Syllabus_Imagining Indian Ocean Worlds of Dependency [Winter 2023]

Syllabus Imagining Indian Ocean Worlds of Dependency Study Program: MA Dependency and Slavery Studies (+ MA English Literatures and Cultures, IAAK) Module: Dependency and Slavery: Case Studies II (+ Current Issues in Postcolonial Studies) Seminar: Imagining Indian Ocean Worlds of Dependency Conditions of admission to module (Modules which have to be completed beforehand) 1 Module 1 Phenomena of Slavery and Other Forms of Strong Asymmetrical Dependency Module 2 Slavery and Other Forms of Strong Asymmetrical Dependency: Methodological Approaches Module 3 Slavery and Other Forms of Strong Asymmetrical Dependency & Slavery: Theoretical Approaches Semester: 3 (Winter term 2022/23) Instructor (name, contact, office hours): Dr. Jennifer Leetsch, BCDSS; Niebuhrstr. 5, D-53113 Bonn jleetsch@uni-bonn.de Office hours: Wednesday 14:00-15:00 (in person or via Zoom), please register in advance via email. Teaching slot: Wednesday 10:00-12:00 Place: Heussallee 18-24, BCDSS meeting room, 0.207 Course Description In this seminar, students will learn to think about dependency, slavery and indentured work within the context of Indian Ocean worlds, based on a textual/literary studies approach. Our case studies will consist of different literary texts that write and imagine relationships of dependency and Coolitude across the Indian Ocean and its concrete historical, geographical and cultural contexts. By engaging with these literary sources, students will gain a deeper understanding of the global encounters and exchanges embedded in asymmetrical forms of slavery and dependency, and of how the routes of African, Asian and Arab migrant workers and indentured labourers have created a widereaching political, economic, ideological, and cultural web that spans across oceans and continents, connecting Asia and Oceania to African and European shores. As the University of Bonn has returned to in-person teaching we will be meeting in person every Wednesday. However, we might retain some asynchronous elements in the course schedule. The assessment in this seminar consists of a mixture of smaller weekly assignments during the semester (oral presentation and/or written assignments), and a longer paper at the end of term. (The end-ofterm examination for students of the IAAK MA English Literatures and Cultures consists of an oral exam) Course Requirements (In person teaching) • • • Participation in class Short presentations in class Occasional written assignments Successful participation will depend on weekly, timely and satisfactory contributions. (Should we need to return to online teaching due to the pandemic, the course requirements for online teaching consist of participation in discussions via Zoom and weekly written assignments when we do not meet on Zoom.) 1 For students of the MA English Literatures and Cultures, please see the IAAK’s guidelines: https://www.iaak.unibonn.de/de/studying/modulhandbuecher 1 Form of Examination For students of the BCDSS MA Dependency and Slavery Studies: End of term seminar paper: Deadline 31. March 2023 For students of the IAAK MA English Literatures and Cultures: Oral exam [dates to be announced] Return to in person teaching According to the official University of Bonn guidelines, 2 we are advised to continue limiting face-toface contact and to take hygiene measures when in attendance. The risk of infection is significantly reduced by wearing FFP2 or medical masks, especially indoors. To ensure the safety of all attendees, I therefore ask you to wear a FFP2 or medical mask while in the seminar room. According to the General Hygiene and Conception Concept, visitors to the University of Bonn who have symptoms of a cold (with the exception of confirmed allergies, such as hay fever) are not permitted to enter the university. Course Load What you should do each week: • • • • Visit the eCAMPUS course room/SCIEBO folder and check your SYLLABUS at least once every week. Find the ASSIGNED READINGS and/or other materials provided for this week. All texts (apart from Ghosh’s novel) will be uploaded to Sciebo. Read/view and prepare these texts and materials. Find the TASKS set for this week. Prepare these tasks for our sessions on Wednesday. These tasks might comprise of reading texts, answering questions, penning short reading responses or researching information and material (texts, images, clips, etc.) on a certain topic. These are small week-to-week exercises to set the scene for our discussions in the seminar session and to help you process the readings. IN-CLASS DISCUSSION: A seminar only works if all participants are willing to discuss their ideas. If you, for one reason or other, haven’t managed to read the texts and prepare the tasks for a session, and therefore won’t be able to contribute to our seminar, please let me know in advance and take a joker/sit out the week. If I see you engaged and active, it will have positive consequences on your final grade (i.e. if your final assessment alternates between two grades, and you have contributed in productive ways to the class, I will take that into account). Attendance and Deadlines Because I am fully aware that we are currently living through a global pandemic (and that we all may have unexpected emergencies, care duties, and life events that we just cannot plan for), I have decided to give you the option to make use of two jokers over the course of the term – using a joker means that you can sit out a week (i.e. miss the session), no questions asked. I’ll expect you to catch up on discussions you might have missed, though. If you need to use a joker, I would like to ask you to please send me an e-mail in advance indicating so (so that I can keep track). And related to this: if you should find yourself in a situation where you’ll be unable to meet one of the deadlines, please always let me now – we’ll find a solution. 2 See here: https://www.uni-bonn.de/en/university/coronavirus-information/coronavirus-information?set_language=en 2 Presentations / Expert Groups You will prepare presentations in expert groups: Being an expert means that you will be responsible for the session and introduce the topic and secondary/theoretical texts at hand. Your presentations should not be longer than 20 minutes per person and should delineate the core points of the texts, actively interact with them (quotes, close readings of most important sections) and bring questions to the table (think of at least two questions you have for the group – and not simple “yes” or “no” questions). Being an expert does not mean that you need to know absolutely everything about your topic, but that you should delve deep into the topic, do additional research and help the others understand. You can prepare a PowerPoint presentation but do not have to – a handout however is a given! Preferably with quotes, close reading examples and your most important bullet points. Please come to my office hours (in person or on Zoom) one or two weeks prior to your presentation to discuss the topic and your handouts with me. Reasonable Adjustments / Accessibility I am dedicated to ensuring a safe and accessible learning environment for everyone and will offer reasonable adjustments [Nachteilsausgleiche] to assessments and class attendance requirements on the grounds of disability, dyslexia, mental health, illness, caring responsibilities etc. on an individual and case by case basis. If there is something I can do to make this course more accessible to you (regarding for example: course materials and their format as well as delivery, learning platform, breaks), please do not hesitate to get in touch with me to discuss your needs. Texts Our primary texts this term consist of the following: Ghosh, Amitav. 2008. Sea of Poppies. London: Hodder & Stoughton. ISBN: 9780719568961 [please buy the edition indicated, if possible. It is the one I have. But if you can only get your hands on one of the newer paperback editions, that’s fine, too.] Summary: At the heart of this epic saga, set just before the Opium Wars, is an old slaving-ship, The Ibis. Its destiny is a tumultuous voyage across the Indian Ocean, its crew a motley array of sailors and stowaways, coolies and convicts. In a time of colonial upheaval, fate has thrown together a truly diverse cast of Indians and Westerners, from a bankrupt Raja to a widowed villager, from an evangelical English opium trader to a mulatto American freedman. As their old family ties are washed away they, like their historical counterparts, come to view themselves as jahaj-bhais or ship-brothers. An unlikely dynasty is born, which will span continents, races and generations. Dabydeen, David. 1988. Coolie Odyssey. Coventry, UK: Gangaroo Press. [no need to buy, I will upload excerpts to eCampus] Summary: David Dabydeen’s first book of poems, Slave Song, was awarded the Commonwealth Poetry Prize and the Cambridge University Quiller-Couch Prize. Coolie Odyssey, his second collection, probes the experience of diaspora, the journeying of peasant labourers from India to the Caribbean and then to Britain, dwelling on the dream of romance, the impotence of racial encounter, the metamorphosis of language. It is a celebration, albeit a tentative and unsentimental one, of the survival and rooting of a creolised Indian culture in the Caribbean, and Dabydeen’s own exploration of his cultural origins. Secondary Material All other theory and secondary material will be uploaded on Sciebo. More suggestions for essential or further reading can be found in the bibliography for the seminar (which is attached to this syllabus). 3 Syllabus (1) 12.10.22 Introductory Session This is going to be an informal meeting in which I’ll let you know how this term will look like for us, and in which I’ll outline the syllabus. I am looking forward to meeting you all! Please prepare a little introduction in which you outline who you are, if you’ve have had any experience with 1) literary and cultural studies and/or 2) reading (fictional, theoretical) texts on the Indian Ocean and indentured labour, and in which you state what your wishes for this term are. (2) 19.10.22 Tools I: Indian Ocean Histories We will begin our seminar with three theory/methodology sessions to fashion you with the necessary tools to fully engage with our texts and art works this term. These three sessions will create an important foundation for the weeks to come. In this first “tools” session, we will read a relatively traditional introductory text on Indian indenture, as well as an excerpt from a slightly more complex, experimental anthology text about so-called “coolies” and Coolitude. Reading I: Lal, Brij V. 2018. “Indian Indenture: Experiment and Experience.” Routledge Handbook of the South Asian Diaspora. Eds. Joya Chatterji and David Washbrook. London and New York: Routledge. 79–95. Task I: This is a long text with a lot of historical detail. I want you to extract what, for you, are the main takeaways. What do you think is most important, what most surprised you, what stuck with you after reading it? I also want you to think about indenture as situated between the two oppositional poles of slavery and freedom – where would you locate it, also in comparison to transatlantic slavery and other forms of dependency you have encountered in your MA studies so far? Reading II: Carter, Marina and Khal Torabully, eds. 2002. “Introduction.” Coolitude: An Anthology of the Indian Labour Diaspora. London: Anthem Press. 10–16. (Start on page 10 with the box “Creolization/Diaspora” and read to page 16. If you want more context, feel free to read from the beginning of the intro, but that is on a completely voluntary base) Optional background reading: Persard, Suzanne. 2020. “Coolitude.” Postcolonial Studies at Emory. Web. Link: https://scholarblogs.emory.edu/postcolonialstudies/2020/09/09/coolitude/ Task II: Please reflect on the following questions: • How does this text differ from the one by Brij V. Lal regarding style, structure and content? (While you only have to read an extract from the anthology and not the whole thing of course, feel free to scroll through the PDF and have a look at how this text works.) • What is the definition of Coolitude and how does it relate to concepts such as Négritude, diaspora and creolité? 4 • (3) 26.10.22 What core tenets lie at the heart of Khal Torabully’s Cale d’Etoiles, the founding text of Coolitude? Tools II: Indian Ocean Methodologies This session will introduce us to some of the main concerns of Indian Ocean scholarship today, deepening our engagement with the cultural, geographic and political aspects of this region. This session should prompt us to ask questions such as: Why is it important to think about the Indian Ocean, specifically with regards to notions of the “Third World”? What new forms of connections does thinking about the Indian Ocean entail? What new forms of knowledge might an Indian Ocean approach bring? Reading: Hofmeyr, Isabel. 2007. “The Black Atlantic Meets the Indian Ocean: Forging New Paradigms of Transnationalism for the Global South.” Social Dynamics. 33(2): 3–32. Task I: Please consider what you think Hofmeyr’s most important definitions and arguments are: follow along the structure of the text (chapter subheadings) and note down your own short summaries for each section. Task II: As is always the case when encountering new theories and ways of thinking, a lot of things may remain unclear after going through the text. Please formulate at least two questions – either terminology that you had a hard time understanding, or broader things you feel you have not quite grasped. Note: By this point, you should have bought Sea of Poppies and started reading it. It’s a long book! (4) 02.11.22 Tools III: Indian Ocean Imaginaries: Cultural and Literary Perspectives In this third and last “tools” session, we will approach the Indian Ocean from a literary and cultural studies perspective. How do writers of the Indian Ocean world and its diasporas rethink the ocean and revisit its precolonial, colonial, and postcolonial history? How can we approach the Indian Ocean and all its complexities and densities from literary and cultural studies positionality? Reading: Arnold, Markus, Corinne Duboin and Judith Misrahi-Barak, eds. 2020. “Introduction.” Borders and Ecotones in the Indian Ocean: Cultural and Literary Perspectives. Presses Universitaires de la Méditerranée. Pages 7-24. (Please adhere to PDF pages, as there are no proper page numbers in the document) Task I: While reading, please summarize the most important and prevalent arguments and definitions presented in this text. Pick one passage that you found especially striking and explain why in relation to our seminar topic. Task II: Look at the descriptions of the different chapters that comprise this volume (as summarized by the editors from page 14 on) and pick two – think about what kinds of methods these authors use to examine specific literary 5 texts and cultural contexts. Reflect on your own work as a scholar, researcher and writer and how it differs (or relates to) the chapters in this volume. (5) 09.11.22 Regroup & Discussion Session This is an informal session to talk about everything we have learned so far, and to check in with each other. It is also a space to clarify ideas or concepts from our three tools sessions that are still unclear. (6) 16.11.22 [Asynchronous session!] Across the Indian Ocean I: Amitav Ghosh’s Sea of Poppies (2008) This asynchronous session is our first session for Amitav Ghosh’s novel Sea of Poppies. In the following weeks we will be reflecting on and thinking about this text from various angles – to try to find out what a fictional text such as this tells us about Indian Ocean worlds of dependency. Leading questions will be: what kind of text is this? What does it to us as readers? How does it convey knowledge about historical contexts, and how does it re-imagine them in inventive ways? Reading: Ghosh, Amitav. 2008. Sea of Poppies. London: Hodder & Stoughton. [in full.] Reading [voluntary – recommended if you need a little bit of extra context for the novel]: Chambers, Claire. 2011. “The Indian Ocean in the Fiction of Amitav Ghosh.” Wasafiri. 26(2): 87–91. Task: Your task this week is to write a short (300-500 words) reading response to Sea of Poppies. In your reading response consider the following questions: What do you find particularly interesting or difficult to grasp about this text, and why? How is this text structured, narrated, mediated? How would you define the genre of this text? What is the historical and political context Ghosh has placed his novel in (and how does it relate to what we have learned so far)? Please upload your reading response to our shared Sciebo folder on Wednesday November 16th, 2022 (the day our session would usually take place) and comment on at least one other reading response – you should be able to comment directly in each other’s word documents. (7) 23.11.22 Across the Indian Ocean I: Amitav Ghosh’s Sea of Poppies (2008) In this second session on Sea of Poppies I want to continue our engagement with this literary text by focusing on one aspect in particular, namely the spaces, geographies, journeys and displacements represented in the novel. Attending to the Indian Ocean as a space of mobility and a “contact zone” (Pratt 1991), I want us to think about the various border crossings imagined by this fictional text, and how the novel represents spatiality, movement, environment and Indian Ocean geographies. 6 Task: Think about the most important spaces and border crossings in the novel – these can be geographical, social, political, religious, metaphorical, bodily, linguistic, genre or textual crossings. What is characteristic of each space or geographical location, and why are these crossings so important? (8) 30.11.22 Across the Indian Ocean I: Amitav Ghosh’s Sea of Poppies (2008) In this session we will focus on a secondary text, a journal article on Sea of Poppies, which examines the ways Ghosh’s novel takes up the long and complex histories of the Indian Ocean and the ways the indentured labourers’ decision to “accept” indenture was prompted by the need to survive within a world of shrinking options for the Indian peasantry rather than a desire for personal mobility. Reading: Dhar, Nandini. 2017. “Shadows of Slavery, Discourses of Choice, and Indian Indentureship in Amitav Ghosh’s Sea of Poppies.” ARIEL: A Review of International English Literature. 48(1): 1–35. Optional reading: Ghosh, Amitav. 2011. “Khal Torabully and Coolitude.” [Blog post with letter from Khal Torabully to Amitav Ghosh]. Amitav Ghosh. 1 October 2011. Web. Link: http://amitavghosh.com/blog/?p=1210 Task I: Think about how Sea of Poppies takes up the notion of indenture and forced migration. When reading Nandini Dhar’s article, note what is most important and interesting about her arguments in relation to that question. Chose at least one passage from her text and think about why it is particularly striking to you, or, perhaps, why you disagree with her approach. Task II: Please formulate at least one question – either terminology that you had a hard time understanding, or broader things you feel you have not quite grasped. 07.12.22 Dies Academicus [no session] Take this week to reflect on the term thus far; or, you know, just take a little breather. (9) 14.12.22 Gendered Ocean Crossings: Gaiutra Bahadur’s Coolie Woman (2014) Reading: Bahadur, Gaiutra. 2014. Coolie Woman: The Odyssey of Indenture. Chicago and London: The University of Chicago Press. Chapter 5 “Her Middle Passage” (51–74) and Chapter 7 “Beautiful Woman without a Nose” (103– 130). Task: Think about the chapters from Bahadur’s Coolie Woman in terms of life writing, agency, positionality, gender and representation and formulate at least two questions you would like to discuss with the others. (10) 21.12.22 Regroup & Discussion Session This is an informal session to digest everything we have learned so far and to answer any remaining questions before we break for the Christmas holidays. 7 If any of you at this point already know that they will want to write their end of term paper about Sea of Poppies (or perhaps another novel by Amitav Ghosh), we can also talk about that. Note: By this point, you should have downloaded the poems from Coolie Odyssey from eCampus and started reading them. Christmas Break Use the Christmas Break to catch your breath and to immerse yourself in David Dabydeen’s poetry collection Coolie Odyssee. (11) 11.01.23 Across the Indian Ocean II: David Dabydeen’s Coolie Odyssey (1988) From the travels across the ocean from India to Mauritius and East Africa in Amitav Ghosh’s The Sea of Poppies, we now move to another important destination of coolies in the nineteenth century: the Caribbean. We will spend this session to talk about the poems in Dabydeen’s collection. Like in our first session on Ghosh’s novel, I want to take this opportunity to speak about your reading experiences in general, and pick at a few of the poems in more detail. Possible topics include but will not be limited to: the differences in representation of Indian Ocean crossings in poetry versus in prose; the different geographical location and context of the Caribbean, your reading experiences regarding these poems and, last but not least, how to read/approach poetry generally. Reading: Selected poems from Dabydeen, David. 1988. Coolie Odyssey. Coventry, UK: Gangaroo Press. Poems: "Coolie Odyssey" (pages 9-13), "Coolie Mother" (page 16) and "Homecoming" (page 43). Task: There is no extra reading this week, but I want you to pick one of the poems you have read that you found most interesting, striking, or perhaps difficult. Please prepare a little statement as to why that is. Whether you are already familiar with reading poetry or not, I also want you to reflect a little bit about your experience reading Dabydeen’s work. (12) 18.01.23 Across the Indian Ocean II: David Dabydeen’s Coolie Odyssey (1988) In this session we will talk a bit more about the language of David Dabydeen’s poetry. In his first book of poems, Slave Song, Dabydeen wrote entirely in Guyanese Creole ekphrastic poems. The poems in Coolie Odyssey move between Guyanese Creole and standard English to produce the effect of a Caribbean person living a bicultural life in diaspora. To examine this further, we will read a short text by an important Caribbean (Barbadian) poet and thinker, Edward Kamau Brathwaite, in which he delineates his ideas of “nation language” and how variations in language can subvert and undermine the hegemony of the colonial master. Reading: Brathwaite, Edward Kamau. 1984. “Nation Language.” History of the Voice: The Development of Nation Language in Anglophone Caribbean Poetry. London and Port of Spain: New Beacon. 309–313. 8 Optional reading: Ward, Abigail. 2014. “Word People”: A Conversation with David Dabydeen.” Atlantic Studies: Global Currents. 11:1, 30–46. Task I: While reading, please delineate what appear to you his most incisive arguments, what struck you while reading, and is there anything you did not quite grasp? Task II: Pick one of the poems from Dabydeen’s Coolie Odyssey and analyse it according to its use of (nation) language, dialect, grammar, syntax, vocabulary, stylistic devices (metaphors, comparisons), characters, speakers, form and structure. This does not have to be a pitch perfect poetry analysis, I just want to see you grapple with what those poems do on the page, how they function, what they do to you as a reader, what they make you feel and think. (13) 25.01.23 Online Guest Lecture: Dr. Najnin Islam (Colorado College, US) Details to be determined. (14) 01.02.22 Final Session: Wrap Up and Concluding Thoughts Prior to our meeting, please reflect on the semester, summarize what you have learned, and address what you liked and found hard respectively. I am looking forward to coming together one last time and talk about this term in retrospect. Bibliography Below you will find a basic bibliography indicating key publications in this field. In order to prepare your reading responses, more specific bibliographical research might be necessary. Use the main databases – MLA, ABELL, LION – as well as the University Library OPAC to find out what has been published on the topic in recent years. It may not be enough to search the keywords you find on the course programme – be creative and try out related ones! There may be more, and more interesting literature available than the Bonn libraries have on shelf. Be aware that some articles may be available online, while some books may have to be ordered on inter-library loan. If you have trouble accessing any of the sources, please let me know! General Arnold, Markus, Corinne Duboin and Judith Misrahi-Barak, eds. 2020. Borders and Ecotones in the Indian Ocean: Cultural and Literary Perspectives. Presses Universitaires de la Méditerranée. Bahadur, Gaiutra. 2013. Coolie Woman: The Odyssey of Indenture. Chicago: The University of Chicago Press. Bose, Sugata. 2004. A Hundred Horizons: The Indian Ocean in the Age of Global Empire. Cambridge: Harvard University Press. Bragard, Véronique. 2008. Transoceanic Dialogues: Coolitude in Caribbean and Indian Ocean Literatures. Brussels: Peter Lang. 9 Carter, Marina and Khal Torabully. 2002. Coolitude: An Anthology of the Indian Labour Diaspora. London: Anthem Press. Chatterji, Joya and David Washbrook, eds. 2018. Routledge Handbook of the South Asian Diaspora. London and New York. Routledge. Chaudhuri, K. N. 1985. Trade and Civilization in the Indian Ocean: An Economic History from the Rise of Islam to 1750. Cambridge: Cambridge University Press. Chew, Shirley and David Richards, eds. 2010. A Concise Companion to Postcolonial Literature. Malden, MA: Wiley-Blackwell. “coolie, n.” OED Online. Oxford University Press. December 2015. www.oed.com/view/Entry/40991 DeLoughrey, Elizabeth. 1998. “Gendering the Oceanic Voyage: Trespassing the (Black) Atlantic and Caribbean.” Thamyris. 5(2): 205–231. —. 2007. Routes and Roots: Navigating Caribbean and Pacific Island Literatures. Honolulu: University of Hawaii Press. —. 2011. “On Kala Pani and Tranoceanic Fluids.” New Literatures Review. Special Issue: The Literature of Postcolonial Islands. 47–48, 71–90. Desai, Gaurav. 2011. “Asian African Literatures: Genealogies in the Making.” Research in African Literature. 42(3): v–xxx. Desai, Gaurav. 2013. Commerce with the Universe: Africa, India, and the Afrasian Imagination. New York: Columbia University Press. Eltis, David et al., eds. 2017. The Cambridge World History of Slavery. Volume 4, AD 1804–AD 2016. Cambridge: Cambridge University Press. Ette, Ottmar. 2017. “Khal Torabully. ‘Coolies’ and Corals, or Living in Transarchipelagic Worlds.” Journal of the African Literature Association. 11(1): 112–119. Goffe, Tao Leigh. 2014. “Intimate Occupations: The Afterlife of the ‘Coolie’.” Transforming Anthropology. 22(1): 53–61. Gupta, Pamila, Isabel Hofmeyr and Michael Pearson, eds. 2010. Eyes Across the Water: Navigating the Indian Ocean. Pretoria, South Africa: Unisa Press. Ho, Engseng. 2006. The Graves of Tarim: Genealogy and Mobility across the Indian Ocean. Berkeley: University of California Press. Hofmeyr, Isabel. 2007. “The Black Atlantic Meets the Indian Ocean: Forging New Paradigms of Transnationalism for the Global South – Literary and Cultural Perspectives.” Social Dynamics. 33(2): 3–32. —. 2010. “Universalizing the Indian Ocean.” PMLA. 125(3): 721–729. 10 —. 2012. “The Complicating Sea: The Indian Ocean as Method.” Comparative Studies of South Asia, Africa and the Middle East. 32(3): 584–590. Jayasuriya, Shihan de S. and Richard Panckhurst, eds. 2003. The African Diaspora in the Indian Ocean. Trenton: Africa World Press. Kale, Madhavi. 1998. Fragments of Empire: Capital, Slavery, and Indian Indentured Labor Migration in the British Caribbean. Philadelphia: University of Philadelphia Press. Kaplan, Robert D. 2010. Monsoon: The Indian Ocean and the Future of American Power. New York: Random House. Kearney, Milo. 2004. The Indian Ocean in World History. London: Routledge. Kumar, Ashutosh. 2017. Coolies of the Empire: Indentured Indians in the Sugar Colonies, 1830–1920. Cambridge: Cambridge University Press. Lal, Brij V. 2018. “Indian Indenture: Experiment and Experience.” Routledge Handbook of the South Asian Diaspora. Eds. Joya Chatterji and David Washbrook. London and New York: Routledge. Pages 79–95. Major, Andrea and Reshaad Durgahee, eds. 2017. “Introduction.” South Asian Studies [Special Issue Imagining Indenture: Colonial Contexts and Postcolonial Perspectives] 33(1): 1–6. McPherson, Kenneth. 1993. The Indian Ocean: A History of People and the Sea. Delhi: Oxford University Press. Misrahi Baarak, Judith. 2017. “Indentureship, Caste and the Crossing of the Kala Pani.” EMMA Etudes montpelliéraines du monde anglophone. 14(2): 18–36. Moorthy, Shanti and Ashraf Jamal. “Introduction: New Conjunctures in Maritime Imaginaries.” Indian Ocean Studies: Cultural, Social, and Political Perspectives. New York and London: Routledge. 1–31. Pearson, M.N. 2003. The Indian Ocean. London: Routledge. Schulze-Engler, Frank, 2014. “Africa’s Asian Options: Indian Ocean Imaginaries in East African Literature.” Beyond the Line: Cultural Narratives of the Southern Oceans. Ed. Michael Mann and Ineke Phaf-Rheinberger. Berlin: Neofelis. 159–178. Torabully, Khal. 1992. Cale d’étoiles: Coolitude. La Réunion: Edition Azalées. Toussaint, Auguste. 1966. History of the Indian Ocean. Trans. June Guicharnaud. London: Routledge. Verges, Francoise, 2003. “Writing on Water: Peripheries, Flows, Capital, and Struggles in the Indian Ocean.” Positions: East Asia Cultures Critique. 11(1): 241–57. Mishra, Vijay. 2014. “Plantation Diaspora Testimonios and the Enigma of the Black Waters.” Interventions. 17(4): 548–567. 11 Amitav Ghosh Aarthi, S. 2015. “Environmental Racism in Amitav Ghosh’s The Glass Palace and Sea of Poppies.” Research Scholar 3(1): 520-526. Arora, Anupama. 2012. “’The Sea is History’: Opium, Colonialism, and Migration in Amitav Ghosh’s Sea of Poppies.” ariel: A Review of International English Literature 42: 3-4. Chambers, Claire. 2011. “The Indian Ocean in the Fiction of Amitav Ghosh.” Wasafiri 26(2): 87-91. Dhar, Nandini. 2017. “Shadows of Slavery, Discourses of Choice, and Indian Indentureship in Amitav Ghosh’s Sea of Poppies.” ariel: A Review of International English Literature. 48(1): 1-3. Frost, Mark R. 2016. “Amitav Ghosh and the Art of Thick Description: History in the Ibis Trilogy.” The American Historical Review 121(5): 1537–1544. Gangopadhyay, Rudrani. 2017. “Finding Oneself on Board the Ibis in Amitav Ghosh's Sea of Poppies.” Women's Studies Quarterly 45(1/2): 55-64. Ganguly, Debjani. 2019. “Opium and Indian Ocean Worlds: The Scale of the Historical Novel in Ghosh’s Ibis Trilogy.” Approaches to Teaching the Works of Amitav Ghosh, edited by Gaurav Desai and John Hawley. 26-37. Ghosh, Amitav. 2011. “Khal Torabully and Coolitude.” [Blog post with letter from Khal Torabully to Amitav Ghosh]. Amitav Ghosh. 1 October 2011. Web. Link: http://amitavghosh.com/blog/?p=1210 Ghosh, Amitav. 2008. Sea of Poppies. London: Hodder & Stoughton. Jha, Pashupati. 2016. “Vernacular Cosmopolitanism and Experiment with Language in Sea of Poppies by A. Ghosh.” MIT International Journal of English Language & Literature 3(1):1-7. Lauret, Sabine. 2011. “Re-mapping the Indian Ocean in Amitav Ghosh’s: Sea of Poppies” Commonwealth Essays and Studies 34(1):55. Lionnet, Françoise. 2015. “World Literature, Postcolonial Studies, and Coolie Odysseys: J.-M.G. Le Clézio’s and Amitav Ghosh’s Indian Ocean Novels.” Comparative Literature 67(3): 287-311. Luo, Shao-Pin. 2013. “The way of words: Vernacular Cosmopolitanism in Amitav Ghosh’s Sea of Poppies.” The Journal of Commonwealth Literature 48(3): 377–392. Mulla, Ahmed. 2019. “(Re)inventing a People on the Sea: Instances of Creolization in Amitav Ghosh’s Sea of Poppies.” Angles: New Perspectives on the Anglophone World 9: 2-13. Roy, Binayak. 2016. “Reading Affective Communities in a Transnational Space in Amitav Ghosh’s Sea of Poppies.” Nordic Journal of English Studies 15(1): 47–70. Singh, Omendra Kumar. 2012. “Reinventing Caste: Indian Diaspora in Amitav Ghosh’s Sea of Poppies.” Asiatic 6(1):47-62. 12 David Dabydeen Birat, Kathie. 2018. “’Taak prappa’: Voice, Orality and Absence in David Dabydeen’s Slave Song.” Sillages Critiques. 01 November 2018. 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