POETRY IN A GLOBAL AGE FROM A DIFFERENT PERSPECTIVE

Global Poetry, 2018

This course covers the body of contemporary poetry, its techniques, thematic concerns, and theoretical viewpoints. By focusing on salient aspects of contemporary poetics this course aims to accomplish among students a habit of alternative interpretations of contemporary intercontinental cultural and political ethos under transition. Because literary modernism brushes shoulders with colonial, postcolonial, transnational, and cosmopolitan discourses therefore this course aims to identify an emergent, contemporaneous and eclectic poetic aesthetics. Ezra Pound’s call to Make it New remains a trusted creed of experimentation which lately has found its global adherents from Caribbean, Africa, South Asia, Ireland, and in other regions.

(Re)thinking Global Connectedness: Critical Perspectives on Globalization Texas A&M – Qatar 26 – 28 January 2014 Individual Paper Proposal “The Globalization of Poetry in the 21st Century” Poetry has been a staple of literature and readers for hundreds of years; although, we now see a significant decline of poetic offerings in mainstream publications and large-scale booksellers within the global marketplace. It appears that poetry has withdrawn to the academy. Yet poetry, and the teaching of poetry, is often considered unsuitable for college students in more technical fields because it tends to be considered inaccessible and not one of the hard sciences. Additionally, it relies upon a core group of supporters to be the buyers and consumers of poetry in the global economy. This core group seems to be primarily composed of persons within the academy whose interests overlap with that of teaching. If this is indeed so, how can poetry successfully intersect with higher education and consumers of poetry, particularly if we fail to teach poetry in the college classroom? Many university students are not often afforded the possibility of studying poetry, especially if they are specializing in the technical or scientific fields. Most courses devoted to the analysis or writing of poetry are typically special topics or upper-level courses geared toward literature majors. Poetry is frequently phased out of current composition courses. How can, and why should, poetry figure into the equation when students have more technical and specialized majors? This project will explore and discuss the pedagogy of poetry, and the implications of using poetry to teach critical thinking, creativity, and composition in the global educational community. Keywords: Globalization, Poetry, Literature, Education, Pedagogy.

Prism: Theory and Modern Chinese Literature, 2021

A review of the book by Jacob Edmond

The Wallace Stevens Journal, 2014

Chapter draft forthcoming in The Cambridge Companion to Postcolonial Poetry (ed. Jahan Ramazani)

De Revisor (Dutch LIterary Magazine)

A perspective on poetry traditions in the world

Neohelicon

What happens when we consider “poetics,” a term and concept well-known from Aristotle’s philosophical treatment of Greek epic and tragic drama, in the larger context of world literature as we understand it today? What would be the essential elements in the definition of poetics? What sort of critical issues it can address, and what resources it may draw on in the world’s various literary traditions? In the ancient world, East Asia and South Asia all have distinct traditions of literary expression with emphasis and critical conceptualizations rather different from those of the Greek-Roman tradition. What would the consideration of poetics in a broad cross-cultural perspective lead us to? In this presentation, these are the theoretical issues to be explored to arrive at a better understanding of poetics not only in the Western tradition, but truly of the world, with the richness of content and critical functions considered with relation to a global concept of world literature.

Text, 2021