barish, Joans, A., Ed. Ben Jonson: A Collection of Critical Essays. Prentice Hall, 1963. 3. Arthur F. Kinney, A Companion to Renaissance Drama, Blackwell Publishers, 2002. L T P C DSCC Gender Studies 4 0 0 4 Pre-requisite: English language competence of undergraduate level Course Objectives: The objectives of this course are to enable the students to  Examine cultural construction of masculinity and femininity.  Acquaint themselves with the basic concepts of Women’s Studies  Analyze the basic concepts relating to gender and provide logical understanding of gender roles. Course Outcome: After successful completion of the course, the students will be able to  Demonstrate the discipline of Gender Studies and its specific purposes and perspectives.  Identity the prevailing strategies of the growth of gender studies.  Appreciate various perspectives of the body and discourse on power relationships.  Module 1: Introducing Feminism and Feminist Thought 15 hours Virginia Woolf, A Room of One’s Own (Chapter 1) Kate Chopin, The Awakening Module 2: Intersectional Feminism 15 hours Understanding Identity Politics: Race, class and lesbian feminist roots of Queer theory Audre Lorde, Zami: A New Spelling of My Name Module 3: Social Construction of Masculinity 15 hours Victorian Gender Roles and Gender Performativity Oscar Wilde, The Picture of Dorian Gray Module 4: Representation of Gender and Sexuality in Graphic Novels 15 hours Alison Bechdel, Fun Home (With Reference to Amruta Patil, Kari) Total Lecture hours 60 hours Text Book(s) 1. Virginia Woolf, A Room of One’s Own. Maple Press, 2018. 2. Kate Chopin, The Awakening. Bantam Classics, 1985. 3. Lorde, Zami: A New Spelling of My Name. Penguin Modern Classics, 2018. 4. Oscar Wilde, The Picture of Dorian Gray. Fingerprint Publishing, 2021. 5. Alison Bechdel, Fun Home: A Family Tragicomic. Jonathan Cape Ltd, 2006. Reference Books 1. Amruta Patil, Kari. HarperCollins, 2008. 2. Joan B. Landes, Feminism: The Private and the Public (Oxford Readings in Feminism). Oxford University Press, 1998. Olga Bezhanova and Raysa E. Amador, Intersectional Feminism in the Age of 3. Transnationalism: Voices from the Margins. Lexington Books, 2021. Lucas Gottzén, Tamara Shefer, Ulf Mellström, Routledge International Handbook of 4. Masculinity Studies. Routledge, 2020. Nancy A. Naples, Companion to Women’s and Gender Studies. Wiley, 2020. 5. L T P C DSE African American Literature 4 0 0 4 Pre-requisite: English language competence of undergraduate level Course Objectives: The objectives of this course are to enable the students to  Explain the issues of Black Americans in the long fight for political freedom and equality  Comprehend the plights and pathos of the slaves in various forms and techniques of writing  describe the black Americans intellectual reawakening and literary creations of African American writers of contemporary period. Course Outcome: After successful completion of the course, the students will be able to  Discuss, compare and analyse a broad range of African American texts in a variety of genres.  Recognize the literary and historical texts, the development of African American consciousness, attitudes, and ideals.  Comprehend an understanding of the background of the texts written by writers who made the most impact on African American culture and intellectual life.  Module 1: Non-fiction 8 hours Richard wright: Black Boy Racism, Movement and Dislocation, Hunger, Illness, Suffering, Christianity and Being Saved. Module 2: Realistic fiction 20 hours Ralph Ellison: Invisible Man Racism as an Obstacle to Individual Identity, The Limitations of Ideology, The Danger of Fighting Stereotype with Stereotype, The Illusory Promise of Freedom and The Self-interested Nature of Power. Toni Morrison: The Bluest Eye Women, Femininity, Race, Racism, Home, Family, Sex and Sexuality. Module 3: Fantasy fiction 20 Nnedi Okorafor: Akata Witch Identity, belonging, friendship, teamwork, education, power and corruption. Module 4: Poetry 12 Maya Angelou: Caged Bird Langston Hughes: Harlem Gwendolyn Brooks: The mother Phillis Wheatley: On being brought from African to America Total Lecture hours 60 hours Text Book(s) 1. Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave. Dover Publications, 1995. 2. Richard Wright, Black Boy. Picador, 1968. 3. Ralph Ellison, Invisible Man. Vintage International, 1995. 4. Toni Morrison, The Bluest Eye. Vintage, 1999. 5. Nnedi Okorafor, Akata Witch. Speak, 2017. Reference Books 1. Bill Ashcroft, Gareth Griffiths and Helen Tiffin. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. Routledge, 1989. 2. Dickson D. Bruce Jr, The Origins of African American Literature, 1680-1865, University of Virginia Press, Year: 2001 3. Joanna Brooks, American Lazarus: Religion and the Rise of African-American and Native American Literatures. Oxford University Press, 2003.  MULTIDISCIPLINARY COURSE FOR OTHER DISCIPLINE L T P C MDC An Introduction to Indian Literature 2 0 0 2 Pre-requisite: English language competence of undergraduate level Course Objectives: The objectives of this course are to enable the students to  Interpret selected literary texts of Indian Literature in English.  Identify these texts within the discourse of postcoloniality and literary productions in English in relation to the hegemonic processes of colonialism, neo-colonialism, nationalism and globalization.  Situate this corpus within its various historical and ideological contexts. Course Outcome: After successful completion of the course, the students will be able to  Discuss the evolution of Indian Writing in English.  Analyze the study of Indian writing in English from the perspectives of multiple Indian subjectivities.  Appraise Indian ethos found in the representative texts. Module 1: National Independence Movement 11 hours Innocence of Youth and Indian Independence R.K. Narayan, Swami and Friends Module 2: Short Stories 11 hours Sadat Hasan Manto, “Toba Tek Singh” Ismat Chugtai, “Lihaaf” Module 3: Indian English Poetry 11 hours Nissim Ezekeil, “Goodbye Party for Miss Pushpa T. S.” Jayanta Mahapatra, “Hunger” Mamang Dai, “The Sorrow of Women” Arun Kolatkar, “The Bus” Module 4: Indian Graphic Novel 12 hours Introduction to Graphic Novel Orijit Sen, River of Stories Total Lecture hours 45 hours Text Book(s) 1. R.K. Narayan, Swami and Friends. Indian Thought Publications, 2008. 2. Sadat Hasan Manto, Toba Tek Singh: Stories. Penguin India, 2011. 3. Ismat Chugtai, The Quilt: Stories. Penguin India, 2011. 4. 5. Orijit Sen, River of Stories. Blaft Publications, 2022. Reference Books 1. K.D. Verma, The Indian Imagination: Critical Essays on Indian Writing in English. Palgrave Macmillan, 2000. Meenakshi Mukherjee, The Perishable Empire. Oxford University Press, 2002. 2. Sharankumar Limbale and Alok Mukherjee, Towards an Aesthetic of Dalit Literature: 3. Histories, Controversies and Consideration. Orient Longman, 2004. Amar Nath Prasad and Bithika Sarkar, Critical Response to Indian Poetry in English. 4. Sarup & Son, 2008. Pramod K. Nayar, The Indian Graphic Novel: Nation, History and Critique. Routledge, 2016.  SEMESTER II L T P C DSCC Modern and Postmodern Literature 4 0 0 4 Pre-requisite: English language competence of undergraduate level Course Objectives: The objectives of this course are to enable the students to  Appreciate literatures written in English from formerly colonized nations in their historical and cultural contexts.  examine central concepts, questions, and debates in postcolonial studies.  Identify the politics of language in postcolonial studies. Course Outcome: After successful completion of the course, the students will be able to  Identify and discuss key postcolonial authors and texts in their historical and cultural contexts.  Define and deploy central terms and concepts in postcolonial studies (e.g., nationalism, hybridity, discourse, etc.).  Comprehend, analyse, and engage with postcolonial writings. Module 1: Bhabha’s notion of Mimicry and Ambivalence 15 hours Raja Rao’s Kanthapura Gandhian thought, freedom struggle for India, condition of women, nationalism and colonialism. Module 2: African literature written in English 15 hours Chinua Achebe’s Things Fall Apart The struggle between change and tradition, varying interpretations of masculinity, generational divide, pride, repression and ethnographic distance. Module 3: Writing back to the powerful Empire 15 hours Jean Rhys’ Wide Sargasso Sea The oppression of slavery and entrapment, the complexity of racial identity, the link between womanhood, enslavement and madness. Module 4: Magic Realism as a Postcolonial Device 15 hours Rushdie’s Midnight’s Children British colonialism and postcolonialism, sex and gender, identity and nationality, religion, fragments and partitioning. Total Lecture hours 60 hours Text Book(s) 1. V.S. Naipaul, A House for Mr. Biswas. Vintage International, 2010. 2. Chinua Achebe. Things Fall Apart. Penguin, 1994. 3. Jean Rhys. Wide Sargasso Sea, Reissue Edition. W. W. Norton & Company, 2016. 4. Salman Rushdie, Midnight’s Children. Random House Trade Paperbacks, 1980. References 1. Alfred J. Lopez, Posts and Pasts: A Theory of Postcolonialism. State University of New York Press, 2001. 2. Alfred J. Lopez & Christian Mair, The Politics of English as a World Language: New Horizons in Postcolonial Cultural Studies. Series: ASNEL Papers, Volume: 65/7 3. Vijay Mishra, Literature of the Indian Diaspora: Theorizing the Diasporic Imaginary. Routledge, 2007. 4. Bill Ashcroft, The Empire Writes Back: Theory and Practice in Post-Colonial Literatures, 2nd Edition. Taylor & Francis Group, 2002. Research Methodology: L T P C DSCC Strategies for Conducting Literary Research 4 0 0 4 Pre-requisite: English language competence of undergraduate level Course Objectives: The objectives of this course are to enable the students to  Identify research methodology in Literature and Language.  Acquaint themselves with the methods of scrupulous academic writing.  Identify, explain, compare, and prepare the key elements of a research proposal/dissertation/paper. Course Outcome: After successful completion of the course, the students will be able to  Explain the rationale for research ethics.  Demonstrate various research paradigms and become aware of theoretical and practical issues related to humanities research especially in contemporary English literary studies.  Strengthen their research and academic skills to present research findings in both spoken and written forms.  Module 1: What is Research? 15 hours Foundation of Research: Meaning, objective, motivations, and utility Difference between research paper, dissertation, and thesis Selection of a research design, review of the literature, the use of theory, writing strategies and ethical considerations. Module 2: Research Methods 15 hours Qualitative Procedures for English Literature Quantitative Procedures for Literature and Language Mixed Method Procedures Textual analysis, archival research, discourse analysis, Module 3: Designing Research 15 hours Synopsis, The Introduction, The Purpose Statement, Research Questions and Hypothesis Footnotes and End Notes Referencing (MLA, APA, and Chicago), Conclusion, Bibliography, and Plagiarism Citation, Footnotes, and other terms. Module 4: Academic Language in Research 15 hours Mechanics of Writing: Capitalization rules, punctuation marks, paragraph: topic sentence, supporting sentence, development and illustration of ideas, concluding sentence, coherence and unity. Total Lecture hours 60 hours Text Book(s) 1. John W. Creswell, Research Design: Qualitative, Quantitative and Mixed Methods 2. Approaches. SAGE Publications, 2009. 3. A. Wallwork, English for Writing Research Papers. Springer, 2011. Gabriele Griffin, Research methods for English studies. Edinburgh University Press, 4. 2005. Reference Books 1. Jonathan Anderson, Jonathan, B.H. Durston and M.Pcole, Thesis and Assignment Writing. Wiley Eastern, 1970. 2. C.R. Kothari, Research Methodology: Methods and Techniques. New Age International Ltd., 1985. 3. J.D. Lester, Principles of Writing Research Papers. Longman, 2011.  L T P C DSCC Fiction II 4 0 0 4 Pre-requisite: English language competence of undergraduate level Course Objectives: The objectives of this course are to enable the students to  Describe the contexts and condition of Modernism and Postmodernism  Compare the narrative techniques, structures and concerns of the Modern and Postmodern Period in the history of English Literature  Become aware of the significant fiction writers and the works of the Modern and Postmodern Period Course Outcome: After successful completion of the course, the students will be able to  Apply different methods of textual analysis to twentieth and twenty-first century literature  Identify the new modes of modernist and postmodernist writing  Explain the fundamental tenets of Modern and Postmodern Period  Module 1: Modern Literature: Narrative technique and perception 15 hours Virginia Woolf, Orlando: A Biography Stream of Consciousness, representation of gender, fact and imagination Judith Butler’s “gender performativity” Module 2: Bildungsroman novel 15 hours D. H. Lawrence, Sons and Lovers Transition from Realism to Modernism, Psychoanalytic theory of Oedipus Complex, concept of rivalry, Stylistic analysis of the text as a Modern novel Module 3: Twentieth Century Dystopian Novel 15 hours The Absurd and fantasies of fragmentation as significant themes of Postmodernist novels and novella Franz Kafka, The Trial Joseph Conrad, Heart of Darkness Module 4: Understanding the Postmodern Novel 15 hours Exploration of Postmodernism, the Postmodern indeterminacy Twentieth century feminist theories Dorris Lessing, The Golden Notebook Total Lecture hours 60 hours Text Book(s) 1. Virginia Woolf (2020). Orlando: A Biography. Penguin Modern Classics. 2. D. H. Lawrence (2022) Sons and Lovers. Peacock (Latest Edition). 3. Franz Kafka (2015). The Trial. Penguin Modern Classics. 4. Joseph Conrad (2019). Heart of Darkness. Pharos Books (First Edition). Dorris Lessing (2022). The Golden Notebook. Collins Modern Classic. 5. Judith Butler (2016). Orlando: A Biography. Routledge Classics. Reference Books 1. Bronwen Thomas (2012). Fictional Dialogue: Speech and Conversations in the Moderna and Postmodern Novel. University of Nebraska Press. 2. Deborah Parsons (2006). Theorists of the Modern Novel: James Joyce, Dorothy Richardson, Virginia Woolf (Routledge Critical Thinkers). Routledge. 3. Jesse Matz (2004). The Modern Novel: A Short Introduction (Blackwell Introductions to Literature). Wiley-Blackwell. L T P C DSCC Poetry II 4 0 0 4 Pre-requisite: English language competence of undergraduate level Course Objectives: The objectives of this course are to enable the students to  Familiarize themselves with poetry from the eighteenth century to the Modern Period  Acquaint themselves with a historical survey and introductory approach to poetry  Exposed to the ways they can become more engaged and curious readers of poetry Course Outcome: After successful completion of the course, the students will be able to  Define and identify various elements of poetry including sound devices, meter, rhythm and rhyme  Critically analyze the effect of the historical and social context of the poem  Analyze the underlying meaning of the poem by using the elements of poetry  Module 1: The Romantic Imagination 15 hours William Wordsworth, “Tintern Abbey,” “Ode on Intimations of Immortality” Samuel Taylor Coleridge, “Kubla Khan” P.B. Shelley, “Ode to the West Wind” John Keats, “To Autumn,” “Ode on a Grecian Urn” Module 2: Victorian Poetry 15 hours Christina Rossetti, “Goblin Market” Lord Alfred Tennyson, “Ulysses” Robert Browning, “My Last Duchess,” “The Last Ride Together” Mathew Arnold, “The Scholar Gypsy” Module 3: Modernist Poems 15 hours W.B. Yeats, “Second Coming,” “Sailing to Byzantium” T.S. Eliot, “The Wasteland” (First Two Sermons) Module 4: Major Twentieth Century Poetry 15 hours W. H. Auden, “The Shield of Achilles” Wilfred Owen “The Strange Meeting” Edith Sitwell “Still Falls the Rain” Total Lecture hours 60 hours Text Book(s) 1. Walter Jackson Bate, From Classic to Romantic. Harvard University Press. 1961. 2. R.A. James, The Making of Literature. Booksway, 2012. 3. Paul Hendon, The Poetry of W. H. Auden. Palgrave Macmillan, 2000. Reference Books 1. Terry Eagleton, How to Read a Poem, Blackwell, 2007. 2. Peter Manning, Reading Romantics: Texts and Contexts. Viking, 1990. 3. Majorie Boulton, The Anatomy of Poetry. Routledge, 1953.  L T P C DSCC Introduction to Diaspora Studies 2 0 0 2 Pre-requisite: English language competence of undergraduate level Course Objectives: The objectives of this course are to enable the students to  Understand the social, cultural, political, and economic implications of the movement and transnational settlement of people around the globe through fiction  Study Diaspora narrative against the backdrop of political, gender, race, religious and identity issues.  Comprehend the differences between the different diasporas Course Outcome: After successful completion of the course, the students will be able to  Demonstrate awareness about the field of Diaspora and Migration literature and theory  Analyze diaspora narrative against the backdrop of political, gender, race, religious and identity issues.  Identify and distinguish the differences between the various diasporas. Module 1: Diaspora & Transnationalism 10 hours Literature of the Diaspora: Characteristic features of Diasporic Literature in English – nostalgia, pain, alienation and identification; issues of racism; literary innovations such as magic realism; allegory, diasporic re-possessions/re-writings of history and the nation; outsider/insider view on homeland and host land; hybridity and hyphenation of identities. Module 2: Postcolonial Diaspora 10 hours Indentured history and diaspora poetics Colonialism, oppression and escape V.S. Naipaul, A House for Mr. Biswas Module 3: Victim Diaspora 10 hours Introduction to graphic novels and visual culture Art Spiegelman, The Complete Maus Total Lecture hours 30 hours Text Book(s) 1 V.S. Naipaul, A House for Mr. Biswas, Picador, 2022. 2 Art Spiegelman, The Complete Maus, 2003. Reference Books 1 Bill Ashcroft, Gareth Griffiths, Helen Tiffin, Post-Colonial Studies: The Key Concepts, Routledge (3rd Edition), 2013. 2 Robin Cohen, Global Diasporas: An Introduction, University of Washington Press, 1997. Mishra, Vijay, The Literature of the Indian Diaspora: Theorizing the Diasporic Imaginary, 3 Routledge, 2007. 4 Homi K. Bhabha, The Location of Culture, Routledge Classics, 2004.