Eng 301

Survey of Afro-Asian
Literature
ENG 301
Paolo I. De Mesa, LPT

Instructor
Module 3:
African
Literature
• The Wrestling Contest between
the Cat and the Tortoise
• Once Upon a Time
Teaching and
The Wrestling Contest
Assessing
between the Cat and
Speaking Skills
the Tortoise
by Abayomi Fuja
ABOUT THE AUTHOR
Abayomi Fuja
• He is a Yoruban from Nigeria.
• He is taught by British missionaries
and learned English from them.
• Spent 6 years in retelling African
stories of his childhood using
English language
Source: Internet Speculative Fiction Database

ENG 301 | Survey of Afro-Asian Literature
AUTHOR’S WRITING
This is a collection of thirty-
one folktales "about people
and animals, nature and the
gods. Many attempts to explain
some aspect of nature, while
others distill the wisdom of the
Ancient Yorubas of Africa."
Source: Internet Speculative Fiction Database

GENRE
• Most of Fuja’s writings are FABLES. Wherein,
Fable is a short fictional story that has a moral
or teaches a lesson. Fables use humanized
animals, objects, or parts of nature as
main characters, and are therefore considered to
be a sub-genre of fantasy.
• Fables fall under FICTION, which is literature
created from the imagination, not presented as
fact, though it may be based on a true story or
situation.
FRAMEWORK
The literary criticism is anchored on the Archetypal
approach to literary criticism. Archetypal literary criticism
is a theory that interprets a text by focusing on recurring
myths and archetypes in the narrative and symbols,
images character types in a literary work. Archetype
denotes recurrent narrative designs, patterns of action,
character types, themes and images which are identifiable
in a wide variety of works of literature, as well as in myths,
dreams and even social rituals. Such recurrent items
result from elemental and universal patterns in the human
psyche.
OBJECTIVES
The literary criticism aimed to :
1. Identify the emblems in the literary
piece;
2. Understand the universal significance of
studying the literature; and
3. Reflect on the message of the piece by
crafting a reflection paper

Emblems in the
literary piece
DISCUSSION
The folktale The Wrestling Contest between the
Cat and the Tortoise contains several archetypal
elements that explore the struggle between
intelligence and physical strength. By analyzing
the archetypal symbols of the cat and the
tortoise, the contest itself, and the ultimate
outcome, we gain a deeper understanding of the
story’s moral lesson and its universal
significance.

DISCUSSION
1. Trickster
“Having no more jujus, the tortoise decided to use a combination of
the first and second juju. The cat, of course, used his third juju
with a result that the tortoise was soundly beaten. And ever
afterwards, the tortoise has taken good care to avoid the cat and
the wrestling ring.”
The tortoise in this story embodies the classic trickster
archetype, a character who uses cunning and wit to
overcome obstacles, rather than relying on strength or
speed. Across various mythologies and cultures,
tricksters are known for outsmarting their opponents
through deception or clever strategies.
DISCUSSION
1. Trickster
The tortoise, traditionally seen as slow and weak,
defies expectations by using his intelligence to outwit
the faster, more agile cat. This aligns with archetypal
trickster figures like Anansi the Spider in African
folklore or Loki in Norse mythology, whose cleverness
often allows them to subvert seemingly impossible
challenges.

DISCUSSION
1. Trickster
The tortoise, traditionally seen as slow and weak,
defies expectations by using his intelligence to outwit
the faster, more agile cat. This aligns with archetypal
trickster figures like Anansi the Spider in African
folklore or Loki in Norse mythology, whose cleverness
often allows them to subvert seemingly impossible
challenges.

DISCUSSION
2. The Battle
The wrestling contest itself functions as an archetype
for conflict or struggle, often symbolizing the tension
between two opposing forces: mind and body. In this
case, the struggle is not just physical but intellectual.
The tortoise represents intellect, patience, and long-
term vision, while the cat embodies instinct, agility,
and immediate reaction. This conflict can be seen as
symbolic of the broader human condition, where
intelligence and patience often triumph over brute
force and impulsiveness.
DISCUSSION
2. The Battle
This type of contest—a battle between an underdog
and a seemingly superior opponent—also echoes the
David and Goliath archetype, where the weaker figure
wins through cleverness, rather than strength. This
archetype reinforces the moral that wisdom can defeat
might, a recurring theme in folktales across cultures.

DISCUSSION
3. Animals
Animals in folktales often carry symbolic weight. The
tortoise is traditionally a symbol of wisdom,
perseverance, and cunning. Its slow, deliberate nature
reflects careful planning and thoughtfulness, which
aligns with the tortoise's role as the trickster who
triumphs by strategy rather than physical power. This
symbolism is not unique to African folklore but
appears globally, such as in Aesop’s fable The Tortoise
and the Hare.

DISCUSSION
3. Animals
The cat, on the other hand, is often associated with
agility, independence, and quick reflexes. In this
story, the cat’s symbolism of physical prowess is
brought into conflict with the tortoise’s cunning. The
cat represents overconfidence—believing that its
superior strength and speed will guarantee victory—
while overlooking the importance of strategy.

DISCUSSION
3. Animals

DISCUSSION
3. Animals

The universal
significance of the
literature
DISCUSSION
The archetypal patterns in this folktale give it a
universal quality that resonates beyond its African
origins. The theme of brains over brawn is one that
has been repeated in countless cultures and stories.
The trickster versus warrior dynamic appears in
folktales worldwide, making this story relatable to
audiences from various backgrounds. The idea that
wisdom, patience, and cunning can overcome brute
strength is a lesson that transcends cultural
boundaries and is timeless in its relevance.

CONCLUSIONS
Truths are uncovered when we criticize
literary text. It allows us to delve into the
message of it and reflect on the lessons it
tries to impart to us. The Wrestling Contest
between the Cat and the Tortoise offers
timely morals that we can ponder on.

IMPLICATIONS
Like many folktales, The Wrestling Contest
between the Cat and the Tortoise has a clear
moral lesson: overconfidence can lead to failure,
and patience and cunning can triumph over
brute force. The cat’s failure is a warning
against arrogance and underestimating one’s
opponent, while the tortoise’s success shows
the value of perseverance and intelligence.

REFERENCES
Archetypal criticism. Dr. S. Devika. (2016, November
2).
https://drdevika.wordpress.com/2016/11/02/archet
ypal-criticism/

Teaching and
OnceAssessing
Upon a Time
Speaking Skills
by Gabriel Okara
ABOUT THE AUTHOR
Gabriel Okara
• a Nigerian poet and novelist
whose verse had been translated
into several languages by the
early 1960s
• He became a bookbinder after
leaving school and soon began
writing plays and features for
radio.
Source: Britannica
ABOUT THE AUTHOR
Gabriel Okara
• In 1953 his poem “The Call of
the River Nun” won an award at
the Nigerian Festival of Arts.
• Some of his poems were
published in the influential
periodical Black Orpheus, and
by 1960 he was recognized as an
accomplished literary craftsman.
Source: Britannica
SUMMARY
'Once Upon a Time' is a free verse poem
that focuses on a father's attitude to
cultural change and times past, before the
incoming Western culture affected the
native African way of life.
Source: Owlcation
ONCE UPON A TIME
Once upon a time, son,
They used to laugh with their hearts
And laugh with their eyes;
But now they only laugh with their teeth,
While their ice-block cold eyes
Search behind my shadow.
Source: Owlcation
ONCE UPON A TIME
There was a time indeed
They used to shake hands with their
hearts;
But that’s gone, son.
Now they shake hands without hears
While their left hands search
My empty pockets
Source: Owlcation
ONCE UPON A TIME
There was a time indeed
They used to shake hands with their
hearts;
But that’s gone, son.
Now they shake hands without hears
While their left hands search
My empty pockets
Source: Owlcation
ONCE UPON A TIME
“Feel at home,” “Come again,”
They say, and when I come
Again and feel
At home, once, twice –
For then I find doors shut on me
Source: Owlcation
SUMMARY
In the poem, the man (presumably a
father) addresses the son, telling him in a
rather nostalgic manner how things used
to be. People were different back then,
more genuine it seemed, and that is what
the speaker would like to do now—return
to a restored world—if he can only learn
from the youngster.
Source: Owlcation
SUMMARY
Back then, people weren't after your
money; they could look you in the eye and
smile real smiles. But nowadays, although
the smiling teeth are on show, and they'll
shake your hand, all they want to know is
your financial status.
Source: Owlcation
FRAMEWORK
The criticism is anchored on the
Postcolonialism approach to literary
criticism.
Source: Owlcation
FRAMEWORK
The criticism is anchored on the
Postcolonialism approach to literary criticism.
This type of literary criticism utilizes many
critical methods, both literary and nonliterary:
deconstruction, New Historicism, Marxism,
Feminist theory, anthropology, sociology and
popular culture studies--to investigate
literature written in English by writers from or
in formerly colonized countries.
Source: University of Idaho
OBJECTIVES
The literary criticism aimed to:
1. Identify the impact of colonialism on social
relationships;
2. Give the definition of the symbols used in
the poem; and
3. Highlight the universality of the poem’s
message.
Source: University of Idaho

Impact of colonialism
on social relationships
DISCUSSION
The poem also highlights the impact of colonialism
on interpersonal relationships. The speaker’s
reference to how people once laughed “with their
hearts” implies a time of sincerity and emotional
connection, which contrasts with the present, where
people are only performing social gestures without
true feeling. This loss of emotional authenticity
reflects how colonization has reshaped the way
individuals interact, replacing warmth and trust with
coldness and pretense.
DISCUSSION
Colonialism often introduces hierarchical and
transactional relationships between the colonizers
and the colonized, where genuine human bonds are
replaced by superficial ones. The speaker’s criticism
of people who “shake hands without hearts” captures
this idea of hollow relationships. The poem becomes
a commentary on how the introduction of Western
ideals has compromised traditional African values of
community, warmth, and human connection.

Symbols used in the
poem
DISCUSSION
1. The Child
The child in the poem symbolizes innocence,
purity, and authenticity. The speaker
addresses his son as a reminder of how people
were once honest and emotionally connected,
contrasting the innocence of childhood with the
corruption and artificiality of adulthood. The
child represents the speaker’s longing to return
to a time before he learned to wear masks and
fake smiles.
DISCUSSION
2. Faces and Smiles
The "faces" and "smiles" in the poem symbolize
the masks of insincerity and superficiality that
people wear in modern, Westernized society.
The speaker contrasts the genuine laughter
and facial expressions of the past with the fake
smiles and "many faces" people now wear. This
symbolizes the loss of authenticity in human
interactions and how societal pressures have
forced people to hide their true emotions.
DISCUSSION
3. Hands and Handshakes
The handshake symbolizes the loss of genuine
human connection and the shift to empty,
performative gestures. The poem contrasts the
heart-felt, sincere interactions of the past with
the hollow and mechanical behavior of the
present. This symbolizes how relationships and
social interactions have become transactional
and lacking in emotional depth.

The Universality of the
Poem’s Message
DISCUSSION
Although the poem is grounded in the
postcolonial experience of Africa, the themes of
disillusionment, alienation, and the loss of
authenticity are universal. The poem resonates
with anyone who has experienced the pressure
to conform to societal norms or the struggle to
maintain individuality in a world that rewards
performance over sincerity.

DISCUSSION
In the globalized world, the poem’s critique of
artificial relationships and the loss of emotional
truth can speak to contemporary concerns
about the impact of modernity, consumerism,
and globalization on personal identity and
community values. The yearning for a return to
genuine human connections is a timeless and
cross-cultural theme that makes the poem
relevant beyond its immediate postcolonial
context.
IMPLICATIONS
While the poem is rooted in a postcolonial
context, its exploration of artificiality,
emotional disconnection, and identity crises
resonates with modern societal concerns.
Issues such as the impact of social media on
self-presentation, the pressures of living up to
societal expectations, and the pursuit of
genuine human connections are all mirrored in
the poem.
REFERENCES
Encyclopædia Britannica, inc. (n.d.-b). Gabriel Okara.
Encyclopædia Britannica.
https://www.britannica.com/biography/Gabriel-Okara
Postcolonial criticism. (n.d.).

https://www.webpages.uidaho.edu/engl210jj/postcolon
ial.htm
Source: Britannica

Eng 301

Transféré par

Droits d'auteur :

Formats disponibles

Eng 301

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Eng 301

Transféré par

Droits d'auteur :

Formats disponibles

Survey of Afro-Asian

Paolo I. De Mesa, LPT

Source: Internet Speculative Fiction Database

Source: Internet Speculative Fiction Database

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

Source: University of Idaho

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

ENG 301 | Survey of Afro-Asian Literature

Postcolonial criticism. (n.d.).

Vous aimerez peut-être aussi