| Unit name | Black British Literature |
|---|---|
| Unit code | ENGL20041 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Josie Gill |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | Department of English |
| Faculty | Faculty of Arts |
This unit explores the writing of black Britons from 1948 to the present day. Considering novels, poetry, plays, song lyrics and essays, we examine how writers have addressed a range of topics including: the experience of immigration; race riots; the politics of Blackness; identity and ancestry; multiculturalism; the post-racial; and the legacy of Empire. We will explore how black writing has challenged conceptions of Britishness and British literature by considering the following questions: What is ‘Black British Writing’? Is this a useful or valid way to categorise the work of black writers? How has writing by black Britons been received by the literary establishment? How have black writers represented the experience of migration? What aesthetic and linguistic strategies have black writers used to resist racist stereotypes?
Students will be given the opportunity to submit a draft or outline of their final, summative essay of up to 1,500 words and to receive feedback on this.
On successful completion of this unit students will have (1) developed a detailed knowledge of black British literature; (2) developed a critical understanding of the political, social and cultural contexts of this body of writing; (3) acquired an understanding of major critical approaches; (4) demonstrated their ability to analyse and compare black British writing from different historical periods and across genres; (5) strengthened their skills in academic writing, argumentation, and evaluation of evidence from primary texts and critical literature.
Teaching will involve asynchronous and synchronous elements, including group discussion, research and writing activities, and peer dialogue. Students are expected to engage with the reading and participate fully with the weekly tasks and topics. Learning will be further supported through the opportunity for individual consultation.
Sam Selvon, The Lonely Londoners (London: Penguin, 2006)
Linton Kwesi Johnson, Selected Poems (London: Penguin, 2006)
Buchi Emecheta, Second Class Citizen (1974; Heinemann, 1994)
Andrea Levy, Small Island (London: Headline, 2004)
