POST COLONIAL LITERATURE IN ENGLISH

Modulo A
A.1 Shakespeare, Othello, Any edition.
A.2 Alessandra Marzola, "Otello. Le Sfide del" Immaginario", Mimesis 2015 (pp./pages 140).
A. 4 Chinua Achebe, Things Fall Apart, London, Penguin Modern Classics, (1958)
2010. Introduction and text.
A 5 Flaminia Nicora, "Contro-mappe: letterature e territorio nel romanzo postcoloniale" in Casti-
Corona, Luoghi e Identità, Bergamo, Sestante, pp.141-152.
A.6 Hans Bertens, "Postcolonial criticism and theory" Ch.8 In Literary Theory, The basics, London,
Routledge, 2001, pp.193-21
Prof Nicola

25/09/2024 (Bella)

Expansion through Conquest and Trade

Red part: British empire 1897, the maps are more or less the same.
In 1897, the British Empire was at its height, and the world maps from that time are largely consistent
with this depiction.
The only continent without a British presence was South America, due to the dominance of Spanish and
Portuguese powers.
The British Empire expanded through conquest and trade, with companies like the East India Company
leading the charge.
The empire's foundation wasn't just based on military power; it was also driven by
commerce.
The East India Company not only controlled trade routes but also exercised administrative and
military control, becoming a prototype for later colonial enterprises.
London was full of places where goods were divided and send.
By 1897, the British Empire stretched across vast portions of the world, including parts of Asia, Africa,
North America, Australia, and the Pacific. South America, as you mentioned, was largely excluded from
British colonial ambitions due to the dominance of Spanish and Portuguese empires there.
The British strategy often began with economic penetration—setting up trading outposts, negotiating
deals, and then expanding control through diplomacy, military intervention, or local alliances.
Overtime, these trading footholds evolved into full-scale colonies.
The cultural construction of the empire wasn't just a matter of material conquest; it also relied on
propaganda, symbols, and ideas. These intangible elements were essential when people collectively
believed in the same narrative.
For example, when Gandhi urged Indians not to buy salt, he challenged British authority using the same
methods the British had employed to build their empire: through ideas and symbols.
Symbols and words and ideas can be very important when same people believe in the same idea, for
example when Ghandhi says not to buy salt, it was at the same time by the British to build up the
empire.
Given how small Britain is geographically, one might wonder: how did they manage to establish such
a vast empire? In India, when it became clear that Britain could no longer rely on sheer force, they
had to offer concessions and create policies to maintain some form of control. The creation of
consensus became critical, especially in the 19th century as the right to vote was gradually extended.
Although the vote was not equally distributed, the process of involving more people in politics never
stopped, and consensus became more and more necessary.
December 31, 1600: Elizabeth I signed an agreement that gives her for 21 years the monopoly of trade
in the Lod ocean.
1609: the Company’s concession (charter) is renewed with the Indian monopoly for an infinite period
provided that there were not three consecutive years in loss.
1615: Sir Thomas Roe was sent by King Giacomo l to the Mughal emperor lethargic the aim of this
mission was to obtain for the Company the exclusive right to found (ball commercial in certain places as
Surat. In the meantime, it proposed to sell Europe products to the imperators. A treaty was smoked.
1647: the Company had 23 branches and 50 employees in India, with strong positions in Surat, Bombay,
Madras and Calcutta.

The expansion of the British Empire was not solely based on power, even though Britain had been
a powerful country since the reign of Elizabeth I. However, not everyone in Britain was wealthy. Since
the benefits of the empire couldn't be distributed to everyone, the British government needed to
convince people that there was a purpose or meaning in their endeavors. This would reward them in
less tangible ways.
When we talk about the economic revenues of the empire for Britain, it's important to note that
these benefits were not evenly distributed. In the 1930s, for example, a typical worker had
just enough money to pay rent, afford basic healthcare, and possibly eat. There was little to no
money left for leisure activities like dancing, vacations, or even a pension. For many, the rewards of
the empire came not in the form of wealth but through identity: the belief in British superiority, often
expressed through ideas of a "master race." This belief gave British citizens, even those without
qualifications or wealth, the chance to feel powerful or important within the empire.
The British Empire was built over the course of two centuries. Different companies and agents went
to different parts of the world, each adopting various methods. The empire grew gradually, beginning
with trade in a region, which then evolved into conquest and control. Behind the map there are
different strategies.
The British Empire relied heavily on trading companies, with the most famous being the East India
Company. The company secured a privileged position in parts of India, working under exclusive
rights granted by the crown to operate in specific areas. These privileges allowed the company to
face competition from other traders, but no one else could operate in the same territory. Multiple
investors funded the company; over 100 people held shares in the East India Company. However, it
was a high-risk venture. The company shared profits, but not all information about the business was
disclosed to outsiders.

1670: King Charles agrees to acquire new money-making facilities and army personnel.
1698: The English government creates the "English Company for the Commerce of the Indies
Eastern European countries, which are now facing the 1702.
1757: victory in the Battle of Plasty, in the seven years' war, marks the English victory over the French
Which ensures the Company control of Bengal.

Other companies, such as the Dutch and French trading companies, operated in a similar manner. It
was extremely expensive to send ships to distant parts of the world, with voyages taking over a year.
Sailing such long distances, like rounding the southern tip of Africa, was perilous, with pirates posing a
significant threat.
The privileges and concessions granted to the East India Company by the Queen were not permanent;
they had to be renegotiated over time.
The company's charter changed periodically, and they had to pay substantial taxes to the crown. They
had to pay a lot of money in terms of taxes, and they had a lot of revenues, it was important for the
state to obtain what will came from the trip.
The company even had its own college to train individuals going to India. This demonstrates the
company's strength it was more than just a trading entity. The East India Company had the right to
call upon the support of the British army, as well as its own private military forces. Initially, the
company only operated along the coast of India, but over time, they negotiated trade agreements
with inland regions and other states to access a wider variety of goods. The company’s influence
gradually extended from the coast to the interior. At its peak, the company even issued its own coins,
functioning like a quasi-state that evolved into a governing body. This growing power meant the East
India Company increasingly influenced the British crown. Over time, however, the company’s
freedom was curtailed as Parliament sought to impose greater restrictions.
One area of concern was religion. The company initially regarded religion as a secondary issue,
avoiding involvement in religious matters to prevent stirring up cultural tensions, if you have to deal
with something religious and culture are really complicated because you stress differences, and
someone could say that his god is better. They resisted the presence of missionaries and the
promotion of Christianity for as long as possible. However, eventually, they had to allow missionaries
and accept Parliament's demands to not just engage in commerce but also bring "civilization" to
India, a concept that created conflicts.
The company also had to enforce laws that affected Indian society:
➢ One such law prohibited the practice of Sati, where a widow would be burned on the same
funeral pyre as her deceased husband.
➢ Other laws banned practices like the killing of twins.
These pressures, especially related to religious and cultural issues, created significant conflicts.
Additionally, the East India Company expanded its territorial control through policies that allowed
them to claim areas if a local prince died without heirs. This further fueled the company's expansion
and consolidation of power in India.
India, at the time, was made up of small, competing kingdoms, which worked to the advantage of
the East India Company rather than the locals. The company pursued various strategies, such as
imposing taxes and mapping the land to understand its agricultural potential. If more crops could be
grown, the locals were required to surrender a portion to the company.

By the middle of the 19th century, the domination of

the Company was extended to one fifth of the world’s
population.
It was deprived of its commercial monopoly in 1613
and of the tea trade of China twenty years later
1850: the Company of Finally its functions in
following the Indian movements of 1857
In 1850 all the possessions of the Company passed
under the control of the Crown.
1874 the East India Company was finally dissolved

The company also manipulated internal conflicts, supporting one prince against another in exchange
for payment and services. There was no single strategy for expanding the empire; the company
adapted by passing favorable laws and choosing the best course of action for each situation.
Civilization, or the imposition of British culture and institutions, was often just a side effect of these
economic strategies.
The East India Company eventually came to an end in 1958, following the Indian Rebellion of 1957.
The rebellion was sparked by a variety of grievances, and the company’s exploitative policies
became a central reason for Indians to unite against British rule. If we consider India's history, many
view the rebellion as the final link in a chain of events that led to war. The rebellion posed a serious
threat to British control. Although it wasn't a well-organized political movement, the general idea that
the British should leave India took hold. It took the British a year and a half to regain power in India,
and in the aftermath, the East India Company was dissolved. Afterward, the British government
decided that India would become a formal colony with a proper government and local authorities.
Most of the railways in India were built by the British, primarily to allow the army to move quickly
across the country. This was a method of maintaining control, creating what was essentially a parallel
state.
The way history is written reflects different perspectives. Indians often describe the 1857 rebellion
as the First War of Independence, while the British argue that it wasn't a political event. British
narratives focus on stories like a single incident where an Indian soldier shot a British officer, framing
it as an isolated act of violence. However, this event was just the beginning of a larger series of
rebellions aimed at securing Indian freedom. It wasn’t just the action of one group, but a movement
that put Britain in a very difficult position. In fact, there was rarely a period in which there wasn't some
form of conflict in India during British rule.
Although the British eventually regained control, it was a difficult time for the empire, particularly in
terms of their identity. Indians were often depicted in British accounts as creatures or inferiors,
especially after the rebellion, where acts of violence such as setting houses on fire or defying British
rule conflicted with their previous roles as servants. The British were far from being “nice neighbors”
in India. The words used to describe these events reveal the cultural significance of colonialism. The
way the British described the rebellion to their own people shaped the narrative, giving a particular
view of the events. In this sense, books and historical accounts were important tools in reinforcing
the colonial perspective.

Diary of James cook

It was a captain of an expedition sent to explore the south pacific area, it was normal to keep a diary, it
writes down what he could see in the cost, questions.
Something useful for the next person and also something that describe this new place witch he
occupied in the name of UK.
This is what is behind the south pacific conquering of Britain, is a story of exploring a country and use
the empire to solve problem in the homeland for example Australia became a place where people were
sent if they did a crime in Britain.
They gave have a second chance. Most of the people died and this is how Australia became one more
territory.

02/10/2024

We need to consider that the Empire's influence spread through written accounts or similar forms—
someone documenting experiences, sharing stories, or making drawings; something mediated through
language.
Overseas travel was a privilege only a few could afford, so such journeys were far from common. All
knowledge about these distant lands was conveyed through language.
James Cook's accounts were partial; he needed to gain the trust of those responsible for transporting
people on these explorations. They sought out new territories where valuable goods could be
purchased or European production expanded. This ambition required costly expeditions.

A land with very few inhabitants—a place ripe for resource exploitation.
During the 19th-century Industrial Revolution, drastic changes emerged: pollution, the rise of
machinery, and a shift in how land was utilized.
The once-grand gardens fell into disuse as territories expanded with urban and rural developments.
Small gardens and modest houses became more common, with back gardens often used to hide
unwanted items, like trash.
In the 18th century, those who broke the law faced severe punishments, often imprisonment. Prisons
in Britain became overcrowded, as incarceration was the standard response for nearly every offense.
This rising number of prisoners posed a serious problem.
 To address this, prisoners were loaded onto ships and transported to Australia. This offered the chance
for a new life in different lands. A similar approach was taken with the American colonies in the United
States.
In Britain, there were specific places for people who didn’t fit into society—marginal spaces or areas
outside the usual context.
The diary of James Cook shows us how powerful the representation of the Empire could be through
narrative. Cook’s work not only described places but also used images and drawings to paint landscapes
and cultural differences with accuracy.
The “identity of others” was often based on assumptions that didn’t always represent reality. There
was an attempt to understand other worlds, but it was often filtered through prejudice and
preconceived ideas.
The concept of “gaze” – the way one looks at others – is not culturally neutral. For example, in Terra
del
Fuego, English people applied their own scientific and philosophical frameworks without fully
considering local specificities.
Colonialism and the Empire are constructs that emerge from text; in a sense, “they are made of text.”
The intention wasn’t necessarily to create something fake but rather to contribute to the knowledge of
others.
Even science isn’t always objective. The scientific gaze is influenced by cultural perspectives; for
instance, in mathematics and wave measurement, different images and methods may be used
depending on cultural context.
Our Identity and Other Identity
 The concept of identity encompasses both our personal identity and the identities of others around
us.
 This cultural dimension implies that we must be aware of ourselves and strive to understand better
what we are seeking in our interactions and relationships.
Language
 Language is a powerful tool that constructs our perception of reality. Every language is built upon
its own set of conventions, which shape how we interpret the world.
 There exists a constant dynamic relationship between language and reality; the way we perceive
and understand our surroundings is heavily influenced by the language we use.
Observation
 We should reflect on the idea that there is a distinction between someone who has the ability to
observe critically and someone who does not possess this skill. This observation impacts our
understanding of knowledge and experience.
Scientific Thought
 The notion of nature is not merely a scientific or biological concept; it is also a cultural idea that
varies across different societies and time periods.
Cultural Differences
 Within our culture and religious beliefs, there are significant differences drawn between animals
and humans.
 The perception of a slave often aligns with viewing them as more similar to animals rather than as
individuals with autonomy. This perspective reveals underlying societal behaviors and attitudes
toward different forms of life.
Knowledge
 Knowledge serves as a foundational element behind the development of empires and colonies. It
shapes the ideologies that justify expansion and domination.

The Colonies for Settlement: Consequences

1. Desires of the Colonists:
o The people who moved to Virginia aimed to preserve the European model of society.
o There was a lack of cultural mediation, leading to a rigid adherence to their original
customs.
2. Mindset of the Migrants:
o The individuals migrating to America were determined not to return to Europe.
o This mindset fostered a sense of community that was often viewed with suspicion.
o There was a perception that some had betrayed the culture of their homeland by adapting
to a new environment.
3. Settlement Patterns in Canada:
o Most Europeans settled in urban areas, reflecting a preference for city life.
4. Trade Routes and Economic Focus:
o Ships were primarily required to navigate through the eastern colonies to reach the eastern
markets.
o Key products traded included cotton and tobacco, which were in high demand.
5. Flexibility in Operations:
o There was a significant emphasis on flexibility, with a focus on carrying out tasks quickly
and cost-effectively.

Othello by William Shakespeare

William Shakespeare wasn’t formally educated—he never went to university. Despite this, he lived
during the reign of Queen Elizabeth I, a time rich in culture, and became a major figure in English
theatre. Shakespeare even owned his own theatre, which combined his artistic ambitions with
economic interests, as theatre was a profitable business and attracted wide audiences. His popularity
was immense, as theatre during his time was accessible to nearly everyone.
The theatre scene in Elizabethan England was unique. It brought together people from various social
backgrounds, making it both a social and cultural melting pot. Despite its association with the church,
theatre became a crucial part of popular culture, shared and enjoyed across different social groups.
Shakespeare’s work broke away from many of the social conventions of his time, which later earned
him admiration from Romantic poets. They appreciated how he used creativity to explore themes
beyond the limits of tradition and societal norms, creating characters and stories that pushed
boundaries.
Before Shakespeare’s time, theatre in the Middle Ages followed different traditions, often focused on
morality and religious stories. His impact brought a shift in both themes and presentation.
One of Shakespeare’s most famous theatres, The Globe, reflected social distinctions even in its seating
arrangements. Wealthier patrons could afford front-row seats, while the lower classes stood in the
open yard. Similarly, at court performances, theatre was an exclusive experience for the nobility,
where plays were presented solely for those of noble rank.
Shakespeare wrote specifically for performance, tailoring his works for his theatre’s stage rather than
for publication. His plays were meant to be seen and heard, with the text serving as a script for the
actors rather than just words on a page.
09/10/2024

Shakespeare does not publish his texts during his lifetime. The first almost complete publication of his
works happens after his death with the First Folio, a large volume curated by the actors of his company,
Heminge and Condell, published in 1623.
The Tudor family wanted to preserve power, implying an idea of propaganda, political, and cultural
control. They wanted to keep their reputation and use storytelling to unify the country. This iconic
construct shapes the national identity, laying the foundation for a unified British identity, as Britain was
under Tudor rule.
Othello was a tragedy. The form of tragedy offers us an understanding of identity in the modern age,
where we find a sense of the individual in terms of feelings and attitudes. Othello is set in Venice,
representing a character who comes from abroad, from a different culture, tradition, and religion.
The Globe Theatre allowed those with money to sit in the front, while those without had to remain s
tanding. The court, where noble titles enjoyed the theatre as exclusive entertainment, also appreciated
these performances. Shakespeare wrote for his own theatre, with his texts intended for live
performance.

The age of exploration has already begun. Tragedy and one character have made Othello “special.”
Imagination is sometimes connected with reality, and there exists a boundary between fiction and
reality.
What is a tragedy? A tragedy usually ends with death. A hero is characterized by some fault; they are
not perfect but possess great qualities and social standing, setting them apart from others. This death
arises from the hero's imperfection or may result from destiny, which changes the situation, not
necessarily due to the hero's fault.
The idea is that tragedy teaches something to both the hero and the audience. The hero learns that
certain actions taken by humans are not good, providing a lesson for all.

Aristotle was the first to observe and define the main features of tragedy. According to him, tragedy
should follow the three unities:
 Unity of Place: the action should take place in a single location.
 Unity of Action: the story should revolve around one main plot.
 Unity of Time: the events should occur within a single day.
Shakespeare was aware of Aristotle’s theories but chose a different path.
In particular, Shakespeare’s work stands out for several distinctive features:
 He often chooses more than one protagonist, rather than a single hero.
 He aims to create heroes who are relatable—ordinary people, not idealized figures, who often
don’t fully belong to the community around them.
 In Elizabethan times, the color black was associated with negative traits, and Shakespeare uses this
association in some of his characters.
Ultimately, Shakespeare is independent: he writes what he sees in society, not strictly adhering to
classical rules but following his own view of the world.

Othello: Analysis of Main Characters

1. Black - The Color of the Villain

o Symbol of evil and conflict: Black represents the villain, a “negative protagonist”
embodying all dark qualities: rivalry for power, jealousy, and manipulation.
o Opponent of the hero: This antagonist serves as the main obstacle for the hero, pushing
him to confront his own limitations and grow, attempting to overcome these challenges.
2. Othello
o The best general of the Republic of Venice: Othello is seen as an honest and loyal man, of
great military value and trusted by the Venetian authorities.
o Destined to protect Venice: He is deeply committed to his role of defending the Republic
from external enemies, believing strongly in his purpose and destiny.
o Incapable of betrayal: His moral integrity makes him unable to suspect others, which
makes him vulnerable to manipulation by those who aim to make him lose trust in himself.
3. Desdemona
o Othello's wife and daughter of Brabantio: Desdemona comes from a noble family as the
daughter of a Venetian senator. Her father, Brabantio, is a powerful man, wealthy and
highly respected in society, holding a prominent position in the government.
o Brabantio and class conflict: Brabantio has high expectations for his daughter and believes
she deserves to marry someone of the same high social standing. He is deeply displeased
with Desdemona's marriage to Othello, an outsider to Venetian aristocracy, and sees this
union as inappropriate for their status.
4. Iago
o Antagonist and manipulator: Iago is an officer in the army and represents the true evil
force in the story. A skilled manipulator, he exploits the weaknesses and insecurities of
those around him to sow discord.
o Figure of deceit and poison: Through his schemes, Iago creates situations that lead to the
emotional downfall of the protagonists, acting as a puppeteer of their lives and driving the
central conflict of the story.

Tragedy and Structure

1. Tragedy Framework:
o Introduction: Sets the stage, preparing for the unfolding events.
o Inciting Incident: Key event that propels the action forward.
o Development of Action: The story builds tension leading up to the climax.
o Climax: The peak of conflict, where the characters' fates are sealed.
2. Hero’s Downfall:
o The hero’s death represents the end of unwise or morally flawed behavior.
o The hero is irretrievably lost; nothing can save him.
o Core themes: Extreme love and extreme hate.
3. Othello’s Tragic Fall:
o Othello falls into the trap; someone manages to manipulate and persuade him.

Setting and Atmosphere

1. Space:
o Venice and Cyprus:
 Venice: Represents civilization and rationality; Italy as a place of corruption.
 Cyprus: Near Venice, part of the Venetian Republic but culturally different.
Different religion, values, and customs make it a dangerous, enemy land.
2. Time:
o Temporal Compression: The events are condensed into a limited time frame, heightening
urgency and tension.

Form and Verse

 Verse Form: Iambic pentameter (10 syllables per line), typical of Shakespeare’s works and adding a
rhythmic, formal tone.

Power and Society

1. Concept of Power:
 o Power is not inherently abusive or forceful.
o England’s Ideal: Aspires to a balanced society where power is just and controlled.
o England’s ideal society is where reason and clarity guide action, and people act as rational
beings. Power should not become abusive.
2. Limits on Power:
o Even the king's power is limited; checks on power are essential to prevent tyranny.
3. Cyprus and Venice:
o Cyprus: A threatening place, culturally and religiously distinct, yet part of the Venetian
Republic.

Marriage and Public vs. Private Sphere

 Marriage:
o It is both a private and public affair.
o Marriage represents a personal choice and the search for a good match but also holds
public significance.

16/10/2024

A girl is considered of a property of her father and she’s not different from a material thing, this says
The expectation about the relation between woman and men in Venice.
Differences from gender and sex; the second Is biological and the first is the cultural expectation.
Another image which is more violent.
Makes something that are only in your head.
Violent like the character of Othello.
the old ram is black, the little sheep is white; there is a clear idea a something which is not really steek,
we know that black and white we associated with good or bad.
Making Brabantio to think at the images
Marriage something that we should try understand in different shade; you marry someone you love
(Something. Individual) marriage is public because you tell at the community (society9 that you are
getting married.
Not only a love story but a way to think at how the society should organize all that.
There is a reputation that Brabantio should keep.
Who is Othello for the Venice society? Someone who fight for Venice and would do more.
Brabantio cannot believe that Desdemona choose Othello for the man of her future life
The Othello doesn’t belong to the Venice society nor the east.
We don’t know where he was born, or from where he was from.
Being in different cultural can be magic
 06/11/2024

Iago became the kind of evil quality of the world; sort of a tragic force. Who made the tragic hero to fall.
The weak side of his definition of a man, because that Othello has admired as a general but he has no love,
no feelings. Something that missing in Othello life and when Desdemona went in his life everything
changes.
The human condition; see full happiness. You can be happy for a moment but then something came in your
life and switch everything.
Othello may enjoy happiness but not forever; when he moves to Venice to Cyprus. (Venice= under control
Cyprus=irrationality)
In Cyprus who has the role of the duce; a bit weaker, which is weak point that he doesn’t fall in love before.
He needs to know people, for take decision and to be the governor.
Iago is the one who exploit Othello weakness for his reasons; understand that he can’t revenge on Othello
using the love he has for Desdemona. He is the person that loves more, different sense of life and this is the
weak point and this is what Iago use for hit Othello. He doesn’t challenge Othello but induce him to think
that Desdemona betrayed Othello with Cassio because he’s a kind person and other qualities.
Desdemona refuse other man came from her same status and one of this was Cassio.
Romanzio refuse the idea that Othello had been honest and straightforward to Desdemona; she has
refused young people from a high level so why she was fall in love with him?
But Desdemona she will forget about Othello because he was too different.
If Desdemona was a Venice woman, she will probably say that Othello was the love of the moment and not
the real love.
The doubt that Iago want Othello to feel; Iago don’t challenge Othello he wants to believe that she
betrayed him.
Kill to cosmos, to disorder and order.
Othello was happy with his role and hi know that he didn’t have something, and that was to be in love of
someone.
Desdemona was really important to him and we can’t be happy forever but only for some time. The kind of
perfection attracts the envy of the gods.
The love is the key of perfection and at the same time the key of losing perfection.
Role of Cassio of Desdemona life, what role has in their love story and Othello doesn’t suspect anything.
The word honest was important in this test. Othello use this word very often. HE speak about Iago as
honest character.
Honest basically means reliable, someone who you can count on, someone loyal to another person not only
who speak the truth.
Cassio not honest. (Othello want to take the thing more straightforward.
A monster that doesn’t wat to show because he was too monstrous.
Iago was working to make Othello think about the betrayal. What will imaging in his mind and sometime
that will be more powerful.
Othello believes him, Iago because insist little by little in making him of the scene of the betrayal in his
mind. And he became obsess as a love affair with Cassio, he sees it in his mind and convincing that was
true.
The need to control another person and this brings us the tragedy of Othello. When this control will be
enough? By killing that person.
He accepts to be different, that can be a real love story from two different person (cultural etc.…) prejudice.
And this was fatal to him.
Desdemona told him that she was in love with him so why don’t believe her? Public lo vee and prejudice by
people.
Possession was made push Othello to kill his girlfriend (not personal but collective) his possession was
cultural, collective. And this identifies the possession.
Othello > someone different from society. He feels and behaves just like a man.
Iago use something typical of the man but trigger his reaction. Working on in raze differentness
Suffering that will not end after the killing. When he kills her, he bounds to kill himself because there will
not have more reason to live. He fears to be betrayed. There is a sort of revelation, Othello he realizes that
he killed her.
He was to be remembered as a person do something good for the republic, who could be cheated not only
as assassin. And also, a person who fought, loyal to the republic of Venice.
The fact the tragedy that make you think about what happened.

Things fall apart

Contemporary age from tragedy a novel.

Caratteristic of tragedy and this text is different.
His author is an African novel, a Nigerian.
1958 was publish.
Before the war were in front of the empire; after second war world -> countries that achive their
independence, their fighting their independence.
Many coming from the colonies
Britain needs the people
Decolonization starts after the war:
Different features
- Inside Britain (society changes because immigrant start to arrive in their land 1948
all symbolic dates, 1947 date of the independence of India)
- Colonies find their homelives, their independence and at the same time people
form the colonies coming to England -> changes (changing the rest of the world at
the same time)
- Decide their identity
Whole society changes, multicatural, natural custumes, religions, local English -> spots their differents
Important to speak, to find their voices and their identity -> impact on the literature
After Second war world some kind of novel recluting, defying their specific trayrs,
Speak about new society, migrant, different feature and people who came in Britain -> novel describe how
live in England.
Their citizen who migrant but went to England legally but at same time live difficult in Britain -> difficult
integration form them
British culture and nation…
The movement form the center, from biratin Colonies, now the movement came from the colonies to
Britain -> society changes
In the fifteens, after the war -> changes a lot -> because these couyntris recognize their relation, ecnomic
also cultural dependence, importan archivment for young person could be
Relationship with colonies and the country is difficult -> to educations…
Their position in the most case
Many languages -> local and where English is the local language
Relation between oru own culture and the british culture;