iafor

journal ofliterature & librarianship
Volume 9 – Issue 1 – Summer 2020
Editor-in-Chief: Bernard Montoneri
Co-Editor: Rachel Franks

ISSN: 2187-0608

iafor

The IAFOR Journal of Literature and Librarianship
Volume 9 – Issue I

IAFOR Publications
The International Academic ForumThe IAFOR Journal of Literature and Librarianship
Editor-in-Chief:
Dr Bernard Montoneri, Independent Researcher, Taiwan
Co-Editor:
Dr Rachel Franks, University of Newcastle/ University of Sydney, Australia
Associate Editors:
Dr Jeri Kroll, Flinders University, Australia
Dr Murielle El Hajj Nahas, Qatar University, Qatar

Published by The International Academic Forum (IAFOR), Japan
IAFOR Publications. Sakae 1-16-26-201, Naka-ward, Aichi, Japan 460-0008
Executive Editor: Joseph Haldane
Publications Manager: Nick Potts
The IAFOR Journal of Literature and Librarianship
Volume 9 – Issue 1 – Summer 2020
Published July 17, 2020
IAFOR Publications © Copyright 2020
ISSN: 2187-0594

ijl.iafor.org

Cover Image: Night with her Train of Stars, 1912 The painting's title is derived from W. E
Henley's (1849-1903) poem Margaritae Sorori (“Sister Margaret”) by E. R.Hughes.
Birmingham Museums Trust: https://unsplash.com/@birminghammuseumstrustTable of Contents
Notes on Contributors

1

Editors / Editorial Board

4

Reviewers

15

Editor Introduction

20

Sustainable Preservation of Lanna Palm Leaf Manuscripts Based on
Community Participation
Piyapat Jarusawat

22Wrestling with the Angel: Maurice Dantec, God, and Deleuze
Gilles Boileau

40

The System of Gaps and Alerting the Reader in Modern
Arabic Literature
Mohammad Hamad
Mahmoud Kabha

60

Investigation into the Challenges Associated with the Delivery of
Library Services on Mobile Technology Platform
Ebenezer Acheampong
De-Graft Johnson Dei

78

Legally Bound: Advancing the Competencies of Academic
Law Librarians in the Philippines
Willian S. A. Frias
Kriezel Joy R. Daria

94

Centre That Holds: An Inquiry into the Model of Peace andProtection in T.S. Eliot’s Selected Ariel Poems
Kongkona Dutta

112

School and Schooling, and the Boundaries of the Human in
Ishiguro's Never Let Me Go
Nurit Buchweitz

128

Conflict: A Cultural Theme in the Early 20th Century American Novel
Majed Al-Lehaibi

144

Guide for Authors

164

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Notes on Contributors
Article 1: Sustainable Preservation of Lanna Palm Leaf Manuscripts Based on
Community Participation
Dr Piyapat Jarusawat is currently a lecturer of Library and Information Science at Chiang Mai
University, Thailand. She graduated with a PhD in Information Studies in 2018 from the Schoolof Information, the University of Sheffield, UK. Her work in the field of Information Science
was noted as outstanding as she received the “Most Interesting Preliminary Results Paper
Nomination” in recognition of the paper Community Involvement in the Management of Palm
Leaf Manuscripts as Lanna Cultural Material in Thailand from iConference 2017. Moreover,her paper on Community and Social Participation in Preserving Lanna Traditional Palm Leaf
Manuscripts was awarded “The Excellence Presentation Award” from the International
Conference on Culture Technology 2019. Her interest focuses on information management,
local information management, record and archive management and community participation.
E-mail: p.jarusawat@gmail.com
Article 2: Wrestling with the Angel: Maurice Dantec, God, and Deleuze
Dr Gilles Boileau is a professor in the French Language and Civilization departments(Bachelor and Graduate schools) of Tamkang University, Taiwan. He received his two PhDs
from the University of Paris Sorbonne, the first in Sinology and religious anthropology and thesecond in philosophy. He has also received a habilitation (habilitating him to tutor PhD
candidates) from the Paris EPHE (Ecole Pratique des Hautes Etudes). Following his formation,
he has spent his career at Tamkang University and was the director of the French Department(1996-2002). His publications include two books, one on the French philosopher Maine de
Biran and another (2013, College de France) on the topic of ancient China politics and ritual.
Gilles Boileau has also written a number of articles in peer-reviewed journals, on topics varying
from ancient China to modern sci-fi literature. He has also edited the book: Essays on War(Working Papers of the Center for the Study of Globalization and Cultural Differences,
Tamkang University, June 2005) and has organized conferences on different topics from
French Literature to ancient Chinese Society, in Taiwan, France and China.
E-mail: boileau@mail.tku.edu.tw
Article 3: The System of Gaps and Alerting the Reader in Modern Arabic Literature
Dr Mohammad Hamad is currently a lecturer of modern Arabic literature, and head of thedepartment of Arabic language and literature in Al-Qasemi Academic college of education
within Israel. He graduated from Haifa University, in 2007, his thesis was about Metafiction in
the Arabic novel. He is a supervisor for MEd students in Arabic Language instruction in
Oranim College. Dr Hamad wrote several teaching books, in Arabic, for elementary, junior andsecondary schools; he has also participated in International conferences, about Arabic literatureand caricature. His main research focuses on Palestinian literature and children’s literature.
E-mail: hamadm33@gmail.com
Mr Mahmoud Kabha is a graduate student at al-Qasemi College, a research student in Arabic
language and literature. He also works as a teacher in the Ministry of Education, and follows theliterary scene of the Palestinian population in particular, and the Arab population in general.
E-mail: abokbha123@gmail.com

1

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Article 4: Investigation into the Challenges Associated with the Delivery of LibraryServices on Mobile Technology Platform
Mr Ebenezer Acheampong is a Professional librarian and a Course tutor in Information
Literacy at the University of Cape Coast, Ghana. He holds Master of Philosophy (MPhil) and
Master of Art (MA) in Information Studies from the University of Ghana, Legon. He also holds
a Master in Business Administration and Bachelor’s Degree in Commerce from the Universityof Cape Coast, Ghana. His research interests include Research Data Management, Information
Systems and Communication Technologies, E-resources, Information Management, andScholarly Communications/Open Access. Ebenezer Acheampong is a young researcher andhas currently written and co-authored a number of articles published in peer-reviewed journals.
E-mail: ebenezer.acheampong@ucc.edu.gh
Dr De-Graft Johnson Dei holds a PhD in Information Science from the University of South
Africa (UNISA), Master and Bachelor Degrees in Information Studies from University of
Ghana and Postgraduate Diploma in Business Information Systems. He’s presently a Lecturer
at the School of Information and Communication Studies, University of Ghana, Legon and
KAAF University, Ghana. His research interest includes Library and Information Science,
Information Systems, Blended and E-Learning, Information Management, and Knowledge
Management. The author has consulted and successfully implemented library systems inseveral institutions and universities in Ghana such as the Ghana Armed Forces Command andStaff College (GAFCSC), Ghana-India Kofi Annan ICT Center, Kings University College,
Zenith University College, and so on.
E-mail: djdei@ug.edu.gh
Article 5: Legally Bound: Advancing Competencies of Academic Law Librarians in thePhilippines
Ms Willian S.A. Frias is the Law Librarian of De La Salle University, the Philippines. She
finished her bachelor’s and master’s degrees in UP Institute of Library Science (now Schoolof Library and Information Studies). She has been in the library profession for more than two
decades, where she occupied different librarian posts, including assistant directorship. She has
been invited as a resource speaker, on various topics, by the Philippine Librarians Association,
Inc. (PLAI) and the Philippine Association of Academic and Research Librarians (PAARL),
to name a few. She is now focused on honing her skills in law librarianship and, being thefounding president of the Network of Academic Law Librarians (NALL), she is determined tocreate a name for the group of academic law librarians as a respectable recognized organizationin the country.
E-mail: willian.frias@dlsu.edu.ph
Ms Kriezel Joy R. Daria is a licensed librarian from the Philippines. She received her
Bachelor in Library and Information Science degree from the University of the Philippines andis currently finishing her MLIS at the same institution. She has worked as a professional
librarian since 2012, the longest being the Reference Librarian for the UP College of Law from2015 to 2019. Currently, she is a teacher and resources manager at a private language schoolin the European microstate of Andorra.
E-mail: krdaria@up.edu.ph2

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Article 6: Centre That Holds: An Inquiry into the Model of Peace and Protection in T.S.
Eliot's Selected Ariel Poems
Kongkona Dutta is a PhD research scholar in the Department of Humanities and Social
Sciences, Indian Institute of Technology, Madras (Chennai), India. Her research areas focus on
the intersectionality of Literature with Political Philosophy and Peace and Conflict Studies.
Her thesis explores into the ideas of peace, preservation, justice and conflict in the selected
writings of T.S. Eliot, the celebrated poet and writer of the 20th century western world. She
investigates Eliot’s creative strategies for peace making via social contractarian positions, as
reflected through his writings. Her work makes a commentary on T.S. Eliot’s literaryscholarship and also delineates Eliot’s methods of political Conservatism as an approach
towards conflict resolution. She presented her work titled “Moral Choice and Compliance:
Exploration of Justice in T.S. Eliot’s The Love Song of J. Alfred Prufrock” at the Asian
Conference on Arts and Humanities (ACAH) in Tokyo, Japan, 2019.
E-mail: shailajadutta@gmail.com
Article 7: School and Schooling, and the Boundaries of the Human in Ishiguro's Never
Let Me Go
Professor Nurit Buchweitz lectures at Beit Berl College, Israel in the departments of Hebrew
and Comparative literature and English. Her areas of interest are postmodernism – poetics andtheory, post-humanism and 21st century writing, late-modernist Israeli poetry, the poetics ofMeir Wiezeltier, the poetics of Michel Houellebecq. Dr Buchweitz’s recent books are An
Officer of Civilization: The Poetics of Michel Houellebecq (Peter Lang 2015) and Intimate
Relationships in Cinema, Literature and Visual Culture (Palgrave Macmillan 2017, co-edited
volume).
E-mail: nuritb@beitberl.ac.il
Article 8: Conflict: A Cultural Theme in the Early 20th Century American Novel
Dr Majed S Al-Lehaibi is a professor of American Literature and Intellectual History at Jazan
University, Saudi Arabia. His key areas of interest include the 20th Century Novel, American
Social and Political Literature of the 1930’s, American Culture and Intellectual History of the
19th and 20th Centuries; and African-American Literature. He is currently working on a project
investigating: Industrialization; Urbanization; and Immigration and the Bifurcation of
Literature into “highbrow” and “lowbrow” in the late 19th and early 20th century America.
Among his published works are a paper entitled “The New Human: Robot Evolution” in a
Selection from Asimov’s Short Stories; one on “Hemingway and Dos Passos: The 1930s”; andone on “The Metropolis and the Modern Self.”
E-mail: mallehaibi@jazanu.edu.sa

3

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Editors: IAFOR Journal of Literature & Librarianship
Editor-in-Chief:
Dr Bernard Montoneri
Independent Researcher, Taiwan
Bernard Montoneri earned his PhD (African, Arab, and Asian Words; History, Languages,
Literature) and his BA in Chinese from the University of Provence, Aix-Marseille I, France.
He has taught Literature (European, French, Children, American, and British) and languages(French, English, and Italian) for almost 25 years. He has studied eight languages, including
Sanskrit, and has obtained eight university diplomas.
He was an Associate Professor in the Department of European Languages and Cultures at the
National Chengchi University, Taipei, Taiwan from August 2017 to January 2020. He is now
an independent researcher living in Taiwan. He has around 60 publications, including journal
papers, conferences papers, and books. He was the co-founder and editor of the IAFOR Journalof Education until December 31, 2017. Bernard edited 12 issues of the journal. His researchinterests include French literature, children’s literature, translation studies, French and English
writing, automated scoring systems, teaching and learning evaluation, data envelopment
analysis, networking and teaching methods. He is a reviewer for top academic journals and has
obtained more than 20 teaching and research grants.
E-mail: editor.literature@iafor.org
Co-Editor:
Dr Rachel Franks
University of Newcastle/ University of Sydney, Australia
Rachel Franks is the Coordinator, Scholarship at the State Library of New South Wales, aConjoint Fellow at The University of Newcastle, Australia and is at The University of Sydney
researching true crime narratives. A qualified educator and librarian, Rachel also holds a PhD
in Australian crime fiction. Her research on crime fiction, true crime, popular culture andinformation science has been presented at numerous conferences. An award-winning writer,
her work can be found in a wide variety of books, journals and magazines as well as on social
and in traditional media.
She edited, with Alistair Rolls, Crime Uncovered: Private Investigator (Intellect, 2016). She
has also co-edited special issues for several journals and is a regular contributor to the
Dictionary of Sydney.
E-mail: rachel.franks@newcastle.edu.au

4

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Associate Editor:
Dr Jeri Kroll
Flinders University, Australia
Dr Jeri Kroll is Emeritus Professor of English and Creative Writing at Flinders University,
South Australia, Adjunct Professor Creative Arts at Central Queensland University and anaward-winning writer for adults and young people. She holds a PhD in Literature from
Columbia University and is on the boards of New Writing: The International Journal for thePractice and Theory of Creative Writing and TEXT: Journal of Writing and Writing Courses.
Jeri Kroll has published over 75 book chapters and articles as well as twenty-five books. Most
recent criticism includes Research Methods in Creative Writing (2013) and “Old and New,
Tried and Untried”: Creativity and Research in the 21st Century University (2016).
Forthcoming from Palgrave Macmillan is Creative Writing: Drafting, Revising and Editing.
Most recent creative work includes Workshopping the Heart: New and Selected Poems (2013)
and the verse novel, Vanishing Point (2015), which was shortlisted for the Queensland LiteraryAwards. A George Washington University stage adaptation was a winner in the 47th Kennedy
Center American College Theatre Festival. She is also a Doctor of Creative Arts candidate at
the University of Wollongong, Australia.
E-mail: jeri.kroll@flinders.edu.au
Associate Editor:
Dr Murielle El Hajj Nahas
Qatar University, Qatar
Murielle El Hajj Nahas holds a PhD in French Language and Literature from the Lebanese
University. She is currently Head of Production at Qatar University Press (QU Press) and
Lecturer in French Language at the College of Arts and Sciences, Qatar University. Her domainof research focuses on psychoanalysis of literature, the perspective on the unconscious inliterary study, the roles of the instances involved in the analytical/critical praxis, and therelation between literature and psychoanalysis.
Her research interests include French linguistics, literature, modernism and postmodernism
studies; rhetoric and stylistics; literary semiotics and semiology; analysis of written narrative
structure and focalization; discourse analysis and semantics; psychoanalytic criticism;comparative studies of literary genres; and sexuality and gender studies. She has publishedpeer-reviewed articles, book reviews, and poems in international journals. Her recently
published paper, Le texte, un fantasme littéraire (The text, a literary fantasy), is in a journal
published by Elsevier.
E-mail: murielle.elhajj@hotmail.com

5

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Editorial Board: IAFOR Journal of Literature & Librarianship
Dr Majed S Al-Lehaibi
Jazan University, Saudi Arabia
Dr Majed S Al-Lehaibi is a Professor of American Literature and Intellectual History at Jazan
University, Saudi Arabia. His key areas of interest include the 20th-Century novel, American
Social and Political Literature of the 1930’s, American Culture and Intellectual History of the
19th and 20th Centuries; and African-American Literature. He is currently working on a project
investigating: Industrialization, Urbanization, Immigration and the Bifurcation of Literature
into “highbrow” and “lowbrow” in the late 19th- and early 20th-century America. Among his
published works are a paper entitled “The New Human: Robot Evolution in a Selection from
Asimov’s Short Stories”, one on “Hemingway and Dos Passos: The 1930s” and one on “TheMetropolis and the Modern Self”.
E-mail: mallehaibi@jazanu.edu.sa
Dr Firas A. J. Al-Jubouri
Newcastle University, UK
Dr Firas A. J. Al-Jubouri is an Affiliate Researcher to Newcastle University, UK. He is theauthor of Milestones on the Road to Dystopia (2014) and published articles and chapters suchas “‘The end was contained in the beginning’: Orwell’s Kyauktada and Oceania” (2016) inGeorge Orwell Studies. His latest research includes a chapter entitled “De-, and Re-, Centering
Sensual Promiscuity in Teaching Canonical Dystopian Texts to Emirati Students”, to be
published in Asian English: Histories, Texts, Institutions, edited by Myles Chilton, Steve Clark,
and Yukari Yoshihara (2020) and a journal article titled “The Rhetoric of Colonial Paradox:
George Orwell’s ‘A Hanging’ and ‘Shooting an Elephant’” in its final draft form.
Dr Al-Jubouri has taught English literature, language, ESOL, IELTS and academic writing atseveral academic institutions, in the Gulf region and in the UK. His areas of research andteaching interest are dystopian literature (George Orwell) and the twentieth-century English
novels. He has a PhD in English Literature from Newcastle University (Russell Group),
Newcastle upon Tyne, UK.
E-mail: firas.71@hotmail.com
Dr Cassandra Atherton
Deakin University, Australia
Dr Cassandra Atherton is an award-winning scholar, critic and prose poet. She completed her
MA and PhD at The University of Melbourne under the supervision of Australian poet, Chris
Wallace-Crabbe. She was a Visiting Scholar in English at Harvard University and a Visiting
Fellow in Literature at Sophia University, Tokyo. She has published 19 critical and creative
books and has been invited to edit seven special editions of leading journals. Cassandra has
been a successful recipient of national and international research grants and awards including,most recently a VicArts grant and an Australia Council grant for a project on prose poetry andthe atomic bomb. She is a commissioning editor for Westerly magazine, series editor for
Spineless Wonders and associate editor for Axon: Creative Explorations. She recently coauthored with Paul Hetherington, Prose Poetry: An Introduction for Princeton University Press.
E-mail: cassandra.atherton@deakin.edu.au

6

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Dr Mohd Syuhaidi Abu Bakar
Universiti Teknologi MARA, Malaysia
Dr Mohd Syuhaidi Abu Bakar is the Deputy Dean of Research and Industry Network at theFaculty of Film, Theatre and Animation, Universiti Teknologi MARA, Malaysia. Mohd
Syuhaidi Abu Bakar graduated with a Doctor of Philosophy in Mass Communication, a Masterof Corporate Communication, a Diploma of Education, a Diploma in Information Management
and a Bachelor of Mass Communication (Hons.) (Journalism). In his spare time, Mohd
Syuhaidi spends his time looking out for potential conferences he could attend, enjoying good
food, movies, and music. He has been appointed to review for various kinds of publications
such as The Journal of Information Technology Research (JITR), E–Journal of Media &Society (e-JOMS), The European Conference on Media, Communication & Film
(EuroMedia2019), The Asian Conference on Arts & Humanities 2019 (ACAH2019) and many
more. He now serves as the Editor for Asian Journal of Research in Education and Social
Sciences, Journal of Tourism, Hospitality and Environment Management (JTHEM),
International Journal of Heritage, Art and Multimedia (IJHAM); and International Journal of
Creative Industries (IJCREI).
E-mail: syuhaidi@uitm.edu.my
Dr Gilles Boileau
Tamkang University, Taiwan
Dr Gilles Boileau is a Professor in the French Language and Civilization departments (Bachelor
and Graduate schools) of Tamkang University. He received his two PhD from the Universityof Paris Sorbonne, the first in Sinology and religious anthropology and the second in
philosophy. He has also received a habilitation (habilitating him to tutor PhD candidates) fromthe Paris EPHE (École Pratique des Hautes Études). Following his formation, he has spent all
his career at Tamkang University and was the director of the French Department (1996-2002).
His publications include two books, one on the French philosopher Maine de Biran and another(2013, College de France) on the topic of ancient China politics and ritual. Gilles Boileau has
also written a number of articles in peer-reviewed journals, on topics varying from ancient
China to modern sci-fi literature. He has also edited the book: Essays on War (Working Papersof the Center for the Study of Globalization and Cultural Differences, Tamkang University,
June 2005) and has organized conferences on different topics from French Literature to ancient
Chinese Society, in Taiwan, France and China.
E-mail: boileau@mail.tku.edu.tw
Dr Holger Briel
Xi’an Jiaotong-Liverpool University, PRC
Dr Holger Briel is an Associate Professor and Director of the Programme of Communication& Media Studies at Xi’an Jiaotong Liverpool University, PRC. He holds a PhD in Cultural
Theory from the University of Massachusetts, Amherst, and an MA in Comparative Literaturefrom the University Michigan, USA. He also holds a BA in English from Eberhardt-KarlsUiversitat Tubingen, Germany. He completed a portion of his graduate studies at the Universitéde Paris, Sorbonne, France. He has taught at several universities in the past, including UGSMMonarch Business School (Switzerland), the Department of Communications & Media Studies
at the University of Nicosia (Cyprus), the University of Innsbruck (Austria), the New York
University Skopje (Macedonia), where he held Vice-Rector and Deanship positions, Aristotle
University Thessaloniki and the University of Athens (Greece), and the University of Surrey

7

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

(UK). Over the years he has been the recipient of many research grants and fellowships and isa well-published academic with many books, book chapters and peer-reviewed articles in thearea of cultural studies. He is also a member of the EU Council for Higher Education and amember of the IAFOR International Academic Advisory Board. Dr Holger Briel is Editor of
the IAFOR Journal of Cultural Studies.
E-mail: Holger.Briel@xjtlu.edu.cn
Dr Delindus R. Brown
South Carolina State University (SCSU), USA
Dr Delindus R. Brown, PhD, is a Professor of Rhetorical Studies in the Department of English
and Communications, South Carolina State University (SCSU), Orangeburg, South Carolina,
United States of America (USA). Dr Brown received his doctorate from Indiana University,
Bloomington, Indiana, USA. He was first tenured as associate professor in the Department ofCommunications at the University of Florida, Gainesville, Florida. Later, as tenured professor,
University of Saint Augustine’s College, Raleigh, North Carolina, D. Brown served as Chairof the Department of Journalism and Media Studies. Here at this minority institution of higher
learning, he was awarded the T. Thomas Fortune Fellowship and served as lead news editorial
writer and reporter for the Michigan Chronicle, Detroit, to cover the historic visit of Nelson
Mandela to the USA. Recently, Delindus R. Brown has served as Senior Reviewer for IAFOR;
and, he is author of The Persuasive Propaganda of the African Repository and Colonial
Journal and the Liberator on the Subject of African Colonization between 1831-1834 and the
New Student Mentor and the Quality Enhancement Plan, (QEP-SCSU). He has published inseveral national refereed journals. The Association for the Communication Administration
Bulletin, Florida Speech Communications Journal, Today’s Speech, Journal of Southern
Speech Communications, Journal of Black Studies, and Global Business Trends inContemporary Readings are just a few of his publications. In addition, Dr Brown’s researchfindings have been cited by other scholars in both national and international publications.
E-mail: delindusbrown@aol.com
Dr Myles Chilton
Nihon University, JapanDr Myles Chilton (BA University of Toronto; MA and PhD University of Chicago) is a
Professor in the Department of English Language and Literature at Nihon University.
Originally from Toronto, Canada, Chilton has been in Japan for over twenty years, writing
about relationships between contemporary world literature and global cities in Literary
Cartographies: Spatiality, Representation, and Narrative (Palgrave Macmillan 2014), and injournal articles such as Comparative Critical Studies, The Journal of Narrative Theory,
and Studies in the Literary Imagination. He also focuses on global English and literary studies
in such books as the monograph English Studies Beyond the ‘Center’: Teaching Literature andthe Future of Global English (Routledge, 2016); and in chapters in the books World Literatureand the Politics of the Minority (Rawat, 2013), Deterritorializing Practices in Literary
Studies (Contornos, 2014), and The Future of English in Asia: Perspectives on Language andLiterature (Routledge, 2015). Chilton has also presented papers on these and other topics atuniversities around the world.
E-mail: myles@mbe.nifty.com

8

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Dr Miguel Ángel González Chandía
Fu Jen Catholic University, Taiwan
Professor Miguel Ángel González Chandía has been teaching in the Spanish department at Fu
Jen Catholic University, Taipei, Taiwan, since 2005. He has a PhD from the University of
Leuven (KU Leuven), Belgium. He is notably conducting research on Bolaño and his work,
especially on the following topics: “Roberto Bolaño and the apocalypse: savagery and carnival”(The Wild Detectives), “The reading of the work of Roberto Bolaño The Wild Detectives and
Its Impact on Learning Spanish”. Dr González is also interested in the work of Jorge Edwards
Valdés (a Chilean novelist, journalist and diplomat) and Marcela Paz (a Chilean female writer).
He has published many journal papers and several books. His latest research is a chapter for abook titled An apocalyptic vision of Roberto Bolaño in his novel: The Nocturne of Chile (2019).
E-mail: 064929@mail.fju.edu.tw
Dr Samson S. Chiru
North East Christian University, Nagaland
Dr Samson S. Chiru is an Associate Professor of International Relations at North East Christian
University, Nagaland. He received his PhD from the Jawaharlal Nehru University, New Delhi.
He received a double Post-Doctoral from the same University. He spent about a decade as
Principal of Mount Everest College affiliated to Manipur University (Central University). He
also served as Dean of Academic Affairs at Sangai International University, Manipur. His
publications include one book, American Baptist Mission: Integrating Agent of Nagas into
Indian Union Sunrise Publications (2007).
E-mail: samsonsekho37@gmail.com
Dr Steve Clark
Tokyo University, JapanDr Steve Clark is a Professor in the Graduate School of Humanities and Sociology, and in the
Department of English Language and Literature, University of Tokyo, Japan. He received botha BA and PhD from the University of Cambridge, then was a British Academy postdoc andfellow of the School of Advanced Studies at the University of London, UK. He taught at Osakaand Nara before moving to the University of Tokyo. His many publications include Paul
Ricoeur (Routledge, 1990), Travel-Writing and Empire (ZED, 1999), Reception of Blake in the
Orient (Continuum, 2006), and Asian Crossings: Travel-Writing on China, Japan and SouthEast Asia (Hong Kong University Press, 2008). His most recent book, co-edited with Tristanne
Connolly, is British Romanticism in a European Perspective (Palgrave 2015). He has also
written a number of articles in peer-reviewed journals, as well as reviews for such publications
as the Times Literary Supplement. He has either organized or co-organized conferences in both
Japan and the United Kingdom, including the recent Romantic Connections and PacificGateways conferences, both at the University of Tokyo.
E-mail: shc100@hotmail.com

9

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Dr Edgar R. Eslit
St. Michael’s College, Philippines
Professor Edgar R. Eslit is a Certified Student Affairs Services Specialist and currently the
Dean of the College of Arts and Sciences, St. Michael’s College, Iligan City, the Philippines.
He holds a Doctor of Philosophy in Language Studies, Mindanao State University-Iligan
Institute of Technology, and Master of Arts in English Language Studies from the same
university. He completed his Bachelor of Arts (with honors) from Christ the King College. He
was the former Dean of Student Affairs of SMC from 2018-2019. Dr Eslit’s skills in designing
challenging, enriching and innovative activities addressing the diverse interests and needs ofstudents propelled him to publish several books. Edgar was conferred the Best Paper Awardduring the 6th International Conference on Humanities, Interdisciplinary Studies, Hospitality
and Tourism Management (HISHTM-2017) in Singapore.
E-mail: edgareslit@yahoo.com
Dr Jie (Selina) Gao
Murray State University (MuSU), USA
Dr Jie (Selina) Gao is an Associate Professor of History and the coordinators of the East AsianStudies program and World Civilization & Culture program at Murray State University in
Kentucky, USA. She obtained her PhD from The University of Western Ontario in Canada,
and her MA and double BA from Beijing University in China. Gao has engaged in the studyof modern Chinese history in China, Canada, and the United States. She taught at a pair ofCanadian universities and a private liberal arts school in Wisconsin before her arrival at MuSU.
Her research interests include popular culture, intellectual history, Sino-foreign relations, andwomen’s studies. Gao’s work has appeared in respected journals and books in Canada, China,
South Korea, the United Kingdom, and the United States. Gao is a national award-winningscholar in China and Canada. Her recent monograph, Saving the Nation through Culture: The
Folklore Movement in Republican China (1918-1949), was published by the University of
British Columbia Press in the spring of 2019. Dr Gao is currently working on a new project on
Chinese cigarette cards. Gao has contributed to her discipline through her work as aninternational professional in the areas of modern Chinese history and popular culture. She hascontinued her role as a Quality Control Expert for China National Knowledge Infrastructure(CNKI) since 2014. She has also been serving as a member of the Academic Editorial Boardfor the CNKI Journal Translation Project (JTP) and a manuscript reviewer for CNKI bilingual
journals since 2017. As an Asian Studies scholar, Gao has served as a reviewer for academic
journals and international conferences. For example, she was an invited journal peer reviewer
for Jeunesse: Young People, Texts, Cultures (Canada) and The International Journal of theHistory of Sport (UK). She served as an invited reviewer for many IAFOR conferences.
E-mail: jgao4@murraystate.edu
Dr Beena Giridharan
Curtin University, Malaysia
Professor Beena Giridharan is the Deputy Pro Vice-Chancellor at Curtin University, Sarawak,
Malaysia. In her role, she reports to the Pro Vice-Chancellor, and provides academic, financial,strategic, and administrative leadership to Curtin Sarawak, with a particular focus on academic
operational efficiency. Prior to taking on this position, she was the Dean for Learning andTeaching at Curtin University, Sarawak from 2011 to 2016. She attained a doctoral degree inApplied Linguistics and Education from Curtin University, Western Australia. She has a first10

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

class Master’s degree in English Language and Literature and a first class Bachelor’s Degreein Science. Her research and academic interests include vocabulary acquisition in ESL,
educational administration and leadership; higher education practices, transnational education,
work-integrated learning, and ethnolinguistic studies in indigenous communities. As a memberof an OLT (Office of Learning and Teaching, Australia) funded a project entitled “Learning
without Borders” she has investigated leadership roles in Trans-National Education (TNE) andinternationalization of the curriculum. Beena has been a fellow of the Higher Education
Research and Development Society of Australasia (HERDSA) since 2006. Dr Giridharanmentors aspiring HERDSA fellows and is a panel assessor for HERDSA fellowship portfolios.
She won the 2006 Carrick Australian Award for University Teaching, and the 2006 Curtin
University, Australia, Excellence in Teaching and Innovation award. Recently, she won aprestigious Curtin Academy Fellowship 2019. Beena Giridharan was a visiting professor at theVirginia Commonwealth University, Richmond, Virginia, USA between 2007 and 2008. She
is a reviewer and a member of the editorial board of the IAFOR Journal of Education, and areviewer for a number of international journals in higher education. Her publications include abook on Vocabulary Acquisition Patterns in Adult Tertiary (ESL) Learners (2013), aninternational handbook on Transnational Education: Leadership in transnational education andinternationalization of the curriculum, several book chapters, and publications in journals andrefereed conferences. She is often invited as a keynote speaker and a plenary speaker at anumber of higher education conferences regionally and internationally.
E-mail: beena@curtin.edu.my
Dr Cynthia Gralla
University of Victoria and Royal Roads University, Canada
Dr Cynthia Gralla earned her PhD in Comparative Literature from the University of California,
Berkeley, focusing on modern prose in English and Japanese. Her books are The Floating
World, a novel, and an academic monograph The Demimonde in Japanese Literature: Sexuality
and the Literary Karyukai. She has taught academic writing, creative writing, and literature in
the United States and Japan and conducted field research in Poland. Currently, she teaches at
the University of Victoria and Royal Roads University in British Columbia, Canada.
E-mail: spadacynthia@gmail.com
Dr Fernando Darío González Grueso
Tamkang University, Taipei
Dr Fernando Darío González Grueso obtained his PhD in 2011 at The Autonomous Universityof Madrid, with a specialization in Theory of Literature and Comparative Literature. Since
2004, he has been working at Imperial College London, The University of Greenwich, LaTrobe
University, The University of Melbourne, Providence University and Tamkang University,where he currently works as an Associate Professor. His research topics deal, on the one hand,with the theory of literary genres, specifically SF, Horror and Terror; and on the other hand, on
Oral Epics and Myths, Contemporary Legends and superstitions. He has published four peerreviewed books, more than twenty articles in Spanish and English listed in A&HCI, ERIH
PLUS, Latindex and THCI (Taiwanese Humanities and Social Science Journal Index), andDarío is the Co-Director of the peer-reviewed book series Estudios Hispánicos in Taiwan.
E-mail: 148630@mail.tku.edu.tw

11

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Dr Yoriko Ishida
Oshima College, Japan
Dr Yoriko Ishida is Professor of English at National Institute of Technology, Oshima College,
Japan. She completed her doctoral work at the Graduate School of Humanities and Sciences ofNara Women’s University. She obtained her PhD on African American literature and culture
from the viewpoint of gender consciousness. Yoriko Ishida published her completed study
called Modern and Postmodern Narratives of Race, Gender, and Identity: The Descendants ofThomas Jefferson and Sally Hemings through Peter Lang Publishing, New York, USA. Besides,
she translated Barbara Chase-Riboud’s Sally Hemings into Japanese and has also publishedseveral books written in Japanese on history, literature, and gender studies. After completingher study on African American culture, she was granted several research funding from the
Ministry of Education, Culture, Sports, Science and Technology for her current research on
gender formation and consciousness in the shipping world and maritime history. Her main fieldof expertise is gender consciousness and gender formation in the maritime world.
E-mail: yoriko@oshima-k.ac.jp
Dr R. Janatha Kumari
Sree Ayyappa College for Women, India
R. Janatha Kumari, Assistant Professor of English, Sree Ayyappa College for Women,
Chunkankadai, Tamilnadu (affiliated to Manonmaniam Sundaranar University, Tirunelveli), isan erudite scholar and has been teaching for two decades. Dr Janatha has presented papers at
various national and international seminars and conferences in India and abroad and has
published research articles in prestigious journals and books. She has completed a UGC minor
project on South African Literature, and she is the founder, Chief Editor of The Daffodils – AnInternational Journal of Literature, Language and Criticism. She has edited an anthology titled
Perspectives on New Literatures: Postcolonial Responses and is presently serving as an
Editorial Board member of Panorama Literaria, a Biannual International Journal of English.
Her areas of interest include Indian Literature, African American Literature, Subaltern
Literature, Film and Media Arts, and Queer Theory (Transgender). Dr Janatha has organized
four international conferences, one national conference and served as a resource person at
various seminars and conferences. She is an approved Research Guide of Manonmaniam
Sundaranar University, Tirunelveli. She serves as a Course Writer for the Distance Educationof Indira Gandhi National Open University, New Delhi and Nethaji Subash Chandrabose Open
University, Kolkatta. She was a successful recipient of best National Service Scheme
programme officer for the year 2015-16 from Manonmaniam Sundaranar University,
Tirunelveli.
E-mail: janata.ammu@gmail.com
Dr Rachid Lamarti
Tamkang University, Taiwan
Dr Rachid Lamarti has a PhD in Hispanic Philology from the University of Barcelona and iscurrently a professor at the Department of Spanish Language and Literature at the Universityof Tamkang (Taiwan). His main research areas are metaforology, cognitive linguistics,
sinology, literature, and poetry. He has published the poetry collections Hacia Kunlun (2013)
and Poemario del agua (2017), and the book of short stories Té de toucán (2019), as well as
academic articles in specialized journals of linguistics and literary criticism.
E-mail: baetulonensis@gmail.com

12

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Dr Alyson Miller,
Deakin University, Australia
Alyson Miller is a Lecturer in Writing and Literature at Deakin University, Australia. Her
critical and creative works have been appeared in both national and international publications,alongside two critical monographs, Haunted by Words: Scandalous Texts (Peter Lang, 2013)
and The Unfinished Atomic Bomb: Shadows and Reflections (Roman and Littlefield, 2018),
and three collections of prose poetry: Dream Animals (Dancing Girl Press, 2014), Pikadon(Mountains Brown Press, 2018), and Strange Creatures (Recent Work Press, 2019).
E-mail: alyson.miller@deakin.edu.au
Dr Iryna B. Morozova
Odesa Mechnikov National University, Ukraine
Dr Iryna B. Morozova is a Full Professor of the Chair of English Grammar, RomanceGermanic Faculty, Odesa Mechnikov National University (Doctor of Philological Sciences,Grand PhD). She defended her candidate thesis Grammatical structure and semantics of thesimple sentence and its constituents (in the English dialogical speech). Later, she defended her
doctoral thesis “Taxonomy of the elementary communicative units in modern English”. Iryna
Morozova was the first in Ukraine to suggest applying the Gestalt approach to the theory ofsyntax by treating any linguistic phenomenon as a centered multidimensional formation whichis reflected in its Gestalt properties, but is still richer than their sum total. This approach allowed
penetrating into the essence of many linguistic phenomena and disclosing the innermechanisms of their functioning in the English language. At present, Iryna Morozova
supervises a multi-year project of syntactic profiling human speech by using Gestalt approach.
She does research in the following spheres: sociolinguistics; psycholinguistics; cognitive,
communicative, applied linguistics; germanistics; general linguistics; theory and practice oftranslation; intercultural communication. She is the author of several monographs (Structuraland Organizational Role of the English Simple Sentence in Different Functional Styles andRegisters, 1998; Speech Signals as a Specific Technique of Optimizing InterpersonalCommunication in Odesa Linguistic School: Integrative Approach, 2016; Paradigmatic
Analysis of the Elementary Communicative Units: Structure and Semantics in the Light of the
Gestalt-Theory in Modern English, 2009), four grammar books recommended by the Ministryof Education and Science of Ukraine for university students majoring in English (among those:
The Use of Modal Verbs, 2008; The Use of the Non-Finites, 2012; The Use of Modal Verbs andMoods, 2019); altogether she has authored over 150 papers. Iryna B. Morozova actively
participates in international conferences and projects, with reports and papers presented in
Ukraine and abroad (among those conferences in the UK, the USA, Belarus and the RussianFederation, etc.). She also served as a reviewer for IAFOR conferences. Iryna Morozova is amember of dissertation defense boards in Ukraine and works as a reviewer and/or editorial
board member for Ukrainian and international linguistic journals.
E-mail: morpo@ukr.net

13

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Dr Karl Pfeifer
University of Saskatchewan, Canada
Karl Pfeifer is Professor Emeritus of Philosophy and member of the College of Graduate andPostdoctoral Studies at the University of Saskatchewan (Canada) and is currently affiliatedwith Monash University (Australia). He is author of a book, Actions and Other Events: The
Unifier-Multiplier Controversy, and has published various papers in action theory, metaphysics,
philosophy of mind, philosophical logic, philosophy of laughter and humor, and philosophy of
religion. Information and links for some of these publications can be foundhere: https://philpeople.org/profiles/karl-pfeifer/publications. Dr Pfeifer has reviewed bookmanuscripts for Random House, Routledge, Broadview, and University Press of America, andhas refereed submissions for the following journals: Annals of Theoretical Psychology;
Dialogue: Canadian Philosophical Review; Canadian Journal of Philosophy; Eidos;
Philosophy and Phenomenological Research; Theory and Psychology; Humor: International
Journal of Humor Research; Sophia: International Journal of Philosophy andTraditions; and European Journal of Philosophy of Religion. In addition, he has refereed
numerous submissions for the annual Canadian Philosophical Association (CPA) and Western
Canadian Philosophical Association (WCPA) conferences.
E-mail: karl.pfeifer@usask.ca

14

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Reviewers: IAFOR Journal of Literature & Librarianship
Dr Raad Kareem Abd-Aun
University of Babylon, Iraq
Dr Raad Kareem Abd-Aun is an Assistant Professor in the Department of English, College of
Education for Human Sciences at the University of Babylon. He was awarded a PhD in English
Literature at the University of Baghdad in 2011. His publications include two books (one on
the British dramatist Harold Pinter and the other is a comparative study of the other in selected
postcolonial plays), several papers in Iraqi and international academic journals, a volume ofpoems, in addition to various translations. Raad Kareem Abd-Aun’s main research interests arepostcolonial literature, literary theory, modern drama, and Iraqi literature.
E-mail: abdaun.raad@gmail.com
Dr Hanan Atef
Modern University for Technology and Information, Egypt
Dr Hanan Atef is an Assistant Professor at the Modern University for Technology andInformation (MTI), Egypt. She obtained her PhD in 2016 (Egypt). Her thesis was in using theoptical illusion in window display design. Her research focuses on active learning andeducation, blended learning techniques, and marketing in emerging countries. She was the
program coordinator at Emirates College of Technology (2010-2012) and internal assessor(2012-2013). She has been a member of the research committee 2014-2015. She is now
working as a program coordinator for the new media department in MTI. Hanan Atef has
published around 10 papers from 2010 to 2016 in many reputed, abstracted and indexedinternational journals and conferences. she also acts as a reviewer for the International Journalof Designed Objects since 2014.
E-mail: hananelkady2006@gmail.com
Dr Ritzcen Ansay Durango
Saint Michael's College, Philippines
Dr Ritzcen Ansay Durango is an academician, curriculum planner, author and research editor.
She is currently the Dean of the Graduate Studies and the Vice President for Academic Affairsof Saint Michael’s College Iligan City, the Philippines. She finished her MA with an Education
major in Educational Management at St. Michael’s College and her PhD in Education(majoring in Educational Leadership) at the University of Immaculate Conception Davao City.
She has presented and published research at regional, national and international conferences
and has been a research editorial board member from 2008 to present. She is an associate
member of the National Research Council of the Philippines and a Board member of thePhilippine Association for Teacher and Educators.
E-mail: ritz_smc@yahoo.com
Dr Abida Farooqui
Government Arts and Science College, India
Dr Abida Farooqui is an Assistant Professor at the Government Arts and Science College,
Kondotty, Kerala, India. Her PhD topic is “Comic Subversion through the Trickster Figure: A
Study of Selected Works of Thomas King and Tomson Highway”. She undertook Minor
Research Project on the topic “Trickster Dynamics: A Comparison of Native Canadian and15

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

African Mythologies”. Dr Farooqui has edited an anthology of short stories and an anthology
of life writings. She has presented papers at international conferences in Japan and the UAE.
She is supervising PhD theses on Postmillennial Riot Narratives in India, Postmillennial
Holocaust and Naqba Narratives, Concept of Chastity in Postmillennial Malayalam Short
Stories and Rape in Sri Lankan writing.
E-mail: drabidafarooqui@gmail.com
Behrouz Foladi
Ministry of Education, Hamedan, Iran
Dr Behrouz Foladi is an Educational Trainer at Iran’s Ministry of Education, Hamedan Branch.
He received his Master of Fine arts degree from the University of Kamalolmolk in Graphic
design. He also received a Bachelor of Fine Arts from the University of Applied Science andTechnology in Graphic Design in 2011. Following his formation, he has taught at local
universities and he has spent most of his career at the Ministry of Education and was asecondary school Art Teacher at the Art Department (2016-2019). His publications include two
articles, one on the “Design Capacities of Kufic Script” (Katholische Akademie der Erzdiozese
Freiburg, Germany, 2015) and the other one on the topic of “Iranian Graphic Design” (2ndInternational Conference for Design Education Researchers, Norway, 2013). Behrouz Foladi
has also been a Reviewer at the American Journal of Educational Research since 2015. He has
also acted as an Associate Editor in the International Journal of Image, Volume 4, Issues 2 &3, 2014 and his entries were selected in the international poster contest and free public
exhibition “Mut zur Wut”, Denmark, along with the Aarhus International Poster Show “To Be
Human”, Aarhus, Denmark.
E-mail: behrooz.fulladi@gmail.com
Dr Ketevan Gigashvili
Telavi State University, Georgia
Dr Ketevan Gigashvili is a Professor at the Department of Georgian Philology, Telavi State
University, Georgia. She has 27 years of experience in research and teaching. Her research area
covers linguistics, sociolinguistics, literature, textual scholarship, and editorial studies. She isan author and Principal Investigator/Coordinator of several long-term scientific projects,
funded by Shota Rustaveli National Science Foundation of Georgia, such as “Scholarly Editionof the 19th-20th cc. Georgian Writers’ Epistolary Legacy”; “Vaudeville in Georgian Literature(Scholarly Edition)”; “Scholarly Edition of the Georgian Scientist-Historians’ Epistolary
Legacy”; “Endangered Languages and Vital Meaning of Their Documentation (according to
the Tsovatush Language)”. Ketevan Gigashvili is currently supervising a PhD thesis on“Textual Scholarship and Editorial Studies”.
E-mail: keti.gigashvili@mail.ru
Dr Rajani Jairam
Jain University, India
Dr Rajani Jairam, a rank holder throughout her academic career completed her doctoral degree
on “Mahabharata – A Transcultural Study” from Bangalore University. She has 27 years ofexperience in research and teaching and has been a recipient of various awards for her academic
achievements. Having worked at various levels she is now the Professor and Chairperson of
Department of Sanskrit, Jain University, and also the Dean of Student Welfare. Dr Jairam has

16

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

published 53 journal articles on varied topics ranging from literature, philosophy, morality,spirituality, ethics and higher education in reputed and indexed journals.
E-mail: rajanijairam@gmail.com
Dr Nishevita Jayendran
Tata Institute of Social Sciences, Mumbai, India
Dr Nishevita Jayendran is an Assistant Professor (English Language and Literature) at theCentre for Education, Innovation and Action Research (CEIAR), Tata Institute of Social
Sciences, Mumbai, where she teaches courses on language education, critical and culturalliteracy and discourse analysis of literary works to postgraduate students. She is currently the
Series Editor of an 8-volume textbook series for pre- and in-service teachers and teacher
educators, commissioned by Routledge India. She is also the first author of a textbook on
language education that is part of this series, and that is currently under preparation. A doctoral
graduate in English from the Indian Institute of Technology, Bombay, she has been a Visiting
Faculty at Stella Maris College, Chennai and St. Xavier’s College, Mumbai, where she taught
language and literature to undergraduate and postgraduate students. She has been a part of the
English team in an educational project (the Connected Learning Initiative, or CLIx) thatdesigned and developed ICT-based interactive modules in Communicative English for highschool students in India. She is also a consultant for Design Thinking in education. She has
conducted workshops and mentored organizations in developing ICT-based educational
modules on themes like language learning, gender equity and violence, using Design-Based
Research. Nishevita has developed MOOCs on pedagogies of literature and modern Indian
languages for school teachers in India, and has published in the areas of literary criticism andcritical analysis methodologies. Her teaching and research interests include language andcultural literacy, representation and critical theory, the postmodernist historical novel,
comparative world literature and (inter)cultural studies.
E-mail: nishevita.jayendran@tiss.edu
Dr Don Karunanayake
Solomon Island National University, Solomon Islands
Dr Don Karunanayake is an Assistant Professor and the Head of the Department of Library &Information System of the Faculty of Education & Humanities of Solomon Islands National
University. He received his PhD in Library and Information Science from the University ofTsukuba – Japan. He has also received double Master degrees in Library Science and Buddhist
Culture from University of Colombo and University of Kelaniya – Sri Lanka. Graduate
Diploma from Institute of Pushkin – Moscow. He has worked as a professional librarian,
lecturer and researcher in Library & Information Science in various institutions and universities
in Sri Lanka, India, Japan, Fiji and the Solomon Islands. Don Karunanayake has published anumber of articles in peer-reviewed journals in the field of library and information science. He
has also published three textbooks in the same field.
E-mail: Don.Karunanayake@sinu.edu.sb
Dr Muchugu Kiiru
University of Nairobi, Kenya
Dr Muchugu Kiiru is an Associate Professor in the Department of Literature at the Universityof Nairobi, Kenya, where he has been teaching and supervising undergraduate and postgraduate
students for over 40 years. Since the 1970s, he has been involved in extensive editorial work,

17

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020and has had approximately 70 publications comprising articles, books, chapters, and reviews,
as well as a travelogue. He was a newspaper columnist, writing a weekly column on culture
between 1989 and 1996. He recently published a paper entitled “Towards an Appreciation of
the Woman Character in Alex La Guma’s Fiction”.
E-mail: dhmkiiru@uonbi.ac.ke
Dr Shaden Adel Nasser
Ain Shams University, Egypt
Dr Shaden Adel Nasser is an Assistant Professor at the Department of English Language andLiterature, Faculty of Women, Ain Shams University, Egypt. She is a former Coordinator of
the Academic Research Circle (ARC) in the English Department. She has published numerous
research papers on different topics such as family relationships, immigration and identity, andliterature and psychology. Her most recent published research paper is titled “Conceptualizing‘Transnational Homes’in Jhumpa Lahiri’s When Mr. Pirzada Came to Dine and Mrs. Sen’s”(2019). She received her PhD in 2013 from Ain Shams University. Currently, she teaches
classic and modern novels as well as contemporary short stories, translation and reading
courses.
E-mail: shaden3900@gmail.com
Dr Tanutrushna PanigrahiInternational Institute of Information Technology, India
Dr Tanutrushna Panigrahi is a Reader in English at the International Institute of Information
Technology, Bhubaneswar, India in the Department of Humanities. She holds a PhD in English
with specialization in Modern American Fiction from Berhampur University, Odisha. She wasa Doctoral Fulbright Grantee for the year 2002-3 as part of the PhD Study at the universities ofBrandeis and Harvard, USA. Her research interests include American literature, nineteenthcentury Indian writing, the Mahabharata literature, English novel, and world literature. She isa Fulbright Fellow and notably studied the unpublished work of John Cheever in the special
collection libraries. She has lectured in universities in India and abroad. Her published works
include “Thoreau’s Opposing Ecology: Walden for the Anthropocene”, “Politics of the Form:
Nineteenth-Century Indian Novel”, “Transnational as the Initiation: The Tales of the GreenEyed Thieves of Imraan Coovadia”, and “Multiple Identities: Draupadi as an Epic Hero”. Her
research supervision includes “Martin Amis and Black Humor”, “Studies of the Fiction of G.
W. Sebald”, “Chimamanda Adichie and Nigerian Literary Writing”, and “Odia Literary
Criticism and its Evolution”. She is engaged in a research on “Nineteenth-Century IndianNovel and The World Literature Debates”.
E-mail: tanutrushna@iiit-bh.ac.in
Dr Veronica Uduak Onyemauwa
Imo State University, Nigeria
Dr Veronica Uduak Onyemauwa holds a PhD in Religious Ethics from Imo State University,
Nigeria. She also holds a Postgraduate Diploma in Theology from the West African
Theological Seminary, Nigeria. She is a Lecturer in the Department of Religious Studies,
Faculty of Humanities, Imo State University. She is a distinguished Fellow of the Institute ofCorporate Administration, Nigeria; a Fellow Ambassador, Centre for Deep Dialogue andCritical Thinking, Nigeria and Philadelphia, USA; a Member, Ethics and Values Ambassadors
International Association (EVAIA) Editorial Board; Member, Association of Nigerian

18

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

University Professional Administrators (ANUPA); Member, Association for the Promotion of
African Studies (APAS). Veronica U. Onyemauwa is a freelance book reviewer and has
reviewed several literary works, including fifteen abstracts for IAFOR and was recognized withthe award of Senior Reviewer Certificate in 2018. Her academic background and researchinterest include: evaluation of socio-ethical issues in contemporary society, interplay between
religion and society, and using ethical theories and analysis to explain socio-religious
phenomena. She has attended several international and national conferences and seminars, andhas many publications to her credit.
E-mail: onyemauwav@yahoo.com
Dr Mounir Ben Zid
Sultan Qaboos University, Oman.
Dr Mounir Ben Zid received his MA and PhD in English language and literature from theSorbonne University (France). He has published several articles on the interface between
literature and linguistics, language, literary pedagogy, instructional theories, and practices.
Currently, he is Assistant Professor at Sultan Qaboos University (Department of English,
Muscat – Oman).
E-mail: hananelkady2006@gmail.com

19

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Editor’s Introduction
It is our great pleasure and my personal honour as the Editor-in-Chief to introduce Volume 9
Issue 1 of the IAFOR Journal of Literature & Librarianship. This issue is a selection of papers
received though open submissions directly to our journal.
This is the second issue under my editorship, this time with the precious help of our Co-Editor,
Dr Rachel Franks (University of Newcastle/ University of Sydney, Australia), and our two
Associate Editors, Dr Jeri Kroll (Flinders University, Australia) and Dr Murielle El Hajj Nahas(Qatar University, Qatar). Thank you all for your kind contribution.
I’d also like to offer thanks to our team of almost 40 members, always eager to help, and willing
to review submissions from authors despite themselves having busy schedules. Thanks also to
the IAFOR Publications Office and its manager, Nick Potts, for his support and hard work.
We hope our journal, indexed in Scopus since December 2019, will become more internationalin time and we still welcome teachers and scholars from various regions of the world who wish
to join us.
Finally, we would like to thank all those authors who entrusted us with their work. Manuscripts,
once passing initial screening, were peer-reviewed anonymously by at least four members of
our team, resulting in eight being accepted for this issue.
Please see the journal website for the latest information and to read past issues:
https://iafor.org/journal/iafor-journal-of-literature-and-librarianship/. Our latest issue is now
freely available to read online, and is free of publication fees for authors.
With this wealth of thought-provoking manuscripts in this issue, I wish you a wonderful andeducative journey through the pages that follow.
This year so far has been very difficult and quite tragic in many parts of the world. We would
like to wish everybody, notably all our members and all our readers, great health and safety
through these painful times.
Bernard Montoneri
Editor-in-Chief
IAFOR Journal of Literature & Librarianshipeditor.literature@iafor.org

20

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

21

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Sustainable Preservation of Lanna Palm Leaf Manuscripts Based on
Community Participation

Piyapat Jarusawat
Chiang Mai University, Thailand

22

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Abstract
Palm leaf manuscripts (PLMs), with their strong bond to Buddhism, are one invaluable symbolof the Lanna culture of Northern Thailand. This study investigates the views about PLM
management among local people in the Pa Tum Don community, Chiang Mai province,
Thailand, and explores the potential for them to sustain the preservation of PLMs. A thematic
analysis of semi-structured interviews with community members found that they engage inactivities related to PLMs because of their continued faith in the goodness in them. Although
it is mostly older people that have been very active participants in preserving PLMs, they lacksystematic preservation knowledge. Aside from digitization, establishing rituals using andreproducing PLMs, transferring linguistic knowledge and reinserting Lanna language into
fundamental education are suggested as possible means to enable sustainable preservation.
Keywords: Palm leaf manuscripts, community participation, sustainable preservation, Lanna
culture, Thailand

23

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Introduction
Palm Leaf Manuscripts (PLMs) are ancient written documents inscribed with a sharp blade or
knife pen on a palm leaf sheet. Palm leaves are very flexible and can survive for as more thana thousand years (Thairat, 2013). One of the oldest PLMs found in the mountain cave at
Bamyan, Afghanistan, was around 2,000 years old (Unchein, 2009). Palm leaves are one of theearliest forms of writing material and used across the coastal area of Southeast Asia in
Indonesia, Thailand, Malaysia, Sri Lanka, and India (Agrawal, 2006). PLMs were first brought
to Thailand with the spread of Buddhism from Sri Lanka. They were used to inscribe theteachings of the Lord Buddha (Khongdeom, 2013, p. 2; Preechapermprasit, 2012, pp. 243–244)
and also to make notes about a wide range of topics such as medicine, astrology, and local rules
and regulations.
One culture that used PLMs extensively was the Lanna Kingdom, in northern Thailand,
founded by King Mungrai more than 700 years ago. Lanna’s history is rich in beautiful
traditions, culture, and language (Ongsakul, 2005; Penth & Forbes, 2004). Most of the PLMs
recording this culture were inscribed in the Lanna Tham script. Among the PLMs inscribed in
Lanna Tham script, the oldest one was found in Lampang and was inscribed in 1471
(Phranakorn Punyachiro, 2014).
However, when it became a part of Siam (Thailand) in 1932, Lanna people, were required tolearn to use a central Thai dialect as it is the official national language of the country. As aresult, the literacy in Lanna writing used in PLMs has declined and it is now known only to theolder generation, the monks, and experts in Lanna culture. Only they are sufficiently literate in
Lanna to be able to read PLMs. The widespread decrease in Lanna literacy has led to adevaluation of PLMs. As the Lanna communities have not taken an active part in thepreservation of their heritage, external agencies have become essential to PLMs’ management
and preservation (Jarusawat, Cox, & Bates, 2018), and are now instrumental in helping local
communities manage them.
To date, more than a million PLMs have been found in the region. Most of them are kept inmonastery libraries and temple museums (Jarusawat et al., 2018; Weerabahu, 2019). Someothers are kept in university libraries or special libraries. The latter locations could be seen as
reflecting assumptions based on western theories of the role of the library. Such theories
assume that the best way to manage content is a top-down authority and often material is takenout of the communities that created them in the name of national identity (Jory, 2000). In suchcontexts community members are not involved in PLM preservation. Most of the information
services holding PLMs focus on scientific preservation methods especially digitization and aim
to create digital libraries of material, e.g. Kerala University, India; the University of Kelaniya
and the University of Peradeniya Library in Sri Lankan (Alanhakoon, 2009; Ranasinghe &Ranasinghe, 2013; Sahoo & Mohanty, 2015; Mohamed Sageer, 2017; Weerabahu, 2019).
These information institutions consider digitization as the best practice for preserving thecontents of the manuscripts (Udaya, Sreekumar, & Athvankar, 2009; Weerabahu, 2019) andenabling worldwide access (Sahoo & Mohanty, 2015). The north and northeast Thaimonasteries similarly consider that digitization is the natural direction for the preservation of
the PLMs (Butdisuwan & Babu, 2014; Jarusawat, 2017). But while most of the information
institutions emphasize digitization for preservation, this process fails to involve the voice ofthe community.

24

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

In seeking to think how communities can continue to be actively connected to their cultural
heritage different ways of thinking are needed. In the realm of indigenous knowledge, there aresome information institutions that have developed models of community-based information
services as a way to preserve their collections, creating a sense of belonging and making thecommunity members proud of themselves (Becvar & Srinivasan, 2009; Shilton & Srinivasan,
2007; Flinn, 2007, 2010; Kreps, 2008, Sung & Hepworth, 2013). Seeking to explore how theseideas, rather than digitization strategies, might be applied to the preservation of Lanna PLMs,
in 2019, the author accompanied a group of researchers specializing in the Lanna Thamalphabets and Lanna culture to Pa Tum Don village, Phrao District, Chiang Mai where thisstudy is set. The Pa Tum Don temple, founded in 1837 (Lanna Studies, 2019), was built in a
Shan style mixed with Lanna architectural features. The style of the Viharn (assembly hall)where the PLMs are kept is well-known and differs from those of Thai Yuan or Lanna or Thai
Yai.

Figure 1: PaTumDon Temple with the Tai style rooftop
The PLMs kept in the monastery are not only valuable for their religious meaning, but are also
very important in economic, social, cultural, and academic terms. It was apparent that the locals
were very engaged as they cooperated with the visiting experts and provided lots of valuable
contextual information about the PLMs.
Literature Review
Buddhism and Lanna Beliefs
The Lanna Tham texts in the monastery represent both the civilization of the Lanna Kingdom
and Buddhism and they were initially used and inscribed in palm leaf manuscripts (PLMs)
located in Pa Tum Don village. Although there are a limited number of people literate in the
Lanna Tham alphabets today, PLMs have long been a source of learning for local Lanna people,
providing information on religion, beliefs, and rituals. According to Ganjanapan and
Ramitanont (1998, p. 10), the religious beliefs of Lanna people relate to the powers of morality.
This abstract belief is based on the concept of karma, in which the power of good deeds
conducted through rituals will bring good things to people’s lives. It is believed in Buddhism
that Nirvana can be reached through good deeds performed via religious rituals. The power ofgoodness not only affects the earthly life of the practitioners but also brings them to heaven in

25

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

the afterlife. One Buddhist ceremony related to PLMs that Lanna people commonly performedin the past is called Tan Tham1. This ancient ritual, which at present occurs rarely, offers a new
PLM owned by the local people to a temple through a ceremony in which it is given to a monk.
This sacred ceremony is believed to bring great merit to the givers and to those who inscribed
the PLMs. In the past, the cloths used to cover the PLMs were woven in traditional patterns,
and this also earned merit for the weaver. Therefore, this ceremony not only preserved theLanna Tham language but also maintained traditional local skills, especially weaving.

Figure 2: Palm Leaf Manuscripts inscribed with Lanna Tham scripts in Pa Tum Don Temple
The study found that most Thai Yai documents are written on mulberry paper2. However, somedocuments were also inscribed on PLMs using a Lanna Tham script, which tends to be older
material. While most of the scripts are written on pub sa, mulberry paper, more than two
thousand PLMs in the Pa Tum Don community are inscribed on palm leaves using Lanna Tham
script and a Thai Yai script. Moreover, using Lanna Tham script instead of the Bali-Sanskrit
script generally used in Buddhism should be seen as significant, in both cultural and linguistic
terms.
Community Participation
Community participation plays a vital role in natural and cultural management within society.
Ganjanapan (2000, p. 11) pointed out that raising the consciousness of people within acommunity is an excellent means to the efficient management of natural resources and local
culture. For those living in the same society, ritual is another means of developing community
engagement through actions and thoughts (Rothenbuhler, 1998).

1

Valuable Lanna tradition that aims to encourage gratefulness by inviting people to make donation of PLMs tothe temple

2

Mulberry paper, known in Thai as “Saa” paper, is Thailand’s traditional handmade paper from the bark of themulberry tree. This type of paper is entirely handmade using mulberry bark from the northern region of Thailand.

26

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Moe (2009, pp. 2-4) from the National Trust for Historic Preservation has suggested five factors
leading to sustainable preservation, including:
1.
2.
3.
4.
5.

promoting a culture of reuse;reinvesting at a community scale;valuing the lessons of heritage buildings and communities;
exploiting the economic advantages of reuse, reinvestment and retrofit; and,re-imagining historic preservation policies and practices as they relate tosustainability.

As such, there needs to be outside investment in the communities in order for them to learn
about PLMs and to understand how PLMs can be preserved through reuse of cultural materials,
thereby leading to a sustainable preservation scheme.
According to the International Association for Public Participation - IAP2 (2007), community
participation is defined as the relationship between local people in a community and external
public agencies that enable them to share the same goals, responsibilities, and techniques.
There are five levels of action within community participation: 1) inform; 2) consult; 3)involve; 4) collaborate; and 5) empower.

InformExperts provide
information tocommunity

Consult
Experts obtain
feedback from
community

Collaborate
They work
Involves
together inExperts work withmaking decisions
communities andprovide them withfeedback

Empower
Communities
make secisionbythemselves

Figure 3: IAP2 Spectrum of public participation (IAP2, 2007)
Methodology
The data for this study was collected in February 2019 in the Pa Tum Don community, Phrao
District, Chiang Mai province. This area was chosen for several reasons. First, PLMs are kept
and preserved there. Second, Pa Tum Don’s PLMs are unique because they have been inscribedon palm leaves by the Pa Tum Don community using Lanna Tham script. Lastly, community
members have been active regarding PLM preservation.
This qualitative research explored the social phenomenon of PLMs in the Pa Tum Don
community. Therefore, the experiences, views, and feelings that the participants hold towards
their PLMs were the main focus of the study. Reflecting this interest, semi-structured
interviews were conducted to: 1) study the views of community members towards PLMs
management; and 2) explore the potential community-based participation in continuing PLMspreservation efforts. Eight key informants were interviewed and their personal information isshown in Table 1.

27

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Table 1: Personal information of the key informants
No.
Respondent 1
Respondent 2
Respondent 3
Respondent 4
Respondent 5
Respondent 6
Respondent 7
Respondent 8

Age
59
54
68
46
65
60
17
40

GenderFemaleMale
Male
Female
Male
Male
Male
FemaleOccupation
Agriculturist (Retired)
Agriculturist
General worker (Retired)
General worker
Government officer (Retired)
Unemployed
Vice Abbot
University professor

Also, observations were conducted of social settings which included non-focal research
participants. These participants were recruited using both purposive and snowball sampling ofresidents who have lived in the Pa Tum Don community. The sample selection is not limited
to age, occupation, educational background or economic status. All respondents selected had
direct involvement with the PLMs such as: providing space to keep the PLMs, cleaning thePLMs, giving information related to PLMs based on their knowledge, and understanding andfacilitating the visitors who sought access to the PLMs3.
The key informants were interviewed for a duration of 30 and 60 minutes using open-ended
questions. The questions were divided into four (4) main parts, including:
1. Personal data such as age, occupational background, family background, views toward
PLMs both at the individual level and community level and ways to protect PLMs.
2. Community views of the management of PLMs such as authorship, ownership,classification and cataloguing, storage, presentation and dissemination
3. Views towards community participation in the Pa Tum Don community; and,4. Roles and potential roles of people in the Pa Tum Don community that work to preserve
PLMs such as: the process of community management, type of participation and ways
to engage community members.
The interview questions used were based on the understandings gained from the literature
review. The interviews were audio-recorded and transcribed after the data collection. The
NVivo 11 program was used as an analyzing tool.
First of all, to protect the confidentiality of the respondents, informed consent was obtained
and participants were anonymized by using coded identifiers in place of their names. These
identifiers reflected: role, sex, and community, according to the professional codes of ethics.
Next, the primary analysis was formulated using the six steps of a thematic analysis:familiarization with the data: generating initial codes, searching for themes, reviewing themes,
defining and naming themes, and producing the report (Braun & Clark, 2006). This analysis
was conducted in light of theories related to PLMs management, discussed in the literature
review. The data was coded and interpreted to find the connections and arrive at a conclusion.

3

Readers should contact the corresponding author if details are desired.

28

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Findings
Views from People in the Community about the Value of PLMs
As Buddhism is deeply rooted in the beliefs and perceptions of Thai people, PLMs areprimarily sacred items containing the teachings of Lord Buddha. Moreover, many PLMs
contain not only a sense of holiness but also local wisdom such as medicinal recipes or aspectsof magical beliefs and items such as amulets and spells. In this study, it was found that PLMs
were sometimes used as birth certificates specifying information such as nationality, date ofbirth, place of birth, and parents’ names. The key informants also believed that the PLMs areholy artifacts, particularly when they were delivered to the temples. Because of their religious
significance, a religious ceremony asking for permission is needed before making physicalcontact with the PLMs. This satisfies the spiritual concerns held by villagers. Only monks or
men are permitted physical contact with the PLMs. One subject said that, “women were notallowed to touch or read them.” This statement revealed the high level of respect towards the
PLMs.
Moreover, in terms of ownership, local people believe that PLMs belong to everyone in thecommunity. However, the PLMs should be kept in the temple due to their sacredness. Becauseof their location, the PLMs are the responsibility of the temple, although funds for thepreservation of the PLMs are donated by people in the community. On the other hand, it is also
found that a few research subjects believed that the rights to PLMs belong to the people that
own the scripts since they are a legacy from their ancestors (men to men only).
In terms of usage, people accessed the PLMs because of a Buddhist chant. This is the reason
why the PLMs continue to be used into the present day. In addition, it was found that thecontents of the PLMs are sometimes transferred to other forms. Even the decayed PLMs do not
lose their holy power. When they are no longer useful, they are ground up and transformed intoholy artifacts such as talismans. In terms of preservation, the subjects suggested that the PLMs,
especially those related to medicine recipe and religious stories, should be translated from
Lanna Tham scripts to Thai and English so that they could be disseminated to people in manydifferent forms such as word of mouth, online channels, networking, music and plays, art andphotos, animation and academic books.
Management of the PLMs
In 1987, PLMs in the Pa Tum Don community were cataloged and classified by experts fromthe Center for the Promotion of Arts and Culture, Chiang Mai University. Each PLM was givena registration code and tag label (Lanna Studies, 2019). In addition, color-coded classification
stickers were given to each PLM. The white color was given to the registered PLMs while thered color was given to the microfilmed PLMs. These efforts at preservation, and documentation
have been carried out in order to preserve these holy artifacts. In this regard, it was suggested
that this kind of support from the experts in PLMs should be continued since it could help
revitalize the folk stories and traditions of the Thai Yai people such as the Poy Sang Long4
ceremony and the Poy Lern Sib Ed5 festival contained in the PLMs.
Moreover, only traditional access (namely visiting a community temple where most PLMs are4

One very important traditional practice of the Tai Yai is that the boys over the age of 12 are ordained into the
Buddhist novicehood (Princess Maha Chakri Sirindhorn Anthropology Centre, 2016).

5

The ceremony of Tai Yai celebrates the return of Lord Buddha after he visited heaven. This ceremony isconducted in the eleventh month of the lunar year (Ministry of Culture, 2016).

29

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

safely stored in a cupboard or trunk) is provided at a Pa Tum Don community. Digital means
for access was raised by the key informants since it is easy and fast. However, the technology
is not yet available in the Pa Tum Don community because of insufficient tools and experts for
digitization.
According to the five levels of community participation described by the IAP2, it is clear thatcooperation and support can take many management forms. For example, people who areunable to read Lanna Tham scripts, or who lack the experience needed to clean PLMs, may
offer to provide food and drink to the workers, or to clean the area after the work is finished.
Individuals have a strong interest in volunteering in the community’s activities. From theresearcher’s perspective, these actions represent the strong sense of community participation
shown by people in Pa Tum Don.
Role and Potential of the Community Headman
Because the abbot of the Pa Tum Don temple is aging and the vice abbot is a novice who lacks
knowledge and experience, the organization requires advice from their religious liaison and/or
religious conductor (the person leading laypersons in prayer or chants at the temple) on many
issues involving activities. Due to his leadership and communication skills, the village
headman was able to gather together other senior villagers living in the community to become
involved in the PLMs preservation activities. Moreover, as an activist, he initiated many
projects advancing PLMs management and preservation. The broad vision of the headman has
been vital in guiding the Pa Tum Don community. Through his connections, he invited experts
from Chiang Mai Rajabhat University to share their knowledge and experience with thevillagers, showing them the appropriate way to preserve the PLMs. Based on observations
during the data collection, it became apparent that people participate in the community’s
activities very actively. Moreover, it was interesting to observe that the headman gained high respectfrom his villagers so that his words and actions were so powerful.
Community Participation
The study found that community participation in the management of PLMs such as cleaning
PLMs, translating Lanna Tham scripts to Thai language and classifying the PLMs, wasmotivated by a belief that good deeds would return merit to the volunteers and their families.
The power of making merit has inspired the local people to be involved in different kinds ofcommunity work, not just that related to the PLMs. Though the role of community participation
by women has been limited in the past, both male and female villagers are actively associatedwith community work and PLMs according to their belief in the power of earning merit.
In the Pa Tum Don community, PLMs are valued as one of the most important sources ofcultural identity. What inspires and bonds the local people to the PLMs is their pride in theirethnicity (Tai). Although literacy in Lanna Tham script is limited to only a few elder villagers
in the Pa Tum Don community, the rest of the residents participate in PLMs activities as muchas possible. Therefore, not only monks but also the local people in the community have a senseof responsibility. Findings also indicated that people were concerned about the value of thePLMs, so they had a significant level of social engagement with the objects. Some villagers
devote themselves to cleaning and preserving the PLMs. Therefore, community participation
not only helps preserve these invaluable religious artifacts but also leads to other types ofcommunity engagement.

30

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Figure 4: The senior male community members translate Lanna Tham script
Gender Roles
Gender roles, though they were not the main focus in this study, emerged as a significant
connection to the community participation in Pa Tum Don community. From observations it
emerged that the roles of male and females were bounded deeply in traditional Buddhism beliefs.
For example, men are allowed to participate in many aspects of Buddhism, such as entering themonkhood or entering sacred places like the city pillar shrine (San Lak Muang 6 ), whereas
women are forbidden to engage in such practices. This is one of the many examples reflecting
the unequal status of women in Buddhism that is held within Lanna traditional beliefs. As statedby one subject, even though women wanted to read or touch because of the holiness of PLMs
they were afraid to do so. That was because they were taught to think like that.
However, the concept of gender equality has been more and more accepted these days. Womenare allowed to participate in religious activities in the Pa Tum Don community. As seen in
Figure 5, both female and male community members help to clean the PLMs at the Pa Tum
Don temple.

Figure 5: A female (left) and male (right) community members clean the PLMs
6

The sacred place where the city pillar or the city foundation is found. In Thai tradition, it is believed that it is aplace where the city guardians live (Office of Royal Society, 2014).

31

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Discussion
This study has shed light upon the potential that the Pa Tum Don community has to preserve
their PLMs, as invaluable cultural artifacts. A few of the villagers are able to read the Lanna
Tham scripts used in the PLMs so they could understand the content. Therefore, it is possible
for them to translate the information and/or disseminate it to the other residents. The leadershipprovided by the community headman was also important to these efforts. Drawing upon his
vision and communication skills, he gathered the elder villagers in the community to work as
a team helping the community’s activities around PLMs, including those related to PLMs. In
addition, the community receives support from outsiders, including experts from Chiang Mai
Rajabhat University sharing their knowledge and experience about PLMs preservation. For
example, scholars taught them how to clean the PLMs, reported the amount and condition ofPLMs, and shared the significant content found from PLMs. The collaborative contributions
available from both the community members and outside agencies are a promising resourcethat well-organized PLMs preservation efforts will endure in the Pa Tum Don community.
As stated by Becvar & Srinivasan (2009), it is important to respect the traditional restrictions(taboos) but it seems that beliefs have shifted. As found in the Pa Tum Don community,
women’s participation is more open in these efforts these days despite the Thai traditional
patriarchal and Buddhism concepts that are deeply rooted in Thai society that code forsegregated gender roles. Moreover, the concept of holiness was threatened by many factors
including an insufficient number of custodians and the lack of interest among the younger
generation. While these limitations do exist, on the other hand, a shift in traditional restrictions
was also observed. Such behavior is much like the old ethnographic adage that there is adifference between what people say (there is a taboo on women handling PLMs), what they
say they do, and what they actually do (Figure 5). However, this traditional restriction wascompromised to the extent that a ritual called Khor Su Ma Kam7 was performed every time
the PLMs’ were accessed. Community participation increased the opportunity of women toaccess the PLMs and creating a latent function where gender equality has newly emerged inthis community. In this connection, this phenomenon occurred in the Pa Tum Don community
could be the possible way out for the PLMs to survive in the present day.
In this investigation, it was also found that a high level of community participation is key tohelping preserve the PLMs. People in the Pa Tum Don community are proud of how their ethnic
identity mixes perfectly with the Lanna culture, and are therefore concerned about the cultural
artifacts and want to preserve them. As suggested by Ganjanapan (2001), the most important
key to community participation is the consciousness of the people in a community. When people
are aware of their own identity and their culture, they will value their cultural assets, leading
to sustainable preservation. Within the context of information management, many theoreticalworks suggest how the preservation of cultural artifacts can be accomplished by local
communities as has been noted in library and information studies, archives and museums. Suchtheoretical work has been addressed by Becvar and Srinivasan (2009) with community-focused
information service; Shilton and Srinivasan (2007) with participatory archiving; Flinn (2007,2010) with community archives; and Kreps (2006, 2008) with indigenous curation. The
concept of community management generally has been focused in many local information
institutes. For example, two Australian public libraries, Alice Springs and Australian Capital

7

The apologizing ritual is performed when one has acted or behaved inappropriately towards the respected people
or sacred place/thing.

32

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Territory (ACT), involved Australian indigenous peoples; the Aboriginal and Torres Strait
Islanders in the collection management displayed at the public libraries (Blackburn, 2017).
Another example is the Field Museum and the Philippine Heritage collection in Chicago, USA
where co-curating had community-driven events such as collaborative decision-making to
produce documentation and exhibition with the local Filipino American community(Quaintance, Jamilla, & Almeda, 2017).
The above-mentioned points: the desire to preserve the PLMs from the villagers, basic
management in PLMs, the role and potential of the headman, the community participation, thesupport from the outsiders/experts, address the potential of the Pa Tum Don community topreserve the PLMs. However, it is unclear and should be debated on how to sustain preservation
efforts. One main challenge is that there is a limited group of people who understand Lanna
Tham scripts, and those who assist in public preservation efforts are elderly. Therefore, there
is a high probability that efforts to preserve PLMs will end if key people leave or lose interest.
In addition, the association among the village elders is informal and does not have systematic
job responsibilities or a management structure. The elders all volunteered to help regardless of
their availability and knowledge. As people in the community lack the knowledge andexperience needed to properly preserve the PLMs, support from outsiders in terms of bothfinance and techniques is needed to sustain preservation efforts.
Pathways to Sustainable Preservation
Several actions are needed to sustain PLMs preservation efforts. First of all, the community
members suggested creating rituals or ceremonial events to keep the community in the PLM
context in order to develop community awareness. The ritual and events are seen as anopportunity to repurpose PLMs. As such, there needs to be outside investment in thecommunities in order for them to learn about PLMs and to understand how PLMs can bepreserved through reuse of cultural materials, thereby leading to a sustainable preservation
scheme (Rothenbuhler, 1998).
Next, the elders must pass their linguistic knowledge along to younger members of thecommunity. The literacy in Lanna Tham will encourage young people to study the PLMs,
learning about local wisdom and their community identity. Once they have learned about theimportance of those cultural artifacts, they will have the motivation to preserve these naturaland cultural resources (Ganjanaphan, 2001). Similarly, the young residents of the community
could be motivated because these efforts will not only preserve invaluable PLMs but will also
promote Buddhism. Their strong faith in the power of making merit will also empower young
learners to engage in rituals and other religious activities. However, it is also a proposal thatthe elders’ knowledge and experience be transformed into more accessible teaching tools foryounger people, such as storybooks, music, art, and literature. These would be more attractive
and effective in engaging their attention and encouraging creativity. For this step, tools,
knowledge, and experience from experts are required.
The community should expand its collaborations with other potential sources of assistance,from both government and private organizations. To support outsiders, a diverse official
association with clear job responsibilities should be created, including members from allinterested groups – males, females, monks, young people, and adults. With support from all
involved parties, the PLMs could be systematically and sustainably preserved. Also, to gain
more knowledge, site visits to other places with best practices in PLMs preservation is33

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

recommended. Pa Tum Don community members could learn these techniques and bring themback to their community. This is a great way to expand collaborations with other PLMs partners.
At the policy level, it is suggested that the Lanna language be added to the primary or secondary
level school curriculum as an elective subject. Interested young students could then learn thelanguage, which would also provide a better understanding of their culture and religion. Thisis one way the Lanna identity could be sustainably preserved for the following generations. In
this context, the concept of Kreps (2005, 2006, 2008, 2014) about indigenous curation would
fit the Pa Tum Don community, and a carefully researched exhibition should be aligned withthe uniqueness of the community.
Regarding PLMs preservation, the notion of digital preservation of PLMs has been increasingly
focused these days. In this research, this issue was raised from some of the subjects. However,though the community members desire to digitize the PLMs, they have the difficulty to do sodue to a lack of digitization expertise (Agrawal, 2006) similar to other information service
organizations around Southeast Asia such as Kerela University, India; the University of
Kelaniya and University of Peradeniya Library in Sri Lankan such as University Library inIndia and Sri Lankan (Alanhakoon, 2009; Ranasinghe & Ranasinghe, 2013; Sahoo & Mohanty,
2015; Mohamed Sageer, 2017; Udaya et al., 2009; Weerabahu, 2019). With digitization, theaccessibility of PLMs is limitless according to time and places.
However, this way of preservation requires support from experts to lead and act, so community
participation could not be originated and formed among the locals. In the researcher’s point ofview, it is very important that sustainable preservation is initiated according to the awarenessof members within the community. In order to value the PLMs, community members will beable to: call for participation, learn and practice to preserve the PLMs, seek support whenrequired, as well as maintain the contextual environment of the PLMs. With this added focus
community-based preservation can be truly sustained.
Conclusion
To summarize, this study has found that there is a strong possibility that community
participation could help preserve the invaluable PLMs for the Pa Tum Don people. To enable
the access of PLMs, the community members agree that digitization provided by experts isessential. Also, the issues of human resources and management are both needed to be further
developed. An urgent issue is the transfer of knowledge from the older people to younger
people. With ritual and education, children will learn to reuse and reproduce the PLMs so thatthey could see the advantages of PLMs and value them. This creates awareness and a sense of
belonging in PLMs, leading towards sustainable preservation. Also, collaboration with outsideorganizations should be expanded. The role and level of participation between community
members and non-local parties should be identified to allocate responsibility. As such, this
could lead to long-term systematic management of the PLMs in the Pa Tum Don community.
Lastly, this community-based concept should not be limited to only the Pa Tum Don case but
could be applied to other contexts both in and outside of Thailand. Even though thecircumstances and factors differ in each community, this community-based practice could be apathway to preserve all forms of recorded knowledge, such as: cultural artifacts, documentation,
and ancient manuscripts.
Suggestions for Future Study
Further research may disclose more about the potential role of the younger generation in thecommunity. Surprisingly, interviews with Pa Tum Don community members proved that34

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

youngsters are interested in religious activities. In addition, studies of the connections between
gender roles and the PLMs should be expanded.
Acknowledgment
This research is financially supported by the Faculty of Humanities, Chiang Mai University.

35

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

References
Agrawal, O. P. (2006). Conservation of Asian documents on paper and palm-leaf. In Preconference of WLIC 2006 Preservation and Conservation in Asia, 1–7.
Alahakoon, C. N. K. (2009). Development of policies for access, management andpreservation of the Palm-leaf manuscript collection of the University of Peradeniya
library. Sri Lankan Journal of Librarianship and Information Management 1(1), 42–
42. https://doi.org/10.4038/sllim.v1i1.431
Becvar, K., & Srinivasan, R. (2009). Indigenous knowledge and culturally responsive
methods in information research. Library Quarterly, 79(4), 421–441.
https://doi.org/10.1086/605382
Braun, V., & Clark, V. (2006). Using thematic analysis in psychology. Qualitative Researchin Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Butdisuwan, S., & Babu, B. R. (2014). Preservation and conservation of palm leaf manuscript
libraries in Mahasarakham Province, Thailand: A survey. Asian Journal of
Information Science and Technology, 4(1), 44–53. Retrieved July 01, 2020 fromhttps://www.trp.org.in/wp-content/uploads/2016/11/AJIST-Vol.4-No.1-Jan-June2014-pp.44-53.pdf
Flinn, A. (2007). Community histories, community archives: Some opportunities andchallenges. Journal of the Society of Archivists, 28(2), 151–176.
https://doi.org/10.1080/00379810701611936
Flinn, A. (2010). Independent community archives and community-generated content:“Writing, saving and sharing our histories.” Convergence: The International Journalof Research into New Media Technologies, 16(1), 39–51.
https://doi.org/10.1177/1354856509347707
Ganjanapan, A. (2001). Mitichumchon: Withee khid thongthin wa dwoi siththi aumnaj kan
chatkan sapphayakon [Community dimension: Local thinking of rights and authorities
in resource management]. Bangkok: The Thailand Research Fund.
Ganjanapan, A. (Ed.). (2000). Phonlawat khong chumchon nai kan chadkan sapphayakorn:
Krabuntas lae nayobai [Community dynamics in resource management: Paradigms
and policies]. Bangkok: The Thailand Research Fund.
Ganjanapan, A., & Ramitnon, S. (1998). Phithikam lae kwamcheu Lanna: Kan palitmai
khong amnat thang silatham [Lanna rituals and beliefs: A new production of moral
power]. Phayao: Phayao Provincial Culture Office, Phayao Provincial Eduation
Office.
International Association for Public Participation (IAP2). (2007). IAP2 Spectrum of public
participation. Retrieved July 01, 2020 fromhttp://c.ymcdn.com/sites/www.iap2.org/resource/resmgr/imported/IAP2%20Spectrum_vertical.pdf
Jarusawat, P., Cox, A. M., & Bates, J. (2018). Community Participation in the Managementof Palm Leaf Manuscripts as Lanna Cultural Material in Thailand. Journal ofDocumentation, 74(5), 951–965. https://doi.org/10.1108/JD-02-2018-0025
Jarusawat, P. (2017). An exploration of the potential for collaborative management of palm
leaf manuscripts as Lanna cultural material in northern Thailand (Publication No.
737858) [Doctoral dissertation, The University of Sheffield]. White Rose eTheses.

36

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Jory, P. (2000). Books and the nation: The making of Thailand’s national library. Journal ofSoutheast Asian Studies, 31(2), 351–373.
https://doi.org/10.1017/S0022463400017598
Khongdeom, W. (2013). Bilan lanna: Phumpanya jak yaowachon [Lanna palm leaf: Wisdomfrom the youth]. Kasalong, 13(25), 2–5.
Kreps, C. (2005). Indigenous curation as intangible cultural heritage: Thoughts on the relevanceof the 2003 UNESCO convention. Theorizing Cultural Heritage, 1(2), 1–8.
Kreps, C. (2006). Non-Western models of museums and curation in cross-cultural
perspective. In S. Macdonald (Ed.), A companion to museum studies (pp. 457–472).
Oxford: Blackwell.
Kreps, C. (2014). Thai monastery museums: Contemporary expressions of ancient traditions.
In Museums and Exhibitions as Materialisations of Knowledge Orders/Museen undAustellungen als Konkretisierungen von Wissensordnungen (pp. 230–256). Cologne:
Center for Advanced Studies, International Research Institute.
Kreps, C. F. (2008). Appropriate museology in theory and practice. Museum Management
and Curatorship, 23(1), 23–41. https://doi.org/10.1080/09647770701865345
Lanna Studies (2019). Kamphi Bailan lae Pubsa Wat PaTumDon Muang Phrao [Palm leaf
manuscipts and mulberry paper in PaTumDon Temple, Phrao city] [PowerPoint
presentation]. The Office of Arts and Culture, Chiang Mai Rajabhat University:
Chiang Mai.
Mohamed Sageer, T. K., & Francis, A. T. (2014). Palm leaves manuscripts in Kerala andtheir preservation: factors necessitating digital archiving. International Journal of
Scientific and Research Publications, 4(2), 1–5.
Ministry of Culture (2016). Poy Lern SibEd festival. Retrieved July 01, 2020 fromhttps://www.m-culture.go.th/young/ewt_news.php?nid=388&filename=index
Moe, R. (2009). Sustainable Stewardship of the built environment. 13th International
Conference of National Trusts Dublin, Ireland 13 September 2009. Retrieved July 01,
2020 from https://intoorg.org/wp-content/uploads/2017/10/Richard-Moe-INTOSpeech.pdf
Office of Royal Society (2014). Wadoilakmuang [Pillar Shire]. Retrieved July 01, 2020 fromhttp://www.royin.go.th/?knowledges
Ongsakul, S. (2005). History of Lan Na. In S. Barron & D. W. Miller (Eds.). (Chitraporn
Tanratanakul, Trans.). Chiang Mai: Silkworm Books.
Penth, H., & Forbes, A. (2004). A brief history of Lan Na: Northern Thailand from past topresent and the peoples of Chiang Mai. Chiang Mai: Silkworm Books.
Phranakorn Punyachiro. (2014). Withee thes nai lan na [How to preach in Lanna]. Chiang
Mai: CM media.
Preechapermprasit, D. (2012). Prawattisat phraputtasassana nai prathes srilangka [History
of Buddhism in Sri Lanka]. Bangkok: Thammasat University.
Princess Maha Chakri Sirindhorn Anthropology Centre. (2016). Poy Sang Long. Retrieved
July 01, 2020 from https://www.sac.or.th/databases/rituals/en/detail.php?id=12
Quaintance, H., Jamilla, S., & Almeda, F. (2017). Connecting communities and collections:co-curating the Philippine Collection at the field museum. ABD Journal, 4, 13–25.

37

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Ranasinghe, P. & Ranasinghe, W.M.T.D. (2013). Preserving Sri Lanka’s traditional
manuscript culture: Role of the palm leaf digitization project of the Faculty of Social
Sciences, University of Kelaniya. In: 79th IFLA General Conference and Assembly,
Singapore, 17-23 August 2013, pp. 1–2. Retrieved July 01, 2020 fromhttps://www.ifla.org/files/assets/rare-books-andmanuscripts/ProgramSessions/abstract_ranasinghe.pdf
Rothenbuhler, E. W. (1998). Ritual communication: from everyday conservation to mediatedceremony. Thousand Oaks, CA: Sage Publications.
Sahoo, J., & Mohanty, B. (2015). Digitization of Indian manuscripts heritage: Role of thenational mission for manuscripts Indian manuscript heritage and the role of national
mission for manuscripts. IFLA Journal, 41(3), 237–250.
https://doi.org/10.1177/0340035215601447
Shilton, K., & Srinivasan, R. (2007). Participatory appraisal and arrangement for
multicultural archival collections. Archivaria, 63, 87–101.
Sriratanaban, T., & Keanmamung, S. (n.d.). Phra panpong: Phuttharup thi srang chakdokmai haeng srattha wat patumdon Tombol patum ampheu Phrao changwat
chiangmai [Panpong Buddha amulet: a Buddha statue made of flowers of faith Pa
Tum Don Temple, Pa Tum Subdistrict, Phrao District, Chiang Mai Province].
[Brochure]. Chiang Mai: Local Units for Conservation of Natural and Cultural
Environment: LUCNCE, CMRU Art Culture, Chiang Mai Rajabhat University.
Thairat, S. (2013). Kampheebilan nai prathestai [Palm leaf manuscripts in Thailand].
Bangkok: Mahachulalongkornrajavidyalaya University. Retrieved July 01, 2020 fromhttp://dhamma-media.blogspot.com/2017/10/blog-post_76.html
Unchein ma thai khamphi
̣ boran [Brought to Thailand ancient scriptures]. (2009, November1). Thairath. Retrieved July 01, 2020 fromhttps://www.thairath.co.th/content/43674?fbclid=IwAR24UPPYAdr1XFph9wfKarbbkqGQHiau04iurulNoyd Fn4JtRY_OXRpCV4
Udaya Kumar, D., Sreekumar G.V., & Athvankar, U.A. (2009). Traditional writing system inSouthern India-palm leaf manuscripts. Design Thoughts, July, 2-7. Retrieved July 01,
2020 from http://www.idc.iitb.ac.in/resources/dt-july-2009/Palm.pdf
Weerabahu, W.M.HM. (2019). The contribution provided by University of Kelaniya for thepreservation of palm leaf manuscripts in Sri Lanka. American Journal of Humanities
and Social Sciences Research (AJHSSR), 3(5), 127–129. Retrieved July 01, 2020
from https://www.ajhssr.com/volume-3-issue-5
Corresponding author: Piyapat Jarusawat
Contact email: p.jarusawat@gmail.com and piyapat.j@cmu.ac.th38

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

39

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020Wrestling with the Angel: Maurice Dantec, God, and Deleuze

Gilles Boileau
Tamkang University, Taiwan

40

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Abstract
Maurice Dantec (1959-2016), Canadian-French novelist, was a cyberpunk author with a strong
interest in Science, Christian theology and the philosophy of Gilles Deleuze (1925-1995). He
married those sources in his novels and his literary journals. This article analyzes the interplayof religious, scientific and Deleuzian imagery, guided by the figure of angels. I begin with astudy of Dantec’s stylistic characteristics, his journey toward Catholic orthodoxy and his
apocalyptic understanding of our world. It is in one of his novel, Cosmos Incorporated,published in 2006, that Dantec’s recipe coalesced in the most brilliant manner. The last part ofthis article is centered on a long passage from this novel, describing a struggle between Goodand Evil, where all the intellectual resources and philosophical and theological references of
the author are mobilized.
Keywords: Dantec, Deleuze, angels, sci-fi, theology

41

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Introduction
Maurice Dantec did not believe in mystery, he believed in God and Deleuze. For him, literature
was not only about the spirit in the machine but also about the angel as the ultimate interface
between man, machine and God. The strange alchemy of Dantec’s novels, full of noise andfury, was fueled by the fires of theology, science and philosophy. Some of Gilles Deleuze’s
concepts innervated the wings of his angels, thus adding philosophical vigor to the apocalyptic
world of his imagination.
Maurice Dantec (1959-2016) left France and became a “cultural refugee” in the land of Quebec.
No stranger to political controversies, he managed, in the course of his (relatively) brief career,
to make his mark on the French version of the cyberpunk movement. He made use of all its
possibilities, but also oriented the techno-scientific settings of his world not toward a
redefinition/annihilation of (human) nature but toward a surnaturalization of mankind, a
process of transformation/evolution leading to a new humanity whose bodies become angellike. While he inscribed some of his novels (starting with Babylon Babies, published in 1999)
more and more within the traditional Christian discourse on the final destiny of man, thisinscription became explicit in his latest novels.
This evolution toward Catholic orthodoxy can be observed germinating through the parallel
intellectual journey constituting the other half of his oeuvre. Maurice Dantec’s novels canindeed be considered the point of emergence, the indirect result of an intellectual processactuated through the three tomes of his journals/essays 1 . In those journals, he wrote thedistillation of his abundant readings, reflections and musings on a vast variety of subjects; they
constitute an important part of his literary work and, as we will see, a preparation for some of
the narratives of his novels.
Indeed, his novels and journals cannot be treated separately: there is as much intellectual
speculation in the novels as there is literature in Dantec’s journals/essays. Both open afascinating window into the novelist’s “black box”. Stylistically, the journals often mirror the“mise en scène” of Gilles Deleuze’s own work. That is particularly the case with Gilles Deleuzeand Félix Guattari’s 2004 edition of Mille Plateaux (capitalisme et schizophrénie 2).
Dantec’s journals will allow us to explore two aspects of Dantec’s work. The first one is theChristian Catholic thematic present in two novels, 2006 Cosmos incorporated 2 and 2012
Satellite sisters3. Those two novels illustrate the theme of the transmutation of human beings
into angel-like beings, in an apocalyptic world, ravaged by war and devolution.
The second one revolves around Gilles Deleuze’s influence in Dantec’s work. Dantec declared
in a conference (2007) that he integrated some of the philosopher’s theories in his works4. As
1Those journals are: (2000). Manuel de survie en territoire zéro. Le Théâtre des opérations 1: journal
métaphysique et polémique, 1999. Paris: Gallimard, quoted below as T1; (2001). Laboratoire de catastrophe
générale. Le Théâtre des opérations 2: journal métaphysique et polémique, 2000-2001. Paris: Gallimard, quoted
below as T2; (2007). American Black Box (2002 to 2005). Paris: Albin Michel, quoted below as ABB.
2Paris: LGF, quoted below as CI.

3

Paris: Ring, quoted below as SSI.

4

Conference presentation of Maurice G. Dantec, 75th convention of the AFCAS (Association francophone pourle savoir) “Contr’hommage à Gilles Deleuze”, May 11, 2007 : “De la machine de 3ème espèce aux hommes du 4èmetype.” The text of the conference, revised by Dantec himself, can be found through http://ledaoen.overblog.com/article-6677637.html, retrieved on December 14, 2016.

42

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

we will show, those Deleuzian references are very often integrated in the narration not only as
concepts but as direct quotes. We will show that indeed, some Deleuzian notions (for example
rhizome or machine désirante, not always used by the novelist in a very faithful way) have a
specific role, played within a narrative and literally demetaphorized, that is to say transferredfrom the realm of semantic derivation (metaphor) to the one of literality. Dantec inverted it
when he took Christian notions and applied them within a technological framework in a process
we call the technologization of Christianity: the symbolic became then literal. We will see
nevertheless that this literary device corresponds to the Catholic interpretation of some aspectsof its dogma.
In the course of this article, we will examine some aspects of Dantec’s style and concentate thestudy on the Christian thematic in the novelist’s work. We will see then how he reinterpreted
Christian notions and dogmas through the prism of scientific references. We will conclude byfocusing on a long passage across two chapters of Cosmos Incorporated: this text is a “tour deforce,” a distillation of Christian and Deleuzian thematic. It is centered on the opposite figuresof the angel and the demon, described as opposite machines, and constitutes a systematic
reworking, theologically oriented, of the important Deleuzian concept of machine.
Maurice Dantec, a Catholic Prophet at War with the Modern WorldWho was Maurice Dantec? His literary career began in 1993, when he published La Sirène
rouge, a dense crime novel exploring the murky world of snuff movies, full of bloodbaths,
torture and cruelty (a signature of almost all Dantec’s works). He is usually described as a scifi author but any such judgment is superficial. In another conference (January 29, 2000), he
presents himself as a shaman, a conceptual machine and a caretaker, a wordsmith in charge ofushering in a new understanding of the world’s essence. He describes this world in the throesof chaos and war, ambling toward the destruction of humankind.
As Hervé Pierre Lambert noticed, “French post-human narratives are mainly narratives of war
caused by a struggle between cultures” (2009, p. 110). Dantec’s work made use of the imagery
of war, its tactics and strategy, in a quite systematic way. This interest in war is also manifested
in many Deuleuzian works. One would, for example, remember that in Gilles Deleuze andFélix Guattari’s Mille Plateaux, capitalisme et schizophrénie 2 (pp. 434–528), there is a“treatise on monadology: the war machine (traité de nomadologie : la machine de guerre)”.
Dantec could have written this sentence found in Mille Plateaux (p. 35) – “… (a book) which
blends (words) with a war machine ([un livre] dont l’écriture épouse une machine de guerre)”
as his personal maxim as a writer. Dantec’s work is indeed a war machine but with a twist: The
Catholic theological and eschatological frame of his novels centered on the narrative of a final
conflict.
This conflict is described by Jean-Louis Hippolyte as “the story of a degenerate world, where(Western) man fights for his right to exist, against the social and cultural forces (many of themmachine driven, and often global) that threaten to overtake him” (2009, p. 87). It is not only
material in nature but also spiritual, pitting holy warriors against a technological version of
Evil. Dantec added to it an apocalyptic perspective. For example, his reflections on theChristian dogmas of the Trinity and the eternity of God led him to assert that: “The End of theWorld is nigh (la Fin du Monde est là)” (ABB, pp. 523–524). Baptized in the Catholic church,
February 16, 2004, Maurice Dantec defined himself as a “Catholic of the End-time”(Catholique de la Fin des Temps) (ABB, p. 568).

43

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

His conversion amplified his criticism of the evil of the modern world, described in almost
clinical terms and reviled vociferously by a novelist displaying, to quote again Hervé Pierre
Lambert (2009, p. 114), his “talent d’imprécateur”. This strong streak of imprecation led
Dantec (T1, p. 180) to dream of a “holy euthanasia” (une sainte euthanasie) for modern society.
In his last journal, American Black box (ABB, p. 49), Dantec saw the narratives of his novels
as a “prophetic principle (principe prophétique),” that is to say an unveiling or more properly
a revelation of the secret forces (divine and unclean) shaping the world. Dantec can becompared to Léon Bloy, another self-styled “prophet” and a reference explicitly claimed byDantec, He was not only a Catholic firebrand but also an experimenter of new forms of styles
and narratives5.
Style and Rhythm
Dantec’s stylistic experimentation was based on the bedrock of his philosophical, scientific andtheological sources. His ambition aimed at: “daring to collide philosophy and police
investigation, espionage and cybernetics, biotechnologies and metaphysics, political economy
and experimental literature, movie cut thriller, machine-like kinetics, mutant narratives andtransgenic fictions” (T1, p. 549)6. He also played with different types of narrative techniques.
Isabelle Périer studied some stylistic characteristics of Dantec’s play with temporality,
mentioning the mimicking of slow time (as in movies and video games) (2013, pp. 24-26).
There is another narrative technique used by Dantec, a découpage of action. We call thisstroboscopic time, the literary equivalent of a decomposition of physical activity in the realworld under the rhythmic flashes of a very powerful light. Here is one example from SSI, p.
314 7 . One of the principal characters, Toorop, arrives in a suborbital space hotel and his
trajectory is described this way:
Toorop went to his suite, elevator, corridors, electro-mechanical stairs.
Door.
Card cybercode.
Opening.
Grand Salon, biblical ceiling Renaissance style...
Shane Starck.
Joan Mercury.
Domenica Ortiz.
Astrid Wong.
Toorop erased his surprise with a simple neuronal code…”8.
5The singular and vehement Catholicism of Léon Bloy is evoked in Henri Quantin (2014), De Verbe et de Chair,
Paris: Cerf, pp. 287–292. This “companionship” with the great Catholic Imprecator predates Dantec’s official
conversion. He already stated (T1, p. 472 his affinity for the “reactionary Catholicism” (Catholicismeréactionnaire) and his distaste of the ideology of progress inherited from the Enlightenment.

6“Oser faire se collisionner ... philosophie et investigation criminelle, espionnage et cybernétique,biotechnologies et métaphysique, économie politique critique et littérature expérimentale, thriller aux découpages
cinématographiques et cinétiques machinales … narrations mutantes et fictions transgéniques.”
7
This book, a continuation of the novel Babylon Babies, revolves around a war waged by the last free people on
Earth against a world government (UNO 2.0). Those heroes, guardians of a new breed of humans (the twin Zorn
girls first presented in Babylon Babies, whose physical nature has evolved out of human limits and frailties) escape
finally to the new frontier that is space and to start to colonize Mars.

“Toorop se rendit à sa suite, ascenseurs, couloirs, escaliers électromécaniques. Porte. Carte cybercode.
Ouverture… Shane Starck. Joan Mercury. Domenica Ortiz. Astrid Wong. Toorop effaça l’effet de surprise d’unsimple code neuronal… ;” we have kept the original page layout.

8

44

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

This is not a description of a short travel but a succession of sequences without transition. The
sentences, reduced to a series of names, enhance the effect of abrupt changes. Only the more
prominent features of the environment are evoked, suddenly put into focus as by flashes oflight, to be replaced immediately by other objects. In stroboscopic time, it seems that theperception of the character isolates each object, thus reducing them to absolute units, blocks so
to speak, focused upon one at a time.
The result of this narrative dispositive of broken rhythmic is not a slowed but a sequenced andcompressed time. The end of the passage seems to include the other human characters into thepreceding sequences (which are only composed of inert objects), characters emerging brutallyfrom those sequences and revealed as fellow human beings. The narrative uses this technique
to introduce the reader to the surprise felt by Toorop who is himself described as a kind ofmachine through the use of code. The last sentence, written in a more classical way, puts an
end to the accelerated rhythm of the preceding sequences and reconnects Toorop with the(paradoxically) normal human time.
In other instances, Dantec attempted to grasp one object through all its angles simultaneously.
For example, in SSI, he describes a living forest waking up and controlled by one of the alliesof the heroes (an intelligent plant) in Peru, attacking and destroying a group of soldiers (p. 172).
This hybrid vegetal is of course a demetaphorized rhizome, one of the Deleuzian concepts
Dantec used in his narratives. The concept of rhizome has been developped in Deleuze andFélix Guattari’s Mille plateaux, Capitalisme et schizophrénie, pp. 13, 31. A rhizome is a kindof plant which develops sprouts in any direction; for Deleuze and Guattari, it is a metaphor ofa structure without any reference to verticality and transcendence. As such, it is opposed to thefigure of the tree: “Codex-Plant… Ayahuasca/transgenic intelligence was indeed an adapting
Evolution in being” life form. It was a warrior plant (Plante-Codex … Ayahuasca/intelligencetransgénique était bien une forme de vie adaptée « Evolution-en-acte. Elle était bien une planteguerrière) » (SSI, p. 45).The forest is a composite being described as a “Fluid/liquid,gazeous/expanded, concrete/fleshy, the tsunami-legion was alive, it was a being composed ofbeings, a collective intelligence, indefinitely multiplied (Fluide/liquide, gazeux/expansif,
solide/charnel, le Tsunami-Légion était vivant, c’était un être composé d’êtres, une intelligencecollective, démultipliée par myriades)”. This sentence describes exactly the same thing, in ananalytic way (the closing of the sentence) and at the beginning, in three connected pairs ofwords expressing simultaneously its contradictory qualities. In other words, what Dantec did
was to subsume the complexity, not of the moment but of the substantial reality of one part of
the universe he created, in one and instantaneous moment. Those two examples cannot be
reduced to a simple stylistic “trick”; they try to express a relationship to time and space, which
is different from a simple “stream of consciousness”. In other words, through those descriptions,
Maurice Dantec tries to overcome the limits of a linear narrative in order to convey a synthetic
perception which (first example) objectifies perception or (second example) globalizes it.
This reality was, for Dantec, an admixture of physical and metaphysical forces. He attempted
to decipher it through the prism of theology, (often Deleuzian) philosophy and physics
deployed in narratives. Those three domains were not separated but reworked in a paradoxicalway.
The Deleuzian Machine, ChristianizedSince the importance of Christian theology cannot be overstated in his work, Maurice Dantec’s
reworking of Christian and Deleuzian concepts is indeed paradoxical, since Christian theology

45

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

deals with transcendence while Gilles Deleuze himself was the thinker of immanence par
excellence. Dantec himself was aware of this paradox and, in the text of his 2007 conference“De la machine de 3ème espèce aux hommes du 4ème type”, qualified Deleuze as “THEphilosopher of immanence” (Le philosophe de l’immanence). While there is in Dantec’s novels
a narrative deployment of the “devenir” (a Bergsionian notion), it is oriented toward eternity, a
topic irrelevant for Deleuze. This paradox can be somewhat attenuated if we consider that
Deleuzian notions have been transformed and reused by Dantec within a Catholic frame.
The Christian Sources
Maurice Dantec’s journals give a key to understanding how he interpreted the tenets of theCatholic faith (the dogmas) through the prism of a scientific (or scientific sounding) discourse.
One can say that compared to the traditional forms of interpretation of the Holy Writ, namely
literal, typological, moral and anagogical, Dantec has elected to focus on the literal meaning of
the dogmas. His method consisted of materializing theological concepts, framed by evolution
and technology.
The Christian references take the form of theological notions, one of them being theresurrection of the flesh. At the heart of the Christian worldview, it appears in the tension
between the present (corrupt) world and what will happen at the End Times. In the New
Testament, the obvious references are:Matthew 22:30, “At the resurrection people … will be like the angels in heaven”,
St Paul 1 Corinthians 15:42, “It is sown in corruption, it shall rise in incorruption” and1 Corinthians 15:43: “It is sown in weakness, it shall rise in power”, “it” designating ofcourse the body, rendered immortal and incorruptible.
The eschatological discourse of the Catholic Church on this is by no mean symbolic, that is tosay a figure of speech: it is intended literally. Maurice Dantec has inherited this impetus toward
literalism from this long tradition but translated it in a narrative replete with scientificreferences. He retro-transcripted the concept of corpus gloriosus (glorified bodies, assimilated
to angels, of the resurrected human beings after the End Times) (to use a biological metaphor)in the pseudo-scientific language of technology. While the narratives, the novels, are the final
product, the concepts that flourish in them have been prepared in his journals, bearing witness
to the author’s intellectual evolution.
Materialization of Christianity – A Work in Progress – Or in Evolution
Dantec’s essays are indeed informed by the concept of evolution, the biological one (Evolution)and his own – spiritual evolution – meshed. His conversion to Catholicism seems to haveemerged not only out of his experience but also his readings, which encompassed almost every
subject, with an early interest in religions and their theologies. Not baptized a Catholic yet, heread the history of Christianity as the story of a (literal) biological mutation: (T1, pp. 76–77).
“Christianity is what antiquity Judeo-Christian/Roman humankind could achieve with theconcepts of schizophrenic androgenesis, anthropic principle, genetic mutations and neurodynamic control of the mind, that is to say other-worldly concepts for the time (Lechristianisme, c’est ce que l’homme de l’Antiquité judéo-gréco – romaine pouvait faire avec
les concepts d’androgenèse schizosphérique9, de principe anthropique, de mutation génétiqueet de contrôle neuro-dynamique de la conscience, autant dire des concepts extra-terrestres pour
9This neo-adjective “schizosphérique” is of course a transparent reference to Deleuze. Dantec has fleshed out
this concept in several of the characters of his novels. In his first journal (T1, p. 23), he made the “schizophrène”
a figure of the true man of knowledge because, “homme multiple”, he was as multiple as a “multiplicité cellulaire”.

46

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020l’époque)”. In other words, Christianity was for him the result of an encounter between a certain
state of civilization (Antiquity) and a new species of human being represented by a Christ
described in (pseudo) scientific parlance. The reference to evolution is very strong in Dantec’s
thinking but his systematic preference for heterodox versions of scientific theories led him to
reject Darwinism10.
Dantec considered that Christianity was not about a moral message of redemption but
represented a new step of human evolution. He wanted to find “the practical, esoteric, scientificmeaning of the coming of Christ (le sens pratique, ésotérique, scientifique, de la venue duChrist sur la Terre)” (T1, p. 78). At this stage of his personal evolution, Maurice Dantec
conceived religion as a “natural” emergence, fruit of evolutionary processes and, in line withhis enduring obsession with the end of humankind, the sign of the destruction of humankind.
This led him to envision the “production of Christ by us as Son of Man that is to say successorof Man (production du Christ par nous comme Fils de l’homme c’est-à-dire Successeur del’Homme)” (T1, pp. 72–73).
There are other precedents in European literature, such as Edward Bulwer-Lytton’s 1871 novel
The Coming Race (translated in French under the title La race qui nous remplacera), or even
Le Horla by Guy de Maupassant, published in 1887. Those two novels envisioned the surging
of a new type of “human” (or superhuman), destined to replace human beings, probably in linewith the emergence of Darwinism and speculations on the relentless advance of natural
selection in the future.
Dantec went as far as to claim the need for a “new metaphysics” (nouvelle métaphysique) anda “new biophysics” (nouvelle biophysique) in order to create “a new humankind (une nouvelle
espèce humaine)” (T1, p. 459). This new species, brought into the world by a process ofevolution, an evolution as spiritual as it is material, is angelic in nature: humanity evolves frombeyond itself and dissolves to give birth to the ultimate creature, an angelic one. In Dantec’s
own personal evolution, at the time those lines were written, this concept of the emergence ofthe divine was thought to be the result of natural forces at work.
He did not refuse science and technology, he embraced it. In one of his journals, Dantec wrote:“It is about translating current physics theories unto philosophy, metaphysics and esthetics
concepts (Il s’agit … de trouver la traduction pertinente des théories physiques etcosmogoniques modernes dans le domaine philosophique et métaphysique, sur le plan desconcepts esthétiques)”(T1, p. 369). By metaphysics, Dantec meant of course religion. One
hesitates to say that he Christianized technology; it seems rather that he technologized
Christianity. In other words, Dantec interpreted the major tenets of the Catholic faith in amaterial, asymbolic way. This redeployment of the old Christian idea of the glorified bodies of
the resurrected was embedded in Deuleuzian notions, themselves transmogrified or to use amore accurate word in the context of Dantec’s Catholic faith, transfigured. The novel where
this transfiguration is narrativised in the most complex way and achieved with the most masteryis Cosmos Incorporated.

10

On Dantec’s epistemology and his conception of the relationship between science-fiction and literature, see
Hervé-Pierre Lambert: “Dantec et Narby: Sciences, épistémologie et fiction”, Épistémocritique, (winter 2010),
online article: http://epistemocritique.org/dantec-et-narby-sciences-epistemologie-et-fiction47

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Plot of the Novel
Cosmos Incorporated (below quoted as C.I.) is the story of a killer, Sergei Diego Plotkine,
living in a world dominated by a super state, named UniMonde Humain (the motto of which is“One world for all, to each one’s god” (Un monde pour tous, un dieu pour chacun). Plotkine is
the product of a narrative, inserted, litterally written into the story of the world by a young
woman, Vivian McNellis, who is in the process of becoming an angel. He is described as the
instrument of liberation of the last “real” humans facing the horror of a “benign” global State:“… on the planet, the cold face of the Machine and its horrible smile darkens human hope (surla planète, le visage froid de la Machine obscurcit de son immonde sourire tous les horizons
humains)” (C.I., p. 99). Gilles Deleuze (1990), building on Foucault’s Surveiller et punir,
noticed the formation of “ultra-fast forms of control” (formes ultra-rapides de contrôle)characteristic of world governments. Those reflections obviously constituted a source ofinspiration for Dantec.
At the end of their lives, creator and creature, having vanquished an incarnation of evil, givebirth to a child who will be raised by a female android, Sydia Sexydoll Nova 280, a Christianconvert. This child named Gabriel Link de Nova (literally the new link, the link de novo, in theimage of Christ), emerges in a world descending into devolution, near to the End Times. Thisidea was prepared in one of Dantec’s journals where he described our world as in the throes ofde-creation (ABB, p. 597). In C.I., he has incorporated creation (genesis) in his narrative, in avery specific way.
Genesis and anti-Genesis: Angel and Demon in C.I.
Cosmos Incorporated can be read as a narrative revolving around the metamorphosis of one
human being, a young female, into an angelic being, whose body is free of the limitation of theordinary human condition. This transformation is expressed in a vocabulary which merges two
different references, the Christian and the technological, resulting in a tension between
technological and Biblical or patristic terms. To those two threads informing the structure of
the narrative, one must be added: Deleuzian concepts, particularly those revolving around the
body and the different types of machines. Cosmos Incorporated is in fact a structure en abîme
where the novel’s main story is deployed in a double literary process of creation and de-creation,
mirroring each other. This conflict is described through a narrative intertwining Deleuzian andtheological concepts with, at its center, the image/concept of the machine.
The Creatrix and the Angelic Machine
As it is said in the Holy Writ (John 1:1), in the beginning was the Word, and the first appearing“hero” of the story emerges from nothingness as the main character in the narrative created bya young woman, Vivian McNellis. In other words, Vivian’s narrative mirrors and imitates thedivine creating Logos. As Claire Cornillon noticed, for Dantec, language has the ontologicalpower of the biblical Logos (2012, pp. 165-166). At the beginning of his mission, Plotkine, acreature of fiction, “did not even know that he aimed to exist (ne savait même pas encore qu’il
aspirait à être)” (C.I., p. 195).
He is accompanied and guided in his endeavor first by an A.I. named Metatron, after the angel
who, in Jewish angelology, is the voice of God. This A.I. is also designated throughout thenovel as Plotkine’s guardian angel (ange gardien), a metaphor reinforcing the identity between
the computer program and an angel, both creatures of pure mind (CI., p. 83). This identity
between electronic and spiritual entities is reinforced by Dantec, when he interprets angels astechnological devices: “We, the angels, are God’s technology… We are God’s black box […]48

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

quantum fields, whose individuality emerges only at the discontinuity of all discontinuities, asin the pivot point of our machine-like time (Nous les anges, nous sommes la technologie deDieu … nous sommes la boîte noire de Dieu […] nous sommes des champs quantiques dontl’individuation n’émerge qu’à la coupure de toutes les coupures, comme dans le point pivotal
de notre temps-machine)” (C.I., p. 298). The “temps-machine” is the technologicaltransmogrification of the theological notion of the aevum, a time proper to angels. Dantec’sreflections on the subject have been prepared in his last journal (ABB, pp. 546–547). This
reinterpretation is exposed by Dantec in a very thorough and didactic way in C.I., p. 289. Aevum“is the measure of duration enjoyed by the heavenly bodies: the planets, the angels, and thesaints” (Toussaint, 2017).
The namesake of the A.I., Metatron, as the voice of God (also called in the novel the “scribe”
of God), is also understood as the conduit through which the Divine Narrative, that is to say
Creation, is done. In other words, Plotkine, himself an artificial being, is quickened into thenarrative of his own life by an artificial analog of an angel. Angels are presented in the text as
examples of God’s technology, a notion that makes use of the Deleuzian concept of coupure(discontinuity). It is of course a direct reference to Deleuze and Guattari’s analysis of theprincipal characteristic of machines: “A machine can be defined as a system of discontinuity”(Une machine se définit comme un système de coupures) (1972, pp. 43–44). This reference(quoted directly by Dantec in C.I., p. 421) is also used for the description of what happens to
Plotkine when he meets his creatrix: the revelation of his origin is done to the “network of themachine-like discontinuities of his being (réseau des coupures machiniques de son être)” (C.I.,
p. 264). A “coupure” interrupts a flux; for Deleuze and Guattari, this continuity is material but
Dantec reinterpreted this notion in the context of two other fluxes, the information network (inthe case of the A.I.) and, of course, the spiritual, for the angels. One could say, in the light ofDeleuze and Guattari, that a coupure is a discontinuity, the building-block of differentiation.
Angels would be then the machines through which Creation is ordered.
The notion of coupure also refers indirectly to the technical language used by Christiantheology. Dantec, familiar with Jewish and Christian Angelology, linked this “jeu de coupures”
and angels, guided by Medieval theology’s designation of angelic beings as separated intellects.
The term of separated intellect describes the state of angelic creatures as pure minds, without(separated from) a body11. Dantec uses another version of this Deleuzian reference in SSI (p.
63) when one of the protagonists, Darquandier, says to the twin sisters whose body has becomeangel-like after they have reached another step of their evolution: “You are what Deleuze calleda network of discontinuities (Vous êtes ce que Deleuze appelait un réseau de coupures– italicsof the author).”
The A.I. first introduces Plotkine to his creator in a dream: it takes the appearance of a young
woman, Vivian McNellis, whom he will encounter later (CI., pp. 235–236). In his dream, theyoung woman says: “It is time to bring fire to the world. At that moment, the hotel started toburn (Il est temps que le feu soit jeté sur la terre. A cet instant, l’hôtel entier se met à brûler).”This sequence is prepared, when in Plotkine’s mind appears a quote from Luke 12:49: “I havecome to bring fire on the earth, and how I wish it were already kindled” (C.I., p. 98). Plotkine
suddenly writes the Latin sentence “IPSE VOS BAPTIZABIT IN SPIRITU SANCTO ET
IGNI”, (in capitals in the text) coming from the Vulgate (St Matthew 3-11), pronounced by St
11

See for example St Thomas Aquinas, Summa Theologiae (prima pars, Q. 79) on the topic of intellectual powers.
On the topic of angels, we have also consulted T. Suarez-Nani’s two books on medieval angelology, Connaissanceet LangageMo des Anges selon St Thomas d’Aquin et Gilles de Rome, (Paris: Vrin, 2002), Les Anges et laPhilosophie, (Paris: Vrin, 2002).

49

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

John the Baptist who announces a new baptism given by Christ, in the Holy Spirit and the fire
(C.I., pp. 174–175).
What was a metaphor, the metaphoric fire of God’s love, is demetaphorized immediately intoa real fire when Vivian’s room starts to burn, during one of the stages of her angelictransfiguration. She is presented to us in the guise of an Orthodox painting, the circular windowof her room framing her like a halo (C.I., p. 249).
The creator-creature relationship between Vivian McNellis and Plotkine mimics at one pointof the narrative the relationship between Christ and the Catholic faithful: Vivian gives Plotkine
part of her DNA saying: “It is my flesh and my blood, you will eat it (C’est … ma chair et mon
sang. Vous l’avalerez)” (C.I., p. 435). This motif is the culmination of the narrative throughwhich Vivian creates Plotkine: her logos, a straightforward literary (angelic/divine) technique,must be supplemented by a gesture of communion. It is obviously an evocation of theCommunion during which the faithful are given the Eucharist, the Body of Christ under the
species of bread and wine. For the Catholic faith, this of course is not a symbol, that is to saya physical object evoking something else: the technical term used to describe what happens tothe bread and the wine used in the ceremony is transubstantiation. It means that body and bread
become literally the Body (or the flesh) and the Blood of Christ: there is nothing metaphoric in
the Catholic interpretation of Eucharist. Dantec, following the same rejection of metaphors,transfers this religious “motif” (Eucharist) into a biological, concrete reality, DNA. Hence,
Plotkine acquires the substance of his creatrix the same way the Catholic faithful absorb thesubstance of Christ.
The same rejection of metaphors is also manifested through intertwined images and meshed
concepts about this first appearance of Vivian, when the novelist tries to describe what he calls“the thermodynamics of the phenomenon” (la thermodynamique – italics of the author – duphénomène) (C.I., pp. 261–263). As we have already said, Christianity is made the matter ofscience, a science suffused with theology: Dantec evokes pell-mell John of Patmos and Denys
the Areopagyte, a theologian famous for his theories on celestial hierarchy. He also evokes thefigure of the angel with the flaming sword, guardian of the Tree of Knowledge in Eden. This
constitutes a faulty but commonly mistaken interpretation of the famed (or infamous) Tree, notof knowledge, but of the Knowledge of Good and Evil, transmogrified here into a symbol for
ultimate and divine knowledge. This is the only passage in C.I. where the metaphor of the tree
is employed by Dantec.
In the Bible, this angel (a cherub) is tasked with casting Adam and Eve out of the Garden. If
Plotkine and Vivian are to be considered as a new “first couple”, one must notice immediately
an inversion: Eve came out of Adam’s rib, Plotkine comes out of Vivian’s mind. Hence, theorigin (male) becomes female, his story becomes her telling. This narrative, mirroring Genesis,
does not have the same consequence. In the Bible, the first humans had fallen prey to the Snake,but the “original couple” in C.I. manages to vanquish another incarnation of Evil.
The Child in the Box: The Technology of Evil
This incarnation is a child, an interface between the global government and its machines andhumankind. The epic confrontation pitting Plotkine the killer against Evil is developed in anarrative which is a cross-fertilization of literature, philosophy and theology, with multiplereferences (through the names of the child) to science and pop culture. It is also a mise en
abyme of literary creation, inserted into the Great Narrative of the biblical creation via the50

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

figure of Metatron and the recreation of Vivian McNellis as an angel. Those passages arepivotal in the narrative of the book and we have endeavored to peel away most of its layers,
embedded one into the other. They are the focal point where the author mobilizes his
knowledge and incorporates it into his narrative.
The character of the Child-machine is the heart of the story, since it is the void that the Childis that allows the narrative to reach its center. In other words, he is the antithesis to the final
unfolding of the apotheosis of Vivian McNellis. The whole passage is a tour de force, a brilliant
evocation of a monstrosity that embodies, literally, an interplay between a series of concepts,
Deleuzian, Baudrillardian and biblical, articulated around the one which gives all the others
their orientation: the (anti) body (C.I., p. 402 “anticorps”) of the child.
The “enfant-Machine” lives in Plotkine’s hotel; he gives his name as “John Smith” (C.I., pp.
401–416, 465–475). This Child-machine is isolated and sexually abused by his jailor, Clovis
Drummond, anti-creator of the anti-Christ so to speak and manager of the hotel, who uses theChild to concoct illegal computer programs. He is placed in a box, wearing a spacesuit, whichof course evokes space but while in SSI space is the “final frontier” where the new humankind
will escape the blandishments of U.N.O. 2.0 world government. The Child’s space suit is amarker of his alienation. The image of the box is one of the few common points between theChild-machine and Plotkine, since the hero, as narrated in the beginning of the novel, is theman coming from a concentration camp, which is a kind of a box. His opponent, the Childmachine is (p. 401) “The man in the box” (l’Homme dans la boîte) and literally: “The child in
the dome lived in a box, literally” (L’enfant du dôme vivait dans une boîte et cela n’était pas
une métaphore) (C.I., p. 409). This is an apparent contradiction with another passage, p. 463:
“The Child-machine is a living metaphor” (L’enfant-Machine est une métaphore vivante) but
this is another way to say that he is not a metaphor at all but an embodiment of an abstract
concept. The Child-machine incarnates the total transparency of our post-modern world and its
endless voyeuristic pleasures and dreads.
This box, made of a carbon construct, is bathed in an “absolute light, without any trace of
shadow” (lumière totale, sans la moindre zone d’ombre), cold and perverted imitation of thedivine light of angels. It could also be an image of a camp but while it is a place of destructionof the individuals who are placed in it, the Child’s box has a different purpose: “(the box)
allows me to live in the world but at the same time separated from the world” (Elle me permet
de vivre dans le monde sans y vivre, elle me permet d’être dans le monde sans y être). This box
encompasses all the quantified and digitalized aspects of a world thus contained and literally
boxed in. What does the Child-machine embody? What makes him a “fleshed-out hallucination”(délire qui avait pris corps dans le monde –– italics of the author) (C.I., p. 408)? The type ofsociety described in C.I. is one where human beings have been expelled from the decisionmaking process. In other words, what electronic machines express for Dantec is not a society
but an anti-society, reduced to electronic virtuality. There is another apparent contradiction:
while the Unimonde exists without physical frontiers, the Child boxes up all reality: throughcode, he acts as a dissolvent on reality itself. It appears that, for Dantec, the physicality offrontiers is a guarantor of it.
By contrast, in the Child “time evaporates in the space of numbers, the space of the boxes andthus disappears constantly” (le temps joue à s’évaporer dans l’espace des nombres, l’espacedes boîtes, ainsi il disparaît sans cesse) (C.I., p. 404). The Child-machine, used by his jailor tobuild “simulations (univers simulés)”, is also the incarnation of a new era, an era described by
Baudrillard as an epoch of simulacra (1981, p. 11). In the narrative of C.I. (pp. 459–463), the51

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Baudrillardian reference is combined with Averoes’ (Ibn Rushd, 1126-1198 A.D.) theories on
the agent intellect, summed up by the technical term monopsychism. Maurice Dantec, througha dialogue between Plotkine and Vivian McNellis (pp. 426–429), gives his own exegesis of thevery existence of the Child-machine: he is the incarnation of Averoes’ monopsychism.
Monopsychism, derived from Aristotle’s concept of active and passive intellect involved in theact of thinking, is a philosophical doctrine according to which the active intellect is numericallyunique and the same for every human being; that is to say, there is one intellect for all men andconsequently, man does not think, he is thought 12 . P. 502, the “Metastructure of control”(Métastructure de contrôle) with which the child interfaces is named explicitly “Monopsychic
metastructure” (Métastructure monopsychique). In a long exposé, Dantec presents this entity
as a materialization of the monopsychism of Averroes, one of the thinkers that inspired
Medieval nominalists. The Child-machine’s story is therefore linked with the question ofnames: he does not have a real and personal one. The Child-machine is nameless not only
because his official name is so common (John Smith, that is to say nobody) but also because
he has too many of them, 99 to be more precise (see the list C.I., pp. 413–416).13 Those names
are a strange hodgepodge of fictional, mythical or “real” names; among those, one finds …
Gilles Deleuze himself! The Child-machine is reminiscent of an important character in thebook of Revelation: the anti-Christ, who is given only a number (666, that is to say amultiplicity) but no name. Our remark is based on the fact that Dantec explicitly connects theanti-Christ and Legion (as the demon is also known) in ABB (p. 663). The names of the Childmachine make it also the cyber-equivalent of the demons evoked in Mark and Luke’s gospels:in the narrative of the the Gadarene swines’ exorcism, Jesus is confronted to a multiplicity ofdemons who said to Him “my name is legion for we are many”.
The Child-machine is also the embodiment of an old dream, the cybernetic governance, anelectronic machine that governs all without the hassle of politics14. This system, that is to say
the global government, is defined as “the global rhizome of the control cyberstructure” (lerhizome global de la cyberstructure de contrôle) (C.I., p. 420). This description is steeped in
the Deleuzian concept of rhizome but while Deleuze made it a positive concept as an image of
immanence, Dantec uses it obviously in a negative way. The last intellectual journal of Maurice
Dantec bears witness to the evolution of the author vis-a-vis the Deleuzian notion of rhizome,
within a critique of Mille Plateaux and its a-topiques structures, opposed to the figure of thetree and its roots, image of the lignage généalogique characteristic of (idealized) patriarchal
societies, favored by Dantec (ABB, pp. 405–406). The rhizome is here assigned to evil, aubiquitous soulless negation of individuality, where all possible wholesomeness of the worldis dissolved. That is why, when Dantec designates the 99 names of the Child as “ontologicalrhizome (rhizome ontologique)”, it is the same thing as saying that Evil is a negation of thewholesomeness of Being (C.I., p. 469). The Child himself has no interiority, no depth, his mind
designated as “rhizome-like exconscious” (exconscient rhizomique) (C.I., p. 475)15; his activity
is in fact dictated by the global system of control, analogous to the active universal intellect
12
Cf. Averroès (1999, p. 58) (trad. Marc Geoffroy, preface Alain de Libera), Discours décisif, Paris : Flammarion.
We have also consulted Alain de Libera, Thomas d'Aquin contre Averroès. L'unité de l'intellect contre lesaverroïstes, suivi des Textes contre Averroès antérieurs à 1270, (Paris: Flammarion, 1994).
13

The Child in the box is a non-being, despite all his names. To the contrary, in ABB (p. 269), Dantec mentions
that names are given being in the black box, that is to say his journal. It seems therefore, that C.I. is an inverted
reworking of the American Black Box journal.
14

On the history of this idea, see Alain Supiot, La Gouvernance par les Nombres, (Paris: Fayard, 2015),
particularly the chapter 1 (“En quête de la machine à gouverner”), pp. 27–50.
15
The neologism “exconscious” is the opposite of “unconscious,” that is to say a negation of all interior reflection.
It is therefore the negation of the interior dimension of human beings, a mechanization of the soul.

52

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020and distinct from every man. In other words, his mind is not his own. He does not speak but
communicates, and it does not interact, not even with itself (C.I., p. 411). This is the entity thatmust be slayed.
Body and Text, Body as Text
As the Daodejing (chapter 13) said: “What makes me liable to great calamity is my having abody”, or should we say “my confrontation to a body”. The whole passage of the struggle
between Plotkine and the Child and the (literally) literary fight that ensues is based on a seriesof corporeal oppositions. The first opposition is between polymorphous sexuality and chosen– ascetic – asexuality, between a gendered but desexualized robotic approximation of humanity
and a child whose normal sexual (and otherwise) growth has been artificially stifled. This childis perpetually frozen at an age of 12 and is not defined by any gendered categories: “The Childmachine was neither man, nor woman, neither male nor female (L’enfant-Machine n’était ni
homme, ni femme, ni mâle, ni femelle)” (C.I. p. 449). This passage is of course reminiscent of
St Paul’s Galatians 3:28: “There is neither Jew nor Gentile, neither slave nor free, nor is there
male and female, for you are all one in Christ Jesus”, but while St Paul “crowns” his revolutionary
assertion with an oneness in Christ, the Child-machine subsumes the world in him/itself thus:“ONE MACHINE FOR ALL; TO EACH, ONLY ONE INTERFACE” (UNE MACHINE
POUR TOUS; UNE INTERFACE POUR CHACUN – uppercase of the author) (C.I. p. 430).
To vanquish this incarnation of the world reduced to its numerical values, Plotkine requests theservices of a sexless android, Sydia Sexydoll Nova 280. She is described as a basic pleasuremodel, evoking the figure of one of the movie Blade Runner’s androids, Priss. Nevertheless,this machine, because it yearns to become human, is a kind of machine of desire (machine
désirante).16 By contrast, the child in the box can be construed as an anti-machine désirante.
This is another example of Dantec’s use of Deleuzian concepts, here subverted, since the childin the box is at the same time the emanation and victim of Evil. His (natural) body is
artificialized and has become the nexus of de-creation, that is to say the anti-narrative
collapsing reality into its numeric ghost. What Plotkine uses is the “WHOLESOME BODY(CORPS PLEIN)” (uppercase of the author) of the sexbot (C.I. p. 449). There are two meanings
contained in this designation: the first one is what is called in French the corps du texte, that is
to say the substance (body) of the text/narrative; the second one is the notion ofsolidity/wholesomeness, opposed to the empty virtuality for which the Child-machine stands.
The “corps plein” evokes another Deleuzian concept, the body without organs (corps-sansorgane), from which (we think) Dantec’s “corps plein” is derived. This corps-sans-organe
originated with Antonin Arthaud; this body was first presented as a critical tool against the
Cartesian Cogito, with its reduction of the “soul” to an ideal dimensionless construct opposed
to a matter reduced to its physical, measurable dimensions (Alain Beaulieu, 2002, pp. 511–
522). It was also conceived in opposition to unity (the unity of the organism) and transcendence.
It was finally the topos of sexual pleasure since there is no difference in the body between
erogenous and non-erogenous zones (Deleuze, Guattari, 2004, pp. 187–196). The sexual
meaning of the corps sans organe is present in Dantec’s narrative, through the description of
the abuses the Child is submitted to by his pedophile jailor. This sexuality is at the same timemechanical, done through orifices in the spacesuit of the Child and therefore bearing no relation
to any sexual organ. It is therefore a perfect illustration of the Deleuzian notion of a total and16
See Florence Andoka (2012, pp. 85–94). Machine désirante et subjectivité dans l’Anti-Œdipe de Deleuze etGuattari. Philosophique 15 on this Deleuzian concept.

53

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

limitless sexuality, presented, contrary to Deleuze, in a negative way. This sexual negativity isfought through, negated by a gendered asexuality.
Dantec proceeds by opposing to the corps sans organe of the Child an embodied narrative, thecorps plein of the android, Sydia Sexydoll, is a machine made only to satisfy any human sexualdesire but who had this sexual programming erased: her wholesome body, as a substantive
narrative, is used as a weapon against the anti-narrative of the Child-machine (C.I., pp. 454–
455). In other words, a machine conceived as a simulacrum of female, is tasked with thedeconstruction of a real human being reduced to the embodiment of electronic fakery.
The corps plein du texte, at the same time literary and real machine, recreates reality when thephysical wholesomeness of the android, through her spiritual renunciation (a figure of Christian
asceticism) and her quest/desire for her own humanity, collides with and erases, so to speak,the diabolical multiplicity of the Child. Free then to die, he will die the death of a human being,that is to say the death of an irreducible, non-coded singularity.
For Deleuze and Guattari, humans are conceived as a particular case of machines as they are
producers and what is produced is “machine-like effects but no metaphor” (des effets demachine et non des métaphores) (1972, p. 7). Dantec is also Deleuzian in his refusal of
metaphor and the imagery he deploys in his narrative culminates in a struggle between
literature itself and “code.” The narrative acknowledges the existence of its own tools(narration itself), weaves itself into the chain of (pseudo) reality it evokes and transforms it into
itself. In other words, the narrative of the text is mirrored and echoed by a narrative in the text.
This creative process of narration is conceived by Maurice Dantec elsewhere as a rejection of
his own identity, through which he gives birth to (literally) another body, a book seen as a“different body (corps-autre),” that is to say the body of the narrative, the “body of the book(corps du livre)” (ABB, p. 268).
Conclusion
Dantec’s narratives are usually replete with a complete and (almost) exhaustive system ofinternal exegesis, directly provided in the text. It seems that Dantec wanted absolute control of
his work, and tried to hinder any possibility of external commentary.
In his novels, his recipe, so to speak, involved a literary reworking of Christian andphilosophical concepts, sometimes resulting in an apparent loss of mystery. What was at stakefor him was transfiguration through literature. He mobilized the vocabulary of the Eucharist to
describe his personal voyage (ABB, p. 458) “toward the corpus scripti of (my) life” (vers lecorpus scripti de [ma] sa propre vie). There is an obvious double play on words, the first one
with the southern Texan city of Corpus Christi, the second one with the Latin expression corpus
Christi, meaning the “body of Christ”. One could say that for the author, literature was a matterof transubstantiation. In the same way that the Catholic Mass of bread and wine are transformed
into Christ’s body and blood, so the matter of Dantec’s life was transformed by virtue ofliterature. The primary matter of all his readings was to become, through the operation of his
logos, one book, the embodiment of his thoughts and his life.
Does it mean that, to (mis)quote Jean-Paul Sartre: “God is not a novelist; neither is mister
Dantec”? Hardly. While it could be argued that the explicit theological and philosophicalreferences stifle the imagination of the reader, I find that his novels constitute a highly potent
intellectual stimulant. As for his fascination with Deleuze, it is not slavish. Maurice Dantec

54

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

finally learned that in order to be faithful, one has to appropriate. Was Dantec faithful to God
and Deleuze? This question is left to readers to decide.

55

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

References
Andoka, F. (2012), Machine désirante et subjectivité dans l’Anti-Œdipe de Deleuze etGuattari. Philosophique, 15.
Averroès (1999). Discours décisif (trad. Marc Geoffroy, preface Alain de Libera). Paris:
Flammarion.
Baudrillard, J. (1981). Simulacre et Simulation. Paris: Galilée.
Beaulieu, A. (2002). L’expérience deleuzienne du corps. Revue internationale dephilosophie, 222, 511–522.
Cornillon, C. (2012). Par-delà l’Inﬁni. La Spiritualité dans la Science-Fiction française,anglaise et américaine. Unpublished doctoral thesis Université de la Sorbonne
nouvelle - Paris III. Retrieved April 3, 2020 from https://tel.archives-ouvertes.fr/tel00869974)
Dantec, M. G. (2000). Manuel de survie en territoire zéro. Le Théâtre des operations, 1,
journal métaphysique et polémique. Paris: Gallimard.
Dantec, M. G. (January 29, 2000). 1000 ans à inventer. In the Festival Science-Frontière(Cavaillon, France). Online text retrieved March 5, 2020 from http://www.lesours.com/novel/dantec/cavaillon.htm
Dantec, M. G. (2001). Laboratoire de catastrophe générale. Le Théâtre des opérations 2:
journal métaphysique et polémique, 2000-2001. Paris: Gallimard.
Dantec, M. G. (2006) Cosmos incorporated. Paris: LGF.
Dantec, M. G. (2007). American Black Box (2002 to 2005). Paris: Albin Michel.
Conference (May 11, 2007), De la machine de 3ème espèce aux hommes du 4ème type. In 75th
convention of the AFCAS (Association francophone pour le savoir). Retrieved
December 14, 2019 from http://ledaoen.over-blog.com/article-6677637.html
Dantec, M. G. (2012) Satellite sisters. Paris: Ring.
Deleuze, G. (May 1990). Post-scriptum sur les sociétés de contrôle. L'autre journal, n° l.
Deleuze, G., & Guattari F. (1972). L’Anti-Œdipe. Capitalisme et schizophrénie. Paris:
Editions de Minuit.
Deleuze, G., & Guattari, F. (2004, reedition). Mille plateaux, Capitalisme et schizophrénie.
Paris: Editions de Minuit.
Hippolyte, J.-L. (2009). Paranoia and Christianity in Maurice Dantec’s Crime Fiction. Studies
in 20th &21st Century Literature, 33(1). https://doi.org/10.4148/2334-4415.1693
Lambert, H. P. (2009). La Guerre planétaire apocalyptique dans la version française del’imaginaire posthumain: Houellebecq, Dantec et Bordage. Nouvelles Études
Francophones, 24(2).
Lambert, H. P. (winter 2010) Dantec et Narby: Sciences, épistémologie et fiction.
Épistémocritique. Retrieved December 19, 2019 fromhttp://epistemocritique.org/dantec-et-narby-sciences-epistemologie-et-fiction

56

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Libera, de A. (1994). Thomas d'Aquin contre Averroès. L’unité de l'intellect contre lesaverroïstes suivi des Textes contre Averroès antérieurs à 1270. Paris: Flammarion.
Périer, I. (2013) Postmodernisme et hybridation chez Maurice G. Dantec. ReS Futurae[online version], n. 3 Retrieved April 6, 2020 from http://resf.revues.org/397
Quantin, H. (2014). De Verbe et de Chair. Paris: Cerf.
Supiot, A. (2015). La Gouvernance par les Nombres. Paris: Fayard.
Toussaint, S. (March 16, 2017). On-aevum-measures. Retrieved September 18, 2019 fromhttps://thevirtueblog.com/2017/03/16/on-aevum-measures-by-steven-toussaintCorresponding author: Gilles Boileau
Contact email: boileau@mail.tku.edu.tw

57

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

58

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

59

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

The System of Gaps and Alerting the Reader in Modern Arabic Literature

Mohammad Hamad, Al-Qasemi Academic College of Education, Israel
Mahmoud Kabha, Al-Qasemi Academic College of Education, Israel

60

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Abstract
This article discusses the system of gaps in modern Arabic literature and how such gaps
function to alert readers to specific author intentions and so facilitate the construction of
meaning. The system of gaps, this article argues, is fundamental to the process of literarycommunication between the text and the reader. Literary meanings are produced through aseries of gaps that include the title, polyphonic narrative, circularity, ending, fusion between
imagination and reality, punctuation, printed form on the page, reading order, linkage, andechoing. This article also studies the contribution of such gaps in making the reader produce
the text’s meaning using, as examples, several short-stories, novels, and poetic texts frommodern Arabic literature.
Keywords: Literary communication theory, reader’s gaps, literary meaning, modern Arabic
literature

61

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Introduction
The novel, the short story and other modern literary formats play central roles in the formationof interactive links between the author and the reader, which establishes a literary dialogue thatis generated through the text and the reading process. As such, the text is only realized throughbeing read, and the role of the reader is only realized through the presence of the text. This
concept refers to the theory of literary communication, which has been discussed by numerous
critics, particularly First Name Jauss and First Name Iser, who emphasize the importance ofthe encounter between the reader and the text and how such interactions bring literary works
to life (Hasan, 2015, pp. 1–6).
Jauss stresses the cumulative experience of the readership, whose horizon of expectations isshaped by the particular historical period in which they live. Part of Jauss’s purpose is to bridge
the gap between historical and aesthetic approaches to literature (Jauss, 1982, p. 19).
Communication between the text and the reader is an activity that takes place in the reader’s
imagination. According to Iser, this creative and dynamic process is controlled by the text, andmost specifically, by what the text does not say. It is the gaps created by the unsaid – that which
is not in the text – which activate a thought process that can lead to a variety of possible
meanings for the text under consideration (Nolte, 2012, p. 6).
As readers are drawn into events, what is missing stimulates them to fill in the blanks withprojections. What is said takes on significance only as a reference to what is not said; it is theimplications, not the statements themselves, that give shape and weight to the meaning (Iser,
1978, p. 168).
Iser’s approach centers on the response of the individual reader in his/her confrontation withthe literary text. Iser thus places greater emphasis on the internal components of the text without
reference to the historical context in which it was written (Suruji, 2011, pp. 12–15). In such asituation, one can speak of neither a subjective interpretation nor an objective interpretation of
the text; rather, the interpretation is a dynamic interaction between the text and the reader,which depends on Iser’s terms: spaces or gaps. Hence, the reader might change his/herinterpretation with every new reading of the text (Suruji, 2011, pp. 45–46). Iser has adopted
Roman Ingarden’s theory that although the structure of a literary work is unchanging, itsrealization will nevertheless differ from one recipient to another.
Phenomology’s principle contribution to literary theory has been to rethink the ontology of theliterary text, which it views as a kind of latent potential that can be realized through the reading
process (Das, 2014, p. 115). In describing the strategy for constructing meaning, Iser relies ona number of concepts, including those of the implied reader, the record of the text, the roaming
point of view, the textual strategies, and the gaps (Barakat et al., 2011, p. 138).
Gaps Defined
According to Roland Barthes, it is language, which speaks, not the author (Barthes, 1977, p.
143). In his well-known 1967 essay, “The Death of the Author”, Barthes discussed theactivation of the reader, whereby language, with its myriad cultural references, is accorded asignificant role such that a text cannot be limited to a single or particular reading thereof. To
give a text an “author” is to impose a limit on that text, to furnish it with a final signified, toclose the writing (Barthes, 1977, p. 147).

62

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Iser takes up Ingarden’s concept of “indeterminacy”, according to which the artistic literarywork is an intentional enterprise, which lacks complete specificity. This deliberate lack of
specificity provides the reader with an incentive to produce and realize meaning. Places ofindeterminacy are an aesthetic feature that distinguishes modern from classical literature,
which is marked by cohesion, harmony and unity.
Such places contain the following elements: ambiguous ideas, obscure symbols, riddles,
implicit references, ironies, and contradictions, as well as “blanks” represented by omission,interruption and pauses. According to Ingarden, the correct specification of a work of art—that
is, its filling in, its completion, and full embodiment or concretization, and the harmonizationof its aesthetic modalities – can only occur through the aesthetic orientation (Ingarden, 1979,
pp. 246–254).
Thus, while Ingarden lends only marginal importance to points of indeterminacy, Iser lends
them prominence as gaps, empty spaces, or blanks which form an important part of the process
by which meaning is produced between the text and the reader (Baba, 2015, p. 15). Iser speaksof an “imbalance between text and reader”, which both make communication possible andadvance it (Iser, 2010, p. 1526). Furthermore, Iser identifies two poles involved in the reader’sexperience of interpreting the text: the artistic pole, which is the text created by the author, andthe aesthetic pole, which is the reader’s revelation of meaning (Iser, 2010, p. 1524).
Aesthetic response stimulates the reader’s imagination, which gives life to the intended effects(Iser, 2000, p. 311), and it is here that Iser’s theory of gaps or blanks emerges. In his book The
Act of Reading, Iser depicts gaps as the areas in which interaction takes place between thereader and the text (Iser, 1987, p. 33). Such gaps are likewise viewed as the ruptures, which
separate the parts of the text, and whose presence within the text points to specific semantic
connections, which the reader must fill in between the lines (Sharafi, 2007, p. 225).
Thus, it may be said that a reader adds something of his/her own to the text by filling in thespaces he/she discerns. These empty spaces have been left, whether intentionally orunintentionally, by the writer, which gives recipients/readers the opportunity to fill them inwhatever way they deem appropriate in keeping with their beliefs (al-Barbaki, 2006, p. 152).
Ibrahim Taha has proposed the existence of numerous gaps between the text and the reader,which he categorizes into two types: the text gaps and the reader gaps. The text gaps involve
displacing or postponing certain types of information from where one would expect to findthem somewhere later in the text. The reader gaps consist in questions, which the text leaves
unanswered or unexplained by leaving out certain pieces of information so that the reader must
exert an effort to answer the questions for him/herself (Taha, 1996, p. 95).
The concept of reader gaps corresponds to what have been termed fixed gaps, while the conceptof text gaps corresponds to what have been termed temporary gaps (Rimmon-Kenan, 1984, p.
122). Some have also referred to them as mental gaps (on the part of the reader) and textual
gaps (al-Barbaki, 2006, p. 156). All of this is in contrast to the perspective promoted by Iser,
who denies the existence of text gaps. For Iser, the text cannot fill in gaps, it produces specificempty spaces, which the reader is required to fill (Taha, 2010, p. 225). The importance of gaps
stems from Iser’s notion that they provide a variety of textual perspectives, leaving the text to
the reader to decipher (Khrais, 2017, p. 28).

63

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

The present study introduces types of gaps, which differ from those that have been suggested
previously. Supported by concrete examples, these new types of gaps reveal the true nature of
the communication between the text and the reader.
The Title
Titles of artworks are often integral parts and essential properties. The title slot for an artworkis never devoid of aesthetic potential, how it is filled, or not filled is always aesthetically
relevant (Levinson, 1985, p. 29). Consequently, critics have viewed the title as a kind of
threshold to a text, or as a text, which parallels the original one. With every page, the reader
watches for the title to appear.
The reader might wonder to him/herself about the connection between the title and what he/she
is reading at a given moment, and when he/she will get to the part that reveals the significanceof the title, or the wisdom behind the author’s choice thereof, and why other titles were notchosen instead. Throughout Ahmad Khalid Mustafa’s novel Antikhrīstūs (Mustafa, 2015), thebook’s title represents a merging of a text gap and a reader gap such that the reader strives toinquire into the reason this word has been used as a title. In fact, the reader starts out by
wondering what the word even means.
After all, the meaning of the word antikhrīstūs will be unknown to the reader and,
consequently, the answers to the questions just raised will likewise be unknown. An Arabic
speaker, at least, would not necessarily be familiar with the English term Antichrist (al-masīḥ
al-dajjāl), and might even wonder whether it is a word at all in the Arabic language. The factthat the title is not explained by the author is, in and of itself, a gap in the reader’s experience.
The word antikhrīstūs does not appear in the novel until page 79, and when it does appear atlast, it is presented in a vague manner, without any direct statement indicating what it means.
The sentence in which it appears reads: “We gave them light, and we will go on giving themlight until they bring it to the bearer of light … to the antikhrīstūs.” (Mustafa, 2015, p. 79).
The title only begins to appear in a focused manner late in the novel (Mustafa, 2015, p. 169),
where one of the satanic characters says: “your name, which will mean salvation to thismiserable world … you are the Christ, you are the savior. The name you have taught us to callyou by, my great lord, is antikhrīstūs” (Mustafa, 2015, p. 285). Therefore, one concludes thatwhat is meant by the title is the figure of the Antichrist, who is only mentioned a few times in
the course of the novel.
In a poetic play written by Yaqoub Ahmad and titled Fatimah (1995, pp. 3-16), it becomesapparent that the characters are Fatimah, her husband Sabir, and Hanzalah. Whoever reads thetitle will of course expect Fatimah to be the play’s central and most effective character, and forher to play a prominent role in both actions and words. However, one is surprised to find that
Fatimah says nothing throughout the entire play! Sabir speaks, Hanzalah looks on, and Fatimahremains silent.
Similarly, in Muhammad Ali Said’s story titled Predation (1997, pp. 132–132), the reader
expects to encounter a beast of prey, the occurrence – or anticipated occurrence – of some typeof predation, or some piece of information related to predation. Once having read the story,
however, one realizes that the predation referred to in the title is metaphorical in nature. Thisuse of a symbolic title rather than a literal one thus creates a gap for the reader. When we finda lion coming out of the refrigerator to ravage the woman in the story, for example, we are64

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

confronted with the symbolic nature of both the title and the lion. This requires us as readers
to engage our minds in an attempt to interpret both symbols (the symbolic title and thissymbolic main event) and the connection between them.
Polyphony
Polyphony manifests itself through the variety of narrators within a text. In a polyphonic novel,
the author is able, in an objective and artistic way, to visualize and portray personality as
another, as someone else’s personality, without merging it with his own voice (Bakhtin, 1984,
pp. 12–13).
The truth at which the hero must and indeed ultimately arrive through clarifying the event tohimself, can essentially be the truth of the hero’s own consciousness. It cannot be neutral withrespect to his self-consciousness. In the mouth of another person, a word or a definition
identical in content would take on another meaning and tone, and would no longer be the truth(Bakhtin, 1984, p. 55).
The novel Antikhrīstūs begins with an introductory passage featuring a first-person speaker.
This speaker is presented as a participatory narrator, who addresses himself directly to thereader as though he was part of the novel. In fact, the reader is duped into thinking that thenarrator is the author, in that we read: “At last I’ve got you alone, and now I own you … and I
own your eyes … This will be the last novel of mine you ever read … since I am on the
precipice of death” (Mustafa, 2015, p. 9).
Such statements give the impression that the narrator is the author, since he attributes the novel
to himself. However, the reader is then surprised to find the narrator saying “And now, I willtell you nothing but my name … I’m Bobby Frank. I see you’ve concluded from my name that
I’m an American. And that is correct” (Mustafa, 2015, p. 11). This in and of itself constitutes
a gap for the reader who, puzzled now, must begin engaging in his/her own interpretations andcontinue to read in order to resolve the created confusion.
In his poem titled God in a word (Allāh fī kalimah), Abdelqader al-Janabi writes: “The oldwoman who lives in the room across from our apartment, and who would often ponder thecontours of her flaccid beauty in a cracked mirror … this old woman … I think she must havedied” (1995, p. 27). The voice here is that of the narrator speaking in the first-person singular.
In the same context we read: “But … why this pessimistic feeling that every absence is a final
death?” (1995, p. 27).
The question is the following: Whose voice is this? Is it the voice of the narrator? The building
residents as a group? One of the residents? The poem goes on: “This old woman either
withdrew from our sight for a creative purpose (didn’t she tell us that she would engage indays-long writing orgies in order to be rid of the images that had caused her to go blind?), or
she went to some other country to rest” (1995, p. 27). Here there is a shift from the singular
first person to the plural first person. So, is this still the voice of the first narrator, or that of thebuilding residents?
This uncertainty highlights the centrality of the reader and the variety of choices at his/her
disposal as to how to fill the gap.
Circularity
When the story begins where it ends, or ends where it begins, this means something. That is to
say that circularity is not simply a cheap trick or a piece of structural decoration, but a device

65

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

in which the structural form itself is loaded with significance (Allen, 1994, p. 54). However,readers need to know the reason for the similarity between the beginning and the end.
Circularity promotes a feeling of closeness. On a deeper level of analysis, this turns out to bea circularity that does not provide answers to the problems discussed in the body of the text, orthe answer is provided, but it is not unambiguous, which requires the reader to open thecloseness of this circularity to various interpretations (Taha, 1999, p. 22).
The novel Antikhrīstūs begins with a deck of cards that feature pictures of demons. These cards
are a kind of code for every story that the narrator tells. The first story is about the origin ofsorcery and Iblis’s encounter with Nimrod, God’s Prophet Abraham, and other figures. In thelast story also, there are cards with images of demons on them. The topic of the last story is
Iblis and his relationship to the Antichrist, the account of the Prophet Moses and the Samaritan,
and other motifs.
Hence, the novel revolves from beginning to end around the forces of evil represented bydemons and things related thereto, as well as prophets’ confrontations with forces of error of
all kinds. Moreover, despite the difference in the names as they appear at the novel’s beginningand end, the demons’ presence has not changed. The effect of this is to raise questions in themind of the reader, who seeks to fill the resulting gap by attempting to explain why the
beginning and the end are similar in some ways and different in others.
Mahmoud Darwish’s poem, “The Violins”, begins with the lines:
The violins weep with the gypsies heading for Andalusia.
The violins weep for the Arabs leaving Andalusia (1992, p. 27).
And it ends with the lines:
The violins weep for the Arabs leaving Andalusia.
The violins weep with the gypsies heading for Andalusia (1992, p. 29).
Thus, in the ending we have a reversal of the beginning. Circularity is present, however, it ispresented in a different order. So the question arises: Does the ending differ in meaning fromthe beginning, or is it a repetition of it?
The Ending
An open ending often leaves us with an ambiguous or missing plot resolution. In such a case,the story may not offer any clues to the whereabouts and future of the main characters, thus
failing to fulfill the viewer’s expectations by not offering a climax or other emotional relief(Preis, 1990, p. 18).
The novel Antikhrīstūs concludes with a chapter on the birth of the Antichrist and historical
reports about him, such as those that tell us of Tamim al-Dari’s encounter with him, and thethings the Prophet Muhammad related about him to his Companions. Over the course of
approximately two pages, Iblis addresses the Antichrist in the future tense, saying, for example:“The first to follow you will be seventy-thousand Jews”, “You will descend to Earth from theEast”, “Both jinns and humans will see you as their god, and will bow down to you”, “You willshow them how it is that those who believe in your era will attain to immediate bliss … not the
far-off bliss which is shrouded in doubt and uncertainty” (Mustafa, 2015, pp. 309-310).

66

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

The author ends the novel on a metaphysical note, which is consistent with the Islamic creed,
as Iblis speaks of things expected to happen in the near future (indicated by the use of the prefix
sīn before the present tense verb).
According to Ibrahim Taha, the open ending creates what he terms post-ending activity, which
is an activity that continues within the reader beyond the end of the text (Taha, 2002, p. 259).
So what kind of an ending is it? Is it open, or closed? Herein lies the gap. Is the author telling
us that there is no way to write future history in detail, but that before long it will happen, andwe will write about it at that time? Or is he telling us that the story of the Antichrist ends here
and that no further detail can be provided?
If the ending is judged to be an open one, this may mean either the absence or impossibility ofa solution, or at the very least, that readers will disagree on it. However, despite such difficulties,
the author has chosen to avoid taking responsibility for one closed ending or another by
concluding his novel in this inconclusive manner.
In Yusuf Idris’s story, “Layla, Did You Have to Turn on the Light?” (n.d, pp. 12–31), we havean open ending in which the imam leaves the congregation in the middle of the final prostrationof the dawn prayer to go fulfill his desire with Layla, who lives next door to the mosque. Having
glimpsed her overpowering charms across from the minaret while delivering the call to prayer,
he goes to her on the pretext of teaching her how to pray. When he gets there, he finds to his
surprise that she has learned to pray from an English source. However, she turns out the light,
and the story ends with the same sentence that has been repeated throughout the story, andwhich also serves as its title, namely, “Layla, did you have to turn on the light?”
The reader does not know what happened to the people, who were prostrating in the mosque.
Some of them laughed, while some of them wondered where the imam had gone. However, therest is unknown. Similarly, the reader does not know what happened between Layla and theimam. On the one hand, she tells him she has learned to pray. Yet on the other hand, she turns
out the light. With its open ending, the story forces readers to pose questions about its final
events, and to answer these questions for them.
Merging Fantasy with Reality
As a literary genre, the novel is dominated by the imaginary, whose depths are plumbed in themind of the author in such a way that he/she can translate fantasy onto words on a page.
However, we might ask: What are the limits of the use of fantasy in the case of a historicalnovel, which is concerned with narrating what happened in the past, particularly in view of thefact that when reading something historical, the majority of readers will attempt to ascertain
fact from fiction? Will the use of fantasy impugn the validity of the historical reports involved?
The reader may wonder about the following: What type of information am I reading now –historical fact, or fiction? In such a situation, the reader is required to double his/her efforts toverify the information from its original sources. This is particularly the case when he/she
encounters notifications to the effect that not all of the events recorded in the novel are real.
In the beginning of Antikhrīstūs, for example, readers are told that “all of the characters
mentioned in this novel are real—humans, jinns and demons alike, and most of the events
related herein are based on established fact” (Mustafa, 2015, p. 7).

67

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Reading straight historical information might be said to be boring, as a result of which theauthor takes special care to word it in an engaging manner, clothing it in literary garb adorned
with imaginary, descriptive, and romantic elements that contribute to creating an enjoyableambience for the reader. Further, the novelist may view the historical material available asincomplete, or introduce fictional elements as means of connecting historical material to his/herown political and economic circumstances.
The author may even decide to make use of material, which is unanimously agreed upon to behistorically unreliable, or to draw on Jewish folklore alongside Islamic materials. In all suchcases, questions and hypotheses may swarm through the reader’s head, opening a gap, which
he/she must work diligently to close.
Punctuation
When the author of a literary work breaks with convention in his/her use of punctuation marks,
this raises questions in the mind of the reader, thus creating a gap. One of many examples thatmight be cited is found in the following quote from Mustafa’s Antikhrīstūs: “You may ask mewhat we can do in the face of all these frightening Masonic and Zionist names … this would
be the most important question you had posed to me since our sessions began …” (2015, p.
271).
“I am informing you about myself, the Christ … and that I am about to be granted permission
to go out to the Earth … whereupon I will go out into it, and there will be no village but that I
remain there for forty nights …” (2015, p. 308). In the first passage quoted here, the author has
posed a question without using a question mark. In addition, he has used ellipses in a place
where there is no need for them, unless we assume that a word or words has/have been omitted
from the text (Hasanayn & Shahatah, 1998, p. 90). In addition, the author quotes statements
without placing them between quotation marks; the second passage, for example, is known to
be a prophetic hadith.
There is a pervasive use of ellipses throughout Antikhrīstūs. Does this mean that the novel isbased upon omission, which would generate a lack of cohesion and, as a consequence, theabsence of a part of the meaning? Is the writer attempting to give the reader the opportunity toguess what has been left out, thereby intensifying the process of communication with the text?
Or is its use arbitrary and pointless? Whichever the case, readers are given room to intervenewith their own tastes, filling in the gaps created by the presence of the ellipses and anythingelse that is not in its place, as it encourages them to visualize, or even add to, the scenes as they
are in the novel (Bubakri, 2015, pp. 141-166).
Another example of questions raised by the use, or omission, of punctuation marks appears in
Gamal al-Ghitani’s short story, “Why Did the Sparrow Fly Away” (1992). Even though thestory’s title is worded as a question, the author has chosen not to end it with a question mark.
Is this mere coincidence? It most certainly is not, since al-Ghitani ends his story with the samequestion, only here he does include the question mark. What we have, then, is a kind of
circularity between the title of the story and its ending. So the question is: Why is a question
mark used following the question when it appears at the end of the story, but not when it appears
in the story’s title? This apparent inconsistency creates a gap for the reader, a gap, which thereader can work to fill. The story consists of seven passages. In the final passage we read: “Thesparrow alit on the floor of the balcony. It hopped to the right. It hopped to the left. Muhammad
gave a shrill cry. ‘Coo-coo, coo-coo!’ He reached out his arms toward the sparrow. ‘I love Coo-68

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

coo!’ Then the sparrow flew away. He was bewildered. He wanted to take the sparrow in his
arms, to kiss it. Why did the sparrow fly away?” (1992, p. 147).
The question as it appears in the title does not require an answer so much as it alludes to asituation. As such, it may be thought of as a rhetorical question and, as such, needs no question
mark. The use or nonuse of punctuation marks is thus not limited to their function of helping areader understand the text better. It reflects a modernist vision that calls for the abolition oflogical and customary restrictions and connections, and for a writing style that is revolutionary
and unconventional (Daghir, 1988, p. 26).
The Order in which a Text is ReadIn his poem, “Footnotes on an Ancient Ode: ‘O Night of Passion’”. Fahd Abu Khudrah places
numbers beside some verses of the poem as though to indicate footnotes. The footnotes
themselves have been written in poetic language, so that the poem becomes two texts that are
separate in appearance: the main body and annotations, both of which are poetry.
The important question for the reader is the following: How is he/she to read the poem? There
are three possible orders that might be adhered to. In the first, one reads the body of the text all
the way through, ignoring all marginal comments, and then goes back and reads the footnotes.
In the second, one reads the title, then goes down from Note 1 to the corresponding footnote
and reads the lower text continuously to the end, after which one goes back up and reads themain text to the end, beginning from the title. In the third, one goes back and forth from the
beginning to the end between the main text and the footnotes such that whenever one gets to afootnote number in the main text, one reads the associated footnote, and then continues withthe main text, and so on and so forth.
The poem reads, as follows:“Footnotes on an Ancient Ode:
‘O Night of Passion’” (1)If a vein pulsed with fire,If you touched the wings of the bat,
The glimmer of foundering light (2),I would carry the sun on my shoulder
And plant warmth with my sinews (3)On the day when
The sands began
To drink up bodies and water
And dissolve into moans and tears (Abū Khadrah, 1994, pp. 27–28).
It may be assumed that each order of reading the poem will yield a different understanding,which is, a different construal of its meaning, however slight. After all, the order in which theverses have been placed serves a purpose and performs a function in the formation of the words’
significance. This being the case, three ways of ordering a poem’s contents will yield threedifferent poems. The relocation of any element in the text serves not only a rhetorical purpose,but a semantic one as well.

69

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Typographical Appearance and Format
Typographical appearance plays a role in creating gaps for the reader, for example a sentence,
which appears in boldface type or capital letters will have a special purpose. Similarly, writing
the text in a particular form or shape will give the reader a variety of suggestions and areas forposing inquiries about the use of these forms in the text. In the poem titled “On the Trunk ofan Olive Tree” by Tawfiq Zayyad, the verb “dig” is repeated nine times, in three of which it isfollowed by text in boldface type:
And I dig: Kafr Qasem I will never forget
And I dig: Deir Yassin takes root in her memory
And I dig: We’ve reached the peak of the tragedy
It’s chewed us up, and we’ve chewed it up
Nevertheless … have reached it! (Zayyad, 1994 [B], pp. 50-51).
The reader will wonder what special meaning is being conveyed by the phrases in boldface
type, and will soon discover that the poet is highlighting massacres committed against thePalestinian people.
They say this is our father’s wing which has returned after the struggle
With a flower,
With a rain drop,
Until morning appears (1997, p. 645).
All the lines in the poem have a horizontal orientation with the exception of the one quoted
above. As for the questions, this may raise in the mind of the reader that the most satisfying
answer to them may be that the typographical appearance produced by the text’s verticalorientation best conveys the image of a drop of water as it falls. In such a case, the typographicalappearance of the text is inseparable from its content.
Writers are thus well aware of the tremendous possibilities made available to them by modern
techniques, which make it possible for them to intensify the texts they write and, as aconsequence, to make readers work harder in the process of searching, interpreting andobserving.
Linkage
When a set of words is grouped in a particular context, the reader may wonder whether they
have been placed together out of sheer coincidence, or whether they have been linked
deliberately in order to give them a significance, which they would not convey if they had
appeared separately. In the following passage, taken from a poem by Jamal Qaᶜwār, it will beseen that the placement of four colors together in the text has occurred by design:
Because the longing in the eyes is green
Because the roses in the cheeks are red
Because the face is a lamp illumined
By a cascade of intense pitch black,I loved with a passion, and for that passion I have made no apology,
But I apologize for four colors (1994, p. 112).

70

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Green, red (referred to in the poem with the word azhar), white (to which an allusion is madeby likening a face to a bright lamp), and pitch-black are the colors of the Palestinian flag. By
placing them in succession here, the poet encourages the reader to form a mental image of theflag. In this case, then, the colors have been grouped together for a purpose, while the reader,given his/her awareness and vigilance or lack thereof, may either succeed or fail in the task of
uncovering the secret underlying this subtle string of hues. In a poem titled “Our palm grows
again” by the late Tawfiq Zayyad, we can read:On a morrow when ice catches fire
On a morrow when black smokestacks set out
With factories
And red hammers and sickles advance (1994 [A], p. 69).
The reader will have no difficulty discerning the logic underlying the pairing of red hammers
and sickles in distinction from other work tools given the fact that the poet, who was known
for his Communist leanings, is attempting to elicit a mental image of the Soviet flag,
represented here by the red hammer and sickle.
Echoing
The mechanisms of literary modernism are many and varied. Hence, readers are required inevery encounter with a text to be familiar with many of the secrets of creative writing. If, forexample, someone were to read the following line of poetry, what would the numbers next toit mean to him/her?
Were they burned … No ... /4, the last four letters repeat themselves,and seem dead … dead …” (1978, p. 5).
What is to be done by a reader, who is unfamiliar with the meaning of these numbers, having
never heard of this modernist literary technique? Will his/her understanding of the texts
comprising this phenomenon be lacking or incomplete? Does the echo (in the repetition of“dead … dead”) contribute semantic additions to the poem? Is it a part of it to begin with?
What Ayman Abu al-Sha`r has done in his poem is to reveal this technique to readers, and in
so doing, he has helped guide them to a visually-oriented reading, which will bring them closer
to what the poet is saying. The following are examples of this phenomenon, which point to a
specific semantic field:“When he took off over the largest pyramid… those who are above rose
still higher, like smoke (kal-dukhān) … 3.”“But we … wouldn’t have imagined or expected (awnatawaqqaᶜ) …/3”
“She was betrayed by the mistress of the river and the husband of treachery,so my crown has been disgraced (fa tājī hāna) …/5”
“Who makes us forget the soil (fa man lil-turbati yunsīnā) …/4”
(1978, pp. 45–48).

71

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

The echo words in the four examples cited above are: khāna (betrayed), which appears twice,waqqaᶜa (signed), which is echoed (alluded to) in the phrase aw natawaqqaᶜ, Jihan (suggestedby the phrase fa tājī hāna), and sīnā (Sinai), which appears within the phrase, “makes us forget”– yunsīnā).
It will be clear to the reader that the semantic field is political in nature, that the reference is to
the 1979 peace treaty signed by Israel and Egypt, and that the author is accusing President
Sadat and his wife Jihan of treason.
Conclusions
Relying on passages excerpted from contemporary Arabic novels, stories and poetry, this study
examines the impact of textual gaps on the reader’s formation of a productive understandingof a text. The author has suggested a number of new types of gaps with applied examples,
which show that a reader can look at the literary text with a vision of his/her own and from an
influential space, which he/she stakes out for him/herself, as it were.
The types of gaps discussed here are related to the titles, the polyphony, the circularity, theendings, the merging of fantasy with fact, the punctuation marks, the typographical appearance,
the order in which a piece is read, the linkage, and the echoing. The conclusion drawn is thatthe gaps created in association with the aforementioned elements grant readers the opportunity
to activate mental pathways to achieve what Iser terms the aesthetic pole, or the realization of
the meaning of the text (i.e., the artistic pole).
The best texts are productive ones, namely, those that have the capacity to activate the reader.
Therefore, authors should make a point of writing their texts in keeping with systems of whatmight be termed “gap-creation”, thereby ensuring the dialogical nature of reading and literarycommunication in both directions: from the text to the reader, and from the reader to the text.

72

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

References
Abū Khadrah, F. (1994). Kitābātun ᶜalā Ṭarīq al-Wuṣūl (Writings on the Way to Arrival).
Nazareth: Department of Arabic Culture and the People’s Council on Culture and theArts.
Abu al-Shi`r, A. (1978). al-Ṣadā (The Echo). (n.p): The Arab Writers’ Union.
Adunis. (1988). This is my Name. Beirut: al-Ādāb Press.
Ahmad, Y. (1995). Fatimah. Kafr Manda: The Local Council.
al-Barbaki, F. (2006). Madkhal ilā al-Adab al-Tafāᶜulī (Introduction to Interactive
Literature). Morocco: The Arab Cultural Center.
Allen, R. (1994). (ed). Critical Perspectives on Yusuf Idris. Washington D.C.: Three
Continents Press.
Baba, Ali. (2015). Aesthetic of reception of the Algerian novel. The case of Izz al-Din Jalaji's
novel “Marquee of Dream and Breavement”. Master Thesis. Ahmad Ibn Bella
University, Oran.
Bakhtin, M. (1984). Problems of Dostoevsky's Poetics. Ed. & trans. Carly Emerson.
Minneapolis, London: University of Minnesota Press.
Barakat, W., L. Barham, & N. al-Qusayri. (2011). Wolfgang Iser wa Āliyat Intāj al-Maᶜnā(Wolfgang Iser and the Mechanism of Meaning Production). Tishrin University for
Research and Scientific Studies, 33(1), pp. 135-150.
Barthes, R. (1977). “The Death of the Author,” in Image, Music, Text. Trans. S. Heath.
London: Fontana.
Bubakri, A. (2015). ᶜAlāmāt al-Tarqīm fī Binā’ al-Mashhad al-Sardī: ‘Dhākirat al-Jasad’ liAḥlām Mustaghānimī, Makhbar al-Mumārasāt al-Lughawiyah (Punctuation Marks inConstructing the Narrative Scene) Dhākirat al-Jasad by Ahlem Mostaghanemi.
Laboratory of Linguistic Practices, 33, Ahmed Draia University, pp. 141–166.
Daghir, S. (1988). al-Shiᶜriyah al-ᶜArabiyah al-Ḥadīthah: Taḥlīl Naṣṣī (Moder Arabic
Poeticism: A Textual Analysis). Casablanca: Dār Tūqbāl lil-Nashr.
Darwish, M. (1992). Aḥad ᶜAshara Kawkab (Eleven Stars). Morocco: Dar Tūqbāl lilNashr.
Das, K. (2014). Phenomenology and Reader ‘Redefined’. International Journal of
Humanities & Social Science, 2(4), pp. 113–120.
Ghitani, G. (1992). Nafthah Maṣdūr (Sigh of the Distressed: Short Stories). Kuwait: Dār
Suᶜād al-Ṣabāḥ.
Hasan, H. (2015). The Role of the Reader in T.S. Eliot and Wolfgang Iser. Fikr wa Ibda’,97, pp. 1–6.
Hasanayn, A., & H. Shahatah. (1998). Qawāᶜid al-Imlā’ al-ᶜArabī Bayn al-Naẓariyah walTaṭbīq (Arabic Spelling Rules: Theory and Application). Cairo: Maktabat al-Dār alᶜArabiyah lil-Kitāb.
Idris, Y. (n.d). Bayt min Laḥm (House of Flesh). (n.p): Maktabat Miṣr.
Iser, W. (1978). The Act of Reading: A Theory of Aesthetic Response. Baltimore, MD: Johns
Hopkins University Press.

73

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Ingarden, R. (1979). The Literary Work of Art. An Investigation of the Borderlines ofOntology, Logic, and Theory of Language. Evanston: Northwestern University Press.
Iser, W. (1987). The Act of Reading. Translated into Arabic by Hamid Lahamdani and alJalali al-Kaddiyah as Fiᶜl al-Qirā’ah. Fes: Maktabat al-Manāhil.
Iser, W. (2000). Do I write for an Audience?. PMLA, 115(3), pp. 310–314.
Iser, W. (2010). “Interaction between Text and Reader,” in The Norton Anthology of Theory
and Criticism, edited by Peter Simon. New York City: Norton and Company, Inc.
Janabi, A. (1995). Ḥayātu mā baᶜd al-yā’ (Life After Y). Paris: Manshūrāt Farādīs.
Jauss, H. R. (1982). “Literary History as a Challenge to Literary Theory,” in Towardan
Aesthetic of Reception, trans. Timothy Bahti. Minneapolis: University of Minnesota
Press.
Khrais, S. (2017). Rereading ‘A Rose for Emily’ from the Perspective of Wolfgang Iser’s
Reader Response Theory. International Journal of Comparative Literature &Translation Studies (IJCLTS), 5(3), pp. 28–31.
Levinson, J. (1985). Titles. The Journal of Aesthetics and Art Criticism, 44(1), pp. 29–39.
Muhammad, B. (2015). Jamāliyat Talaqqī al-Riwāyah al-Jazā’iriyah: Riwāyat ‘Surādiq alḤulm wal-Fajīᶜah’ li ᶜIzz al-Dīn Jalāwijī Unmūdhajan (The Aesthetics of the
Reception of the Algerian Novel: The Novel Surādiq al-Ḥulm wal-Fajīᶜah by Izz alDin Jalawiji as a Model. Master Thesis. Ahmed Ben Bella University of Oran.
Mustafa, A. (2015). Antikhrīstūs. (n.p): ᶜAṣr al-Kutub.
Preis, E. (1990). Not such a happy ending: The ideology of the open ending. Journal of Filmand Video, 42(3), pp. 18–23.
Qaᶜwār, J. (1994). Grieve Not. Nazareth: al-Mawaqib Association.
Nolte, P. (2012). One text, many stories: The (ir)relevance of reader response criticism for
apocryphal literature in the Septuagint. HTS /Theological Studies, 68(1), pp. 1-10.
Rimmon-Kenan, Sh. (1984). Narrative Fiction: Contemporary Poetics. Translated into
Hebrew by Hana Herzig. TelAviv: Sifriyat Poalim.
Said, M. (1997). Ahmad and Mordechai. (n.p): Mu’assasat al-Mawākib.
Sharafi, A. (2007.) Min Falsafāt al-Ta’wīl ilā Naẓariyāt al-Qirā’ah: Dirāsah Taḥlīliyah
Naqdiyah fī al-Naẓariyāt al-Gharbiyah al-Ḥadīthah (From Philosophies ofInterpretation to Theories of Reading: A Critical Analytical Study of Modern Western
Theories). Algiers: Dār al-ᶜArabiyah lil-ᶜUlūm.
Sayyāb, B. (1997). The Dīwān of Badr Shakir As-Sayyāb. Beirut: al-ᶜAwda press.
Suruji, C. (2011). Naẓariyat al-Istiqbāl fī al-Riwāyah al-ᶜArabiyah al-Ḥadīthah: DirāsahTaṭbīqiyah fī Thulāthiyatayn li Naguib Maḥfūẓ wa Aḥlām Mustaghānimī (Reception
Theory in the Modern Arabic Novel: An Applied Study of Trilogies by Naguib
Mahfouz and Ahlem Mostaghanemi). Baqa al-Gharbiyye: al-Qasemi Academy ofLanguage and Literature.
Taha, I. (1996). Niẓām al-Tafjiyah wa Ḥiwāriyat al-Qirā’ah (The System of Gap-Creationand the Dialectic of Reading). al-Karmal, 14, pp. 95–129.
Taha, I. (1999). Openness and Closeness. Four Categories of Closurization in Modern Arabic
Fiction. Journal of Arabic and Islamic Studies, 2, pp. 1–23.

74

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Taha. I. (2002). Semiotics of ending and closure: Post-ending activity of the reader.
Semiotica, 138, pp. 259–277.
Taha, A. (2010). The Polemics of Text and Readers in Hans Robert Jauss’ and Wolfgang
Iser’s Reader-Oriented Critical Theories. The Society of Arab Universities Faculties ofArt, 7(2), pp. 223–242.
Zayyad, T. (1994 [A]). Sujanā’ al-Ḥurriyah wa Qaṣā’id Munawwaᶜah Ukhrā (Prisoners ofFreedom, and Various Other Poems). Acre: Maṭbaᶜat Abū Raḥmān.
Zayyad, T. (1994 [B]). Kalimātun Muqātilah (Fighting Words). Acre: Maṭbaᶜat Abū Raḥmān.
Corresponding author: Mohammad Hamad
Contact email: hamadm33@gmail.com

75

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

76

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

77

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Investigation into the Challenges Associated with the Delivery of LibraryServices on Mobile Technology Platform

Ebenezer Acheampong, University of Cape Coast, Ghana
De-Graft Johnson Dei, University of Ghana, Legon78

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Abstract
Challenges in implementing technology-based services in academic libraries have witnessed
quite a lot of work in this area. This study assesses some of the challenges associated with thedelivery of library services on mobile technology (m-tech) platforms. A survey research design
and the mixed method approach were used in conducting this research. The topmost m-techbased library services identified in the study include mobile digital repository; mobile online
public access catalogues; referencing services; SMS alerts; selective dissemination of
information as well as mobile instructional guides and tours. The study established that
insufficient ICT infrastructure; bureaucratic processes; poor internet bandwidth; lack of IT
experts and staff; lack of a policy framework; erratic or unstable power supply; lack of support
from the university management; in addition to financial constraints prohibited the fullprovision of library services through m-tech across the libraries studies. Based on thesefindings, this research offers some recommendations that would serve to overcome, in part thechallenges associated with the implementation of m-tech based library services in academic
libraries.
Keywords: Mobile technology, academic libraries, library services, mobile technology based
library services, mobile technology challenges; Ghana

79

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Introduction
The information needs of many patrons of academic libraries are drifting towards a preference
for online information (Okello-Obura, 2010). The advancement in ICT devices especially inthe area of mobile technologies (m-techs), alongside a sharp increase in accessing electronic
resources by library users have altered the face of informatics and how people communicate,interact and access information (Swain & Panda, 2009; Singh, 2009). Academic libraries
around the globe are shifting from the conventional delivery of printed information toelectronic information to effectively serve the needs of their users who are now often, adept tousing emerging technologies to access information.
M-tech-based library services involve the delivery of library services through mobile devices.
They include tailor-made m-tech services such as mobile instant messaging for reference
services, SMS alerts services, mobile databases and e-journal finder, mobile online publicaccess catalogue (MOPAC), mobile library instructions and virtual tours, mobile research
consultations, library user education through mobile devices platforms (Hung & Chanlin, 2015;
Ghosh, 2016). M-tech-based library services can also be developed to capitalize on social
media services such as Twitter feeds, Facebook feeds, blogs and podcasts.
Liu and Briggs (2015) postulated that m-techs assist and provide the medium for dissemination
and retrieval of information with the use of handheld mobile devices such as tablets,
smartphones, e-book readers, iPod, PDAs’ among others. Currently, a lot of mobile devices areembedded with several applications, functionalities and unique attributes that can be used toaccess a wide variety of digital content. It has, for example, been asserted that “most mobile
devices are now built with features that are capable of accessing and processing information
just like desktop computers” (Khaddage & Latteman, 2013, p. 7).
Saravani and Haddow (2017) also indicated that as the demand for online access to information
increases regardless of the location of the clientele, academic libraries have been actively
accepting initiatives to digitise and preserve physical materials, to store them in online
repository systems and to encourage their free access via mobile platforms with the aid of mtech. A body of literature such as Canuel and Crichton (2011); Hallam (2009) and Latham andPoe (2012) on m-tech based library services demonstrates that the academic library settings
globally are shifting from the routine traditional environment to the mobile environment. Most
academic libraries have been involved in early and continual endeavours by assessing thechanging nature of the libraries, both in its current state and in the future and critically aligning
their technological strategies to reflect on these innovative changes especially in the area ofmobile-based library services which are m-tech driven.
Despite the growing usage of mobile devices among students and the availability of mobile
broadband and WIFI internet almost everywhere in the developing countries (Rogers, 2012),
academic libraries in Ghana are yet to fully exploit this opportunity and provide m-tech based
library services. A Jumia Annual Mobile Report (2018) indicated that mobile devices
subscriptions in Ghana are anticipated to reach about 40 million in the next two years. The
report further stated that by 2021 Ghana’s mobile device usage will witness over 130% growth
and that, currently, Ghanaians are among the top mobile device users in Africa.
There is, however, a lack of rigorous research that have ascertained the challenges associatedwith the adoption and implementation of m-tech based library services in academic libraries,
specifically, Ghana. For instance, in a study to ascertain the usage of m-techs for social media-

80

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

based library services in a Ghanaian university, Akeriwa, Penzhorn and Holmner (2014)
discovered that not only do respondents have a favorable attitude towards mobile phone-based
library services, but also, with the right infrastructure and technical know-how of personnel,
this service can be offered unhindered. This study, therefore, assesses the challenges associatedwith the delivery of library services on m-tech platform.
Mobile Technology-Based Library Services
According to Toner (2008), developments in technologies have created virtual lecture rooms
and mobile learning. In their drive to continue to meet the needs of their users’ and remain vitalto support teaching, learning and research, academic libraries have to integrate newtechnologies in their operations (Toner, 2008). Modern trends in academic libraries indicate aparadigm shift towards a web environment where innovative technologies are being utilized tooffer contemporary services (Moyo, 2004). Choi (2009) affirmed that the availability ofaffordable mobile broadband internet and the growing in usage of mobile devices andtechnologies among academic library users have afforded them the convenience to remotely
access library resources anytime, anywhere and seek online assistant from librarians.
Griffey (2010) postulated that as more students make use of the internet on their mobile devices
most often using their smartphones as compared to conventional PC, academic libraries should
acknowledge the benefits of m-tech and provide services through such medium to meet users’
needs. In 2009, the Association of Colleges and Research Libraries anticipated that “ubiquitouspresence of WiFi, handheld communication devices, smartphones, among others will spur
libraries to re-tool content for mobile users and mobile devices” (Lowry, 2010, p. 4). Murphy(2011) also mentioned that academic libraries are creating mobile content and solutions in thisera of information age to meet the needs of students and researchers whom now prefer the useof m-tech for rigorous research. M-tech applications help libraries to design modern andstimulating services to patrons. They provide the prospect for academic libraries to improvetheir traditional library services through mobile collections and databases, mobile catalogues,
mobile SMS services, mobile library instructions and virtual tours (Hahn, 2008).
In the Ghanaian context, m-tech based library services are yet to receive recognition. This islargely due to the fact that development in terms of new technologies has always been aproblem in developing countries. Kamba (2011) in his studies in Africa revealed that 85% of
the libraries offer less than one PC for every hundred (100) library users. About 15% of them
do not work with computers and are not connected to the internet at all. Technologies are notfully exploited to realize the maximum benefits in university campuses in Ghana (Armah,2009).
Kurkovsky and Meesangnil (2012) also argued that the adoption and applications of m-tech toprioritize delivery of mobile content services is the new dimension in most information centers
globally. M-tech based library services create the medium for librarians to develop digitalcontent for library users through the use of mobile technologies. Now, with mobile
technologies, patrons can search a library’s catalogue, view upcoming events, make areservation for library facilities, text for reference enquiries, and renewed borrowed materials
on their mobile devices. The m-tech based library services make use of smartphones, tablets
computers, as well as PDAs’ among other mobile devices to present a novelty and opportunities
for information centers to provide services for their remote users (McKiernan, 2010; Paterson& Low, 2011).

81

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Mansouri and Soleymani (2019) revealed that the most contemporary services that users wantto have on their mobile devices are mobile collections and databases, circulation and renewal
services, mobile reference services (Ask a librarian) and mobile library tour or instructions. In
the global scene, different strategies are adopted by top universities libraries to offer m-techbased library services (Pakdaman, Sharif, Ziaei & Ghaebi, 2018). Choy and Goh (2016) and
Hung and Chanlin (2015) also identified mobile online public access catalogue (MOPAC),
mobile e-journal, mobile databases, short messaging services (SMS) for reference services,mobile collections (e-books, audio materials), mobile digitized thesis, mobile library
tour/instruction as some of the trending m-tech based library services around the world.
However, Dukic, Chiu and Lo (2015) recommended that for libraries to offer services on mtech platforms, they need to critically explore the exact information needs of their patrons.
Challenges Associated with the Implementation of Mobile Technology-Based Services
in Academic Libraries
The novelty of m-tech in academic libraries has its benefits but nevertheless, it has its own
implementation challenges. The challenges in technology implementation in academic libraries
have witnessed quite a lot of work in this area. The most ubiquitous factor which is lack ofsupport from university management and stakeholders has been identified as one of the major
hurdles facing the integration of new technology in academic libraries (Amekuedee, 2005;
Saxena & Dubey, 2014). Another barrier facing m-tech adoption in libraries is inadequate funds
to support such a project (Aina, Okunnu, & Dapo-Asaju, 2018).
Furthermore, Iwhiwhu, Ruteyan and Eghwubare (2010) reported in their study that libraries in
Nigeria could not provide services through mobile devices because of insufficient funds topurchase the needed mobile infrastructures and telecommunication equipment. Similarly, aninvestigation by Chisenga (2015) discovered that quite a number of libraries in Sub-SaharanAfrica lack funds to acquire library systems and maintain it. The findings further revealed that,most libraries surveyed lack funds to purchase library systems and those who have succeededin acquiring commercial library systems or managed to automate some or all their operations
lack the required funds needed for upgrade and maintenance their library systems (Chisenga,2015). Anytime libraries fail or are unable to pay for either maintenance or license fees
regarding software systems, they forfeit the opportunity to access technical support and thenecessary updates from their vendors. This difficulty leads most libraries to stop subscribing
or abandon the software system completely and shop for a less expensive software system
instead which at the end might affect the overall systems efficiency in the libraries. M-tech
integration in academic libraries also requires a lot of ICT facilities to support the integrationand several studies have identified that, most often, these ICT facilities are inadequate(Rosengberg, 2005; Saxena & Dubey, 2014). In support of this, Chaputula and Mutula (2018)
in their study in Malawi revealed that although most of the libraries studied were willing tooffer m-tech based services; they still needed more desktop computers, tablets computers andservers with bigger capacity. Some of the libraries indicated resorting to the use of less costly
and insufficient ICT infrastructure because of funding constraints. Again, many of themmentioned that they were using outdated servers that needed to be replaced with modern ones.
Another barrier that has been identified with the inception of m-tech based library services inacademic libraries is the lack of skilled or trained IT experts (Ahmed, 2011). Successful
implementation of m-tech services in libraries depends on IT experts that can develop thetechnology and the system framework that drives such innovation. The human resource
requirement in system design and implementation is key. However, library staff, quite often,
do not possess the right kind of technological skills required for the smooth integration of82

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

emerging technologies including m-tech based services (Haneefa, 2007; Ghuloum & Ahmed,2011).
Also, difficulties arise in the bid to separate the content of the library service from the formatof the mobile device. Ideally, a mobile library service should be device-independent and should
work on diverse mobile devices. It has however been established that in the mobile
environment, what may be compatible or convenient in one library might not necessarily be
the case in another library since information needs of users differ (Pakdaman, Sharif, Ziaei &Ghaebi, 2018). The creation of content of library services in a format that can be accessed on
mobile devices sometimes becomes a challenge and this affects the integration of m-tech inacademic libraries. M-tech library services should have characteristics that make themaccessible on different mobile devices. Notwithstanding this, Travis and Tay (2011) observedthat libraries in the quest to offer services on mobile platforms faces challenges in developing
to host services on a regular web page and that of mobile device interface leading to failure toachieve the expected outcome.
Unreliable power supply and Poor Internet connectivity have also been stated by many scholars
as a hindrance to m-tech and ICT applications in academic libraries (Aina, Okunnu, & DapoAsaju, 2014; Chaputula & Mutula, 2018). A study by Maranto, Phang and Hartman (2010)
revealed that the provision of m-tech services in academic libraries has not been effective
owing to restricted and poor internet access services. In the same vein, Nicholsan (2011)
research on m-techs in South Africa affirmed that most libraries in Africa are not able toprovide services and information via m-tech platforms because of low internet speed andunreliable power supply.
Privacy is also another challenge affecting mobile technology application in the academic
libraries. This arises because client personal information could be exploited by third parties
such as law enforcement agencies and those who commit identity theft. Mobile technology increating more services, tend to expose the user to potential invasion of the users’ privacy.
Methodology
The survey research design was used in conducting the study. The choice for the survey was
influenced by the fact that the study was carried out with large population who were remotely
dispersed across the campuses of the selected public universities. Thus, using the descriptive
survey enabled data for the study to be collected from the large population at a relatively
cheaper cost.
The approach for this study was the mixed method in collecting quantitative data (using
questionnaires) and qualitative data (using interviews) from the respondents. The use of themixed method approach helped in building the strengths of using both quantitative andqualitative data for the study (Cresswell, 2015).
The general population for this study comprised all the categories (public universities, private
universities, technical universities) in Ghana. Out of these, the researchers purposively selected
356 respondents comprising students and library staff across the universities and academic
libraries in Ghana. The choice of the students is due to the fact that they are the beneficiaries
and patrons of the libraries and the services rendered by the libraries. Since the library staff are
the service renders and providers, it was prudent to select them to serve as respondents for the
study. The purposive sampling technique was adopted due to the unique characteristic of the83

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

respondents and enabled the respondents to answer the questions. It enabled the targeted
sample to be reached quickly and since proportionality was not the main concern.
The questionnaire and structured interview were used to collect data for this study. The study
employed both quantitative and qualitative data collection instruments in the data collection
because of the kind of information the researchers wanted to gather for the study.
The data that was collected was first edited to correct errors. It was then collated, coded andanalyzed descriptively using the Statistical Package for the Social Sciences (SPSS) version
22.0 into frequencies and percentages. The data that were generated through the questionnaire
were assigned with appropriate codes and analyzed. The results were presented in the form oftables, pie charts and bar charts showing frequencies and percentages of responses given by
the respondents.
Presentation and Discussion of Findings
This section presents the analysis of data from the field. It begins with services that can bedelivered through m-tech platform, followed by the challenges associated with implementationof m-tech based library services, and concludes with recommendations towards the successful
implementation and use of m-tech based library services in university libraries.
Library services That Can Be Delivered via Mobile Technology Platforms
Sharma and Sahoo (2014) opined that it is necessary to carefully plan to know the kind ofservices to be provided on mobile devices as a prerequisite for implementing m-tech based
library services. The study shows that the topmost library services to be on m-tech platforms
that were of interest to the respondents include Mobile Digital repository (e-books, journals,
reports, thesis, etc.); Mobile Online Public Access Catalogue; Ask a Librarian (Referencing
Services); SMS alert services for new arrivals; Mobile databases and e-journal collections;
Selective dissemination of information; Audiovisual services; Mobile instructional guides andtours; Social Media Services; and Mobile E-resources
The respondents were also given the opportunity to provide comments on library services thatcan be delivered on m-tech platforms and these are enumerated below.
•
•
•
•
•
•
•

It will be good if the services are developed into mobile apps
The use of m-tech based library service would be more convenient for users
The usage of m-tech based website is friendlier than normal regular website.
Library services made available on m-tech can be downloaded by any student easily.
M-tech library services can be easily accessible by users anytime and anywhere.
Mobile accessible websites would make it possible for work pages that are very
difficult to access on a mobile device accessible.
Library services should be on both mobile app and mobile-accessible website.

The above findings corroborate the assertion by Paterson and Low (2011) that library services
that can be delivered on m-tech platforms are library services that can make use of smartphones
and other mobile devices such as computer tablets, cell phones, e-book readers and PDAs’.
They include mobile online public access catalogues (MOPAC’s), mobile e-journal, mobile
databases, short messaging services (SMS) for reference services, mobile collections (e-books,
audio materials), social media services, mobile digitized thesis and mobile library
tour/instructions (Hung & Chanlin, 2015; Ghosh, 2016). Is also resonate with literature which
noted that major academic libraries in China had designed mobile interface that allows library84

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

users to use mobile devices to access their digitized institutional repository and browse throughthe library’s academic databases and e-journals (Li, 2013). Furthermore, Lippincott (2009) alsoaffirmed that mobile reference enquiry services were extensively in the known to most of thestudents surveyed and that they preferred to use the services to get reference assistance fromthe librarians.
Challenges Associated with the Provision of Library Services Through Mobile Technology
The novelty of m-tech in academic libraries has its benefits but nevertheless, it has its own
implementation challenges. The challenges in technology implementation in academic libraries
have witnessed quite a lot of work in this area.
Table 1: Challenges with the implementation of m-tech for the provision of library services
S/N Challenges

Yes

No

1

Insufficient ICT infrastructure at the libraries

272 (76.4%)

84 (23.6%)

2

Bureaucratic process dragging the implementation after 274 (77.9%)
a decision to adopt

82 (23.1%)

3Lack of support from the university management

295 (82.9%)

61 (17.1%)

4

Lack of appreciation for the technology among librarystaff
272 (76.4%)

84 (23.6%)

5

Poor internet bandwidth to drive the implementation of 308 (86.5%)
m-techs in libraries

48 (13.5%)

6Lack of IT experts to implement m-techs in libraries

283 (79.5%)

73 (20.5%)

7Lack of a policy framework for the adoption of m-tech

293 (82.3%)

63 (17.7%)

8Erratic/unstable power supply

283 (79.5%)

73 (20.5%)

9Lack of requisite skills on the part of library staff

256 (71.9%)

100 28.1%)

10

Financial constraints

272 (76.4%)

84 (23.6%)

On the whole, the findings in Table 1 revealed that the majority of the respondents agreed that
insufficient ICT infrastructure at the libraries; bureaucratic process dragging theimplementation after a decision to adopt; poor internet bandwidth to drive the implementationof m-techs in libraries; lack of IT experts to implement m-techs in libraries; lack of a policy
framework for the adoption of m-tech; erratic or unstable power supply; lack of support fromthe university management; lack of requisite skills on the part of library staff; financial
constraints; issue of sustainability; and lack of appreciation for the technology among librarystaff prohibited the provision of library services through m-tech in the libraries.
M-tech integration in academic libraries also requires deployment of a lots of ICT infrastructure.
The respondents were asked to indicate whether they agree or disagree that lack of ICT
infrastructure at their respective libraries will affect the implementation of m-tech based libraryservices. The results indicated that a high percentage of the respondents (76.4%) agreed that
insufficient and unsuitable ICT infrastructure at the libraries can affect the implementation of
m-tech based library services. Several other studies have also identified that in most situations
ICT infrastructure in libraries are inadequate (Rosengberg, 2005; Saxena & Dubey, 2014). In
support of this, Chaputula and Mutula (2018) in their study in Malawi revealed that although

85

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

most of the libraries were willing to offer m-tech based services, they still needed more desktop
and tablet computers and servers with bigger capacity. Some of the libraries selected for the
study accepted resorting to the use of less costly and unsuitable ICT infrastructure because offunding constraints. Again, many of them indicated that they were using outdated servers that
required to be replaced with modern ones.
On the issue of bureaucratic processes dragging the implementation after a decision to adopt
and the lack of support from the university management, while 77.9% of the respondents
agreed that bureaucracy could serve as challenges to the provision of library services throughm-tech, 82.9% said “Yes” to the fact that lack of support from the university management could
prohibit the successful deployment of m-tech to provide library services. Furthermore, thestudy established that large portion of the library staff (76.4%) think that the lack ofappreciation for the technology among library staff could inhibit the deployment of m-tech forthe delivery of library services. These challenges corroborate the findings identified by studies
in other academic libraries. For example, Amekuedee (2005); Saxena and Dubey (2014)
identified the lack of support from University management and stakeholders as a major
constraint for the integration of ICT and m-techs in academic libraries. Akusah (2018) also
posit that technology adoption in libraries should be appreciated by the staff to facilitate its use.
He additionally indicated that lack of appreciation for technology adoption in libraries might
affect any future plans to adopt emerging technologies.
The findings on respondents’ views as to whether they agree or disagree that poor or inadequate
bandwidth will affect the implementation of m-tech based library services shows that 86.5% of
the respondent agreed. This means that majority of the respondent agreed that poor orinadequate bandwidth will affect the implementation of m-tech based library services in theirrespective libraries. The results agree with earlier findings of Maranto, Phang and Hartman(2010) who indicated that the provision of m-tech services in academic libraries has not beeneffective owing to restricted and poor internet access services. In the same vein, Nicholsan(2011) research on m-techs in South Africa affirmed that most libraries in Africa are not able
to provide services and information via m-tech platforms because of low internet speed andunreliable power supply.
Another barrier that can be identified with the inception of m-tech based library services inacademic libraries is the lack of skilled or trained IT experts. Successful implementation of mtech services in academic libraries depends on staff with the technical expertise that candevelop the technology and the system framework that drives such innovation. The humanresource requirements in system design and its implementation is key. The results of the study
revealed that 79.5% of the respondents agreed that the lack of IT professionals or expert intheir university library is a potential challenge to obstruct the implementation of m-tech based
library services. Again, 71.9% of the respondents said “Yes” to the assertion that lack ofrequisite skills on the part of library staff might obstruct the successful deployment of m-techs
for the delivery of library service. These results resonate with the findings of Ghuloum and
Ahmed (2011) and Hamad et al (2018) that library staff of academic libraries quite often do
not possess the right kind of ICT skills needed for the smooth deployment of emerging
technologies.
The formulation and implementation of ICT policies provides a good background for theprovision of library services via m-tech. This study established a contrary response as 82.3%
of the respondents responded “Yes” to the fact that the lack of a policy framework for the
adoption of m-tech can obstruct the successful implementation of m-tech based library services

86

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020in libraries. Amekuede (2005) found that there is lack of a systematic ICT policy in libraries
and it impedes the deployment of and use of ICTs in libraries.
Technological systems feed on reliable power supply to be functional and continue to provide
uninterrupted services for its users. In view of this, the successful implementation of m-techbased library services depends greatly on a reliable flow of power. Consequently, respondents
were asked to indicate the extent to which they agree or disagree that erratic or unstable power
can impede the implementation of m-tech based library services in their libraries. A large
number of the respondents (79.5%) agreed that unstable or erratic power supply might affectthe successful provision of library services through m-tech platforms. The findings confirmed
what Okiy (2010) and Chaputula & Mutula (2018) established about unreliable power acting
as a hindrance to ICT and m-tech applications in academic libraries in Africa.
Another barrier facing m-tech adoption in libraries is financial constraints to support suchproject (Aina, Okunnu, & Dapo-Asaju, 2018). This study corroborates the findings of Aina etal. (2018) by establishing that 76.4% of the respondents confirm that financial constraints could
negatively affect the implementation of m-tech for library service provision. Similarly,
Iwhiwhu, Ruteyan and Eghwubare (2010) reported in their study that libraries in Nigeria could
not provide services through mobile devices because of insufficient funds to purchase theneeded mobile infrastructures and telecommunication equipment. Furthermore, a study by
Chisenga (2015) discovered that quite a number of libraries in Sub-Saharan Africa lack funds
to acquire library systems and maintain it.
Subsequently, the researchers requested the respondents to indicate the most or critical inhibitor
to the successful deployment of m-tech for the provision of library services. Figure 1 gives abreakdown of the responses.
Financial constraints - 9%
Bureaucracy - 7%

Inappropriate ICT - 14%
Lack ofmanagement…

Lack ofappreciation -…

Poor internet
bandwidth 13%

Unstable Power
Supply - 11%
Lack of policy
framework - 15%

Lack of IT experts
8%

Figure 1: Inhibitors to the successful deployment of m-tech for library service delivery
The figure above clearly shows that the lack of a policy framework (15%) serves as theforemost obstruction to the provision of library services through m-tech. This was followed byinappropriate ICT infrastructure (14%); poor internet provision and bandwidth (13%); lack ofmanagement support (13%); unstable power supply (11%); lack of appreciation for m-tech
adoption (10%); financial constraints (9%); lack of ICT experts/staff (8%); and bureaucracy(7%) as the inhibitor to the provision of library services through m-tech respectively.

87

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Despite the challenges, the respondents indicated that the m-tech based library services havesome perceived or actual benefits. According to the respondents, m-tech based library services
•
•
•
•
•
•
•
•
•
•

is more convenient to use for academic work, hence, it improves academic performancemakes it easy to download library resources. That is when library services are madeavailable on m-tech platforms, the library resources can be downloaded by any student.
Students can also install and uninstall or navigate the m-tech library app easily
simplifies and make access to the library services quickly than the printed materials
facilitate easy access to library materials/ services anytime and anywhere
helps to improve access to library materials/resources and services
facilitate more collaboration between the patrons and the staff of the libraryfacilitate quick delivery of information resources to the patrons of the libraryhelps improve the use of the information resources available in the library
improve the quality and efficiency of the librarygiving easy communication with library users anytime.
Conclusion

This research was set out to investigate the challenges associated with the delivery of libraryservices on mobile technology platform within academic libraries in Ghana. Notwithstanding
the usefulness of m-tech in providing strong communication channel that can offer better
library services, this research indicates that the implementation of mobile technology-based
library services in academic libraries will not be without challenges. This research alsoestablished that the challenges identified are not unique to only academic libraries in Ghana,but often reported among academic libraries in Africa.
Recommendations Toward the Implementation and Use of Mobile Technology-Based
Library Services in University Libraries
Based on the findings from the study, the following measures have been recommended to be
deployed in other to resolve the challenges associated with the implementation of m-tech based
library services in academic libraries:
1. The study found out that the absence of insufficient ICT infrastructure at the libraries surveyed
as part of this research could inhibit the adoption and implementation of m-tech based libraryservices. Issues such as poor internet bandwidth, lack of advanced ICT infrastructure and powerfluctuations were found to be obstacles to the adoption and implementation of m-tech
technology in the libraries reviewed. It is, therefore, recommended that the management of thelibraries in consultation with the university management and ICT directorate of the Universities
invest more in ICT infrastructure. The ICT infrastructure which serves as the backbone of mtech deployment when made available will facilitate the adoption and use of m-tech for libraryservices provision.
2. The research established that lack of policies could negatively affect the adoption andimplementation of m-tech based library services in the university libraries selected for the
study. In order to ensure effective implementation of m-tech based library services in theselibraries, the researchers recommend that the libraries should clearly outline an ICT adoption
and implementation policy that include m-tech based library services to guide theimplementation and use of m-tech for library services in these university libraries.

88

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

3. The study found that the libraries reviewed as part of this research lack the human resources
with the requisite skills to successfully adopt and implement m-tech- based library services. It
is, therefore, recommended that these libraries put in place a program to continuously develop
their human resources through recruitment and training of library staff. That is, the libraries
should provide regular training for staff and the recruitment of new staff to bridge the skills
gap. The IT staff should be trained and made to take further education in order to upgrade theirtechnical skills
4. The study found that the lack of appreciation for the technology among the staff of the reviewed
libraries could serve as impediment to the deployment of m-tech in the libraries. As they failed
to appreciate and have a strong desire for the implementation of m-tech based library services,
there are indications that university management may be lukewarm towards supporting any mtech initiative. Library management must make a very convincing case to University
management for the adoption of the technology. There should be prior consultation withstakeholders while hatching the plan of m-tech services delivery. They must seek and engage
the key players to let them know what the library intends to do and possibly put up theframework for the implementation
5. Financial constraints were also identified as one of the challenges toward the implementation
and use of m-tech based library services in the reviewed university libraries as part of thisstudy. The management of these libraries were therefore urged to make a strong and convincing
case for the adoption of the technology to the university management. Making a strong case to
the university management and other stakeholders would help them to get the financial
assistance they need. The libraries can also deploy strategies to generate funds internally. They
can then use the internally generated funds in these libraries to support the running of thetechnology platform to ensure sustainability.

89

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

References
Aina, A. J., Okunnu, H. O., & Dapo-Asaju, H. S. (2014). ICT integration for sustainable
development of Nigerian academic libraries: Issues and challenges. International
Journal of Information Research, 3(4), 334–345.
Amekuedee, J.-O. (2005). An evaluation of library automation in some Ghanaian university
libraries. The Electronic Library, 23(4), 442–452.
https://doi.org/10.1108/02640470510611508
Armah, A. L. (2009). Use of Internet Services in Ghanaian University Libraries. African
Journal of Library, Archives & Information Science, 19(1).
https://doi.org/10.4314/glj.v19i2.33964
Canuel, R., & Crichton, C. (2011). Canadian academic libraries and the mobile web. New
Library World. https://doi.org/10.1108/03074801111117014
Chaputula, A. H., & Mutula, S. (2018a). Provision of library and information services
through mobile phones in public university libraries in Malawi. Global Knowledge,
Memory and Communication.
Choi, W. (2009). Development and application of mobile technology in South Korean
libraries. Libri, 59(1), 14–22. https://doi.org/10.1515/libr.2009.002
Choy, F. C., & Goh, S. N. (2016). A framework for planning academic library spaces.
Library Management. https://doi.org/10.1108/LM-01-2016-0001
Cresswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five
traditions. Thousand Oaks, CA: Sage.
Dukic, Z., Chiu, D. K., & Lo, P. (2015). How useful are smartphones for learning?
Perceptions and practices of Library and Information Science students from Hong
Kong and Japan. Library Hi Tech. https://doi.org/10.1108/LHT-02-2015-0015
Ghosh, M. (2016). E-books in the mobile age: Advocacy and acceptance in India. Library Hi
Tech News. https://doi.org/10.1108/LHTN-02-2016-0006
Ghuloum, H., & Ahmed, V. (2011). The implementation of new ICT services in Kuwaiti
academic libraries. The Built & Human Environment Review, 4(1), 74–86.
Griffey, J. (2010). Mobile Technology and Libraries-The Tech Set. Neal-Schuman Publishers,Inc.
Hahn, J. (2008). Mobile learning for the twenty-first century librarian. Reference Services
Review. https://doi.org/10.1108/00907320810895369
Hallam, G. (2009). An investigation into the library and information services workforce inAustralia: The institutional perspective. Final report prepared for the Australian
Library and Information Association and National and State Libraries Australia.
Hamad, F., Farajat, S., & Hamarsha, A. (2018). Awareness and adoption of mobile
technologies in the delivery of services in academic libraries in Jordan. Global
Knowledge, Memory and Communication.
https://doi.org/10.1108/GKMC-12-2017-0103
Haneefa, M. (2007). Application of information and communication technologies in special
libraries in Kerala (India). Library Review.
https://doi.org/10.1108/00242530710775999

90

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Hung, W.-H., & ChanLin, L.-J. (2015). Development of mobile web for the library.
Procedia-Social and Behavioral Sciences, 197, 259–264.
https://doi.org/10.1016/j.sbspro.2015.07.133
Iwhiwhu, B. E., Ruteyan, J. O., & Eghwubare, A. (2010). Mobile phones for library services:
prospects for Delta State University Library, Abraka. Library Philosophy andPractice, 1.
Kamba, M. A. (2011). Implication of ICT’s in libraries of higher education institutes: apanacea catapulting library development in Africa. DESIDOC Journal of Library &Information Technology, 31(1). https://doi.org/10.14429/djlit.31.1.765
Khaddage, F., & Lattenman, C. (2013). The future of mobile apps for teaching and learning.
Handbook of Mobile Learning, 119–128.
Kurkovsky, S., & Meesangnil, W. (2012). Building and evaluating a mobile application for
an academic library. 2012 15th International Conference on Network-BasedInformation Systems, 357–363. https://doi10.1109/NBiS.2012.19
Latham, B., & Poe, J. W. (2012). The library as partner in university data curation: A casestudy in collaboration. Journal of Web Librarianship, 6(4), 288–304.
https://doi.org/10.1080/19322909.2012.729429
Li, A. (2013). Mobile library service in key Chinese academic libraries. The Journal of
Academic Librarianship, 39(3), 223–226.
https://doi.org/10.1016/j.acalib.2013.01.009
Lippincott, J. K. (2009). Mobile reference: what are the questions? The Reference Librarian,51(1), 1–11. https://doi.org/10.1080/02763870903373016
Liu, Y. Q., & Briggs, S. (2015). A library in the palm of your hand: mobile services in top
100 university libraries. Information Technology and Libraries, 34(2), 133–146.
https://doi.org/10.6017/ital.v34i2.5650
Lowry, C. B. (2010). Transformational Times: An Environmental Scan Prepared from the
ARL Strategic Plan Review Task Force. Association of Research Libraries.
Mansouri, A., & Asl, N. S. (2019). Assessing mobile application components in providing
library services. The Electronic Library. https://doi.org/10.1108/EL-10-2018-0204
Maranto, T., Phang, S., & Hartman, K. (2010). Mobile phone access in Sub-Saharan Africa:
research and a library proposal. Seminar in International and Comparative
Librarianship, 1–23.
McKiernan, G. (2010). Worldwide mobile phone adoption and libraries. Searcher, 18(3), 48–51.
Moyo, L. M. (2004). Electronic libraries and the emergence of new service paradigms. The
Electronic Library. https://doi.org/10.1108/02640470410541615
Murphy, G. D. (2011). Post-PC devises: a summary of early iPad technology. E-Journal ofBusiness Education and Scholarship of Teaching, 5(1), 18–32.
Naeini, M. P., Moghaddam, H. S., Ziaei, S., & Ghaebi, A. (2018). Mobile services in thelibraries of the world’s top universities. Library Hi Tech.
https://doi.org/10.1108/LHT-07-2017-0140
Nicholson, D. R. (2011). Mobile Technologies-Information on the Move… or Stuck in a
Groove? A South African Perspective. LIBRES: Library & Information Science
Research Electronic Journal, 21(2).

91

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Okello-Obura, C. (2010). Assessment of the problems LIS postgraduate students face inaccessing e-resources in Makerere University, Uganda. Collection Building.
https://doi.org/10.1108/01604951011060385
Okiy, R. B. (2010). Globalization and ICT in academic libraries in Nigeria: the way forward.
Library Philosophy and Practice, 1.
Park, N., & Lee, H. (2012). Social implications of smartphone use: Korean college students’smartphone use and psychological well-being. Cyberpsychology, Behavior, andSocial Networking, 15(9), 491–497. https://doi.org/10.1089/cyber.2011.0580
Paterson, L., & Low, B. (2011). Student attitudes towards mobile library services for
smartphones. Library Hi Tech. https://doi.org/10.1108/07378831111174387
Patten, B., Sánchez, I. A., & Tangney, B. (2006). Designing collaborative, constructionist andcontextual applications for handheld devices. Computers & Education, 46(3), 294–
308. https://doi.org/10.1016/j.compedu.2005.11.011
Saxena, A., & Dubey, D. T. (2014). Impact of Digital Technology on Academic Libraries ofIndia: Problems and Prospects. International Journal of Application or Innovation in
Engineering & Management (IJAIEM), 3(3), 308–325.
Sharma, D., & Sahoo, D. R. (2014). Application of Mobile Technology in Library Services:
An Overview. International Journal of Information Technology and Library Service,
3(1), 17–24.
Singh, N. (2009). Influence of information technology in growth and publication ofIndia. LIS literature. Libri, 59(1), 55–67. https://doi.org/10.1515/libr.2009.006
Toner, L. J. (2008). Non-use of library services by students in a UK academic library.
Evidence Based Library and Information Practice, 3(2), 18–31.
https://doi.org/10.18438/B8HS57
Travis, T., & Tay, A. (2011). Designing low-cost mobile websites for libraries. Bulletin of theAmerican Society for Information Science and Technology, 38(1), 24–29.
https://doi.org/10.1002/bult.2011.172
Corresponding author: Ebenezer Acheampong
Contact email: ebenezer.acheampong@ucc.edu.gh

92

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

93

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Legally Bound: Advancing the Competencies of Academic Law Librariansin the Philippines

Willian S. A. Frias, De La Salle University, Philippines
Kriezel Joy R. Daria, University of the Philippines, Philippines

94

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Abstract
Law librarianship, in and of itself, is a particularly challenging field within the profession oflibrarianship. When law librarians must catch up on trends and developments necessary to
perform well in the academic library setting, the challenges intensify. This research aims todevelop the field of academic law librarianship in the Philippines by analyzing thecompetencies and training needs of these specialist librarians in the country. The results of thisstudy indicate that academic law librarians are highly competent in performing tasks undercore competencies, library management, reference, research and client services, collection
development, and cataloging. But these same professionals are just competent in tasks related
to information technology. The respondents perceive that continuing professional development
and benchmarking are necessary to the furthering of their careers. Recommendations are madehere to prioritize training programs on the following topics: (1) basic understanding of relevant
legal systems and areas of law, (2) library instructional materials design, and (3) knowledge
and navigation of legal information sources. It is these skills that are the most pressing
competencies, for upskilling, identified by the librarians participating in this research. This
study gathered data using a survey questionnaire, with the results analyzed using descriptive
statistical tools, such as extracting means and percentages, and the use of Pearson’s Correlation
Coefficient.
Keywords: Academic law librarians, competencies, training needs analysis, library standards

95

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Introduction
The emergence of the study of law simultaneously birthed the field of academic law
librarianship, a sub-field in law librarianship that concentrates on supporting legal education.
Academic law librarians (ALLs) “shepherd law students through their research and writing
courses” (Stouffer, 2015, p. 11). The Faculty of Civil Law at the University of Santo Tomas
was the first law school established in the Philippines on 2 September 1734 (“About thefaculty”, 2018). Per the Legal Education Board (LEB)’s recent update, there were one hundredand fifteen (115) law schools operational in the country for the school year 2017-18 (LEB,2019).
This number varies year by year, depending on the compliance of a law degree-granting
institution to the accreditation standards set by the LEB. The library is crucial in thisaccreditation process. The LEB Memorandum Order No. 16 issued in 2018 (LEBMO No. 1618) states that the provision of an academic law library, separate from the main and/or otherunit libraries of a higher education institution, is a requirement to maintain the operational
status of a law school. Apart from the library’s physical facilities, such as its seating capacity
and the presence of a faculty reading room, there are provisions in the memorandum orderregarding the print and digital collections, the classification system, the observance of theIntellectual Property Code, Internet access and, of course, the library personnel’s education
requirements, training, and development needs.
The majority of ALLs in the Philippines have passed the librarian licensure examination givenby the Philippine Regulatory Commission (PRC) and, thus, are licensed librarians. However,in cases when the main or chief librarian of an institution also stands as the law librarian, alibrary support staff member, who is not necessarily licensed, works full time at the law library(LEBMO No. 16-18). Obtaining a master’s degree prior to working at a law school library is
not required in the Philippines, neither is a Juris Doctor (JD) degree for those planning tobecome a law librarian. In contrast, in the United States, the benchmark country of thePhilippines when it comes to academic law librarianship because of its concrete philosophy
and practice, the majority of law library directors of American Bar Association (ABA)accredited law schools are, themselves, JD graduates because a library director also carries afaculty status, which, in turn, requires a law degree. Additionally, the majority of reference
librarian positions in US law schools tend to require a JD because they teach legal research andwriting through information literacy and library instruction programs (Butterfield, 2007). In
the Philippines, legal research and writing are being taught by law professors, while
information literacy and library instructions are being taught by academic law librarians,
sometimes as regular library programs, but more often, as requested by law professors toenhance student skills in legal research and writing.
Information literacy is one of the fundamental competencies that public and private legal
institutions are looking for in lawyers. In 1989, ABA established the Task Force on Law
Schools, which conducted studies that were designed to help narrow the gap between the skillsof law graduates and active legal practitioners (Hinderman, 2005). The task force came up witha final report, titled MacCrate Report’s Fundamental Lawyering Skills, which enumerated “tenfundamental skills and four values that every lawyer should acquire before tackling legal
matters on behalf of clients” (p. 14). Some of these competencies are problem-solving, legal
analysis and reasoning, legal research, factual investigation, and communication. All of whichfall under the banner of Information Literacy and can be acquired through effective training
and instruction by law librarians.

96

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

LEB also sees legal research as an important skill that Filipino law students must imbibe,making it part of their mission to “hone the research skills of legal scholars who will advanceunderstanding in the science of jurisprudence” (LEB “Vision and Mission”, n.d.). Section 3(b)of the Philippine’s Legal Education Reform Act 1993 mandates the enhancement of “[the law
students’] legal research abilities to enable them to analyze, articulate and apply the law
effectively, as well as to allow them to have a holistic approach to legal problems and issues.”
The academic law library is an “integral and indispensable part of law schools” (LEBMO No.
16-18, Section 1. Policies, par. 1). In this age when information appears in volumes and invarious formats, information-seekers may easily feel overwhelmed and overloaded. Tice(2011) identifies law librarians as mediators to resolve potential problems in information accessbetween legal sources and end-users. In order to become effective information facilitators,
academic law librarians must be fully equipped with the competencies and skill sets to performtheir roles as “shepherds” of the nation’s future lawyers.
This study primarily aims to assess the competency levels and identify the training needs ofacademic law librarians in the Philippines. To achieve these objectives, four specific questions
have been addressed: 1) What is the level of competencies of academic law librarians in termsof the skill sets corresponding to core competencies, library management, reference, researchand client services, information technology, collection development, and cataloging; 2) What
are the correlations between the academic law librarians’ perceived competencies to theirlength of service and their geographic location; 3) What are the training needs of these
specialist librarians, and; 4) How can academic law librarians improve their current
competency level?
It is a policy of legal education “to prepare law students for advocacy, counseling, problemsolving, and decision-making” (Legal Education Reform Act 1993). Because the academic law
library is an integral part of this mission, it is a national duty to ensure that the skills andcompetencies of academic law librarians are adequate to support the students’ legal researchneeds and to develop information literate lawyers. It is thus necessary to understand how thecompetencies of academic law librarians fare with established standards and to find the gaps
where the skills of these professionals need development.
LEBMO No. 16-18 Sec. 8 states that law librarians shall “possess training in legal
bibliography, legal research, and law library management conducted by a professional
association of law librarians” and that they shall “keep abreast with the developments andtrends in the management of law libraries by maintaining membership in at least one
professional association of law librarians, and regularly attend relevant training” [emphasis
original]. The concerned training providers, such as librarians’ professional organizations, or
library institutions, should ensure that these provisions are met through keen research andanalysis of the needs of its current and prospective members, hence this paper. Figure 1
illustrates the authors’ conceptual framework upon which this study is based.

97

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Figure 1: Analyzing ALLs’ competencies to improve Philippine legal education

Methodology and Findings
This study has focused on the competencies of librarians in the Philippines who are working inlaw school libraries. It follows a quantitative research paradigm that uses a descriptive method
in presenting its findings and analyzing its results. The researchers designed a survey
instrument and employed purposive sampling to 72 selected respondents, which included allALLs with valid email addresses, all over the country. The directory of participants in the past
five conferences of the Philippine Group of Law Librarians (PGLL) served as the primaryreference for these email addresses. The researchers also consulted the Basic Law School
Directory of the LEB in validating the authenticity of the law school where the potential
respondents worked as ALLs. In order to get the uniform situation of their competencies, theresearchers limited the data gathering to just three months, that is, from June to August 2019.
And to include all academic law librarians from the different provinces in the country, theresearchers used the online technology in gathering data.
The survey instrument had three parts: 1) Demographics; 2) Competencies; and, 3) Training
Needs. The part on Demographics was answerable by checking the items that best
corresponded to each respondent’s answers while the Competencies part used a Likert Scale,from 1–5, in determining the level of competence of each respondent. The questionnaire also
included Not Applicable (NA) as one of the options, in case the respondent did not perform thecompetency referred to in a particular question. All NA responses are included in the analysis
of findings. Questions featured in this part are based on the 2010 Competencies of Law
Librarianship formulated by the American Association of Law Libraries (AALL). The last partof the questionnaire, which is based on the 2018 Body of Knowledge of AALL, is theidentification of the training needs of the respondents.
The questionnaire was presented to a group of academic law librarians in Metropolitan Manila
for validation. The reliability was measured using the Cronbach’s Alpha test, a statistical tool
used in measuring internal consistency. Deploying this test generated an Alpha equivalent to0.896873 after testing the responses of 20 respondents. This means that the questions in the
instrument can be considered highly consistent and reliable. The final instrument was
distributed to respondents’ email addresses, social media accounts, and through text messaging.
Descriptive statistics tools, such as summation, weighted averages and percentages, as well as
correlations, were used in analyzing the findings from the instrument.

98

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

The LEB listed a total of one hundred thirty-one (131) law schools in the Philippines in
December 2018. Out of the 131 law schools, this study found only seventy-two (72) academic
law libraries had law librarians with a web presence. Web presence, in this context, includes
valid email addresses or social media accounts. Out of the 72 potential respondents, 45
academic law librarians (62.5%) responded to the questionnaire. The said questionnaire wassent together with a cover letter which asked for each respondent’s cooperation to participate
in the survey and their permission to include their answers in this research, with strict
compliance to data privacy law.
Demographics
Of the 45 respondents, 40 were female and 5 were male. Academic law librarians under theage range of 41–50 cover the largest percentage of the whole population at 29%. Librarians
under the age range of 31–40 are equivalent in number, to the librarians under the age range of
51–60, with each of these age groups comprising 24% of the whole population. Very young
academic law librarians make up 18% of the population. Only around 5% of the respondents
belong to librarians above 60 years old, which makes the whole population of academic law
librarians relatively young in contrast to other types of law librarians. The presence of theyounger population of academic law librarians may mean that a lot of them need starter training
to ensure a successful career in law librarianship.
When responses were filtered according to the geographical location parameter, the results
show that academic law librarians from the National Capital Region (NCR) posted the highest
percentage of respondents, followed by the Luzon group, while respondents from Mindanao
posted the lowest percentage of responses. This result may be influenced by the medium usedby the researchers in gathering data. Online surveys need good internet infrastructure, thus,
librarians from areas where internet access is poor may choose not to respond or be unable torespond easily. Added to that, respondents who are open in doing research are bound tocooperate in other’s research activities. Lychagin and Pinkse (2010) said that there are more
researchers in urban areas than in rural areas because communication with people withinformation and information resources is more easily achieved in metropolitan settings.
Despite their busy schedules, there are exceptional ALLs who have been able to take PhD units,
and some have even completed a doctoral degree. A large percentage of the population falls
under the group of ALLs who have undertaken master’s units with many who have completed
their master’s degree. Both groups posted 33.33% per group, while the group of librarians
whose highest educational attainment so far is the completed bachelor’s degree posted 24.44%of the total respondents. Looking at the age groups of ALLs, those belonging to 41–50 had
attained higher education than the rest of the group. This is followed by the 31–40 age group.
This result presents a positive outlook as far as the attainment of higher education is concerned.
More ALLs in the younger age groups are already earning units for master’s and doctoral
studies. Completing their degrees will, we believe, inspire other ALLs to continue their studies
and achieve more. Table 1 presents summary demographic descriptions of respondents.

99

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Table 1: Summary of demographic descriptions of respondents
Age

GenderF

Geographic LocationM

NCR Luz

Vis

Highest Education Attainment

Min

BS
Degree

MS
MS
PhD
PhD
Units Degree Units Degree

21-30

4

4

6

1

0

1

5

3

0

0

0

31-40

10

1

7

1

2

1

1

5

4

1

0

41-50

13

6

2

3

2

1

4

6

1

1

51-60

11

5

4

1

1

3

3

5

0

0

61
Above

2

2

0

0

0

1

0

1

0

0

Total

40

26

8

6

5

11

15

15

2

1

5

Competencies
As mentioned, this paper adopted AALL’s 2010 Competencies of Law Librarianship in
determining competencies of academic law librarians. Said publication identified a total of 45
different tasks, which the AALL strategically divided per domain of competencies: 16 tasks
for the Core Competencies domain; 10 tasks for Library Management; 8 tasks for Reference,
Research and Client Services domain; 5 tasks each for Collection Development and Cataloging
domains; and, 9 tasks for Information Technology domain. The authors did not include the lastcompetency listed on the publication, which is the Teaching competency, because, during thepreliminary surveys conducted by the authors, majority of the academic law librarians do not
perform the skills under said competency.
Thus, this paper measured the competencies of academic law librarians according to six
different domains, namely: 1) Core Competencies; 2) Library Management, particularly the
management of a law library; 3) Reference, Research and Client Services; 4) Information
Technology; 5) Collection Development; and, 6) Cataloging.
Table 2: Summary of competency levels per area
Competencies

GWM

NA

Core

4.35

1

Library Management

4.20

17

Reference, Research and Client Services

4.09

2

Information Technology

3.89

20

Collection Development

4.19

11

Cataloging

4.32

14

General Weighted Mean Across Competencies

4.15

65

100

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Results in this study show that academic law librarians perceive themselves to be mostcompetent in possessing traits and skills under the domains of Core Competency (4.35) andCataloging (4.32). This is not surprising, because law librarians are assumed to have alreadyimbibed the foundations under these competencies in library schools. Honing their skills andperfecting the execution of the tasks under these domains is therefore, relatively, easy.
Academic law librarians rated themselves a little lower in competency level in LibraryManagement (4.20) and Collection Development (4.19). These results are understandable
because academic library structures differ from one another. While there are law libraries, likethe UP College of Law Library, that operate independently, operations in the majority ofacademic law libraries in the Philippines are dependent from their main libraries (NALL, 2019).
Library management and collection development may be handled primarily by the main
librarian or the library director and not the academic law librarian.
What is surprising here, are the low results of their competency level on Reference, Researchand Client Services, specifically,1) monitoring trends in specific areas of the law; 2)aggregating content from a variety of sources and synthesizing information to createcustomized products for users; and, 3) monitoring and participating in trends in library resource
sharing. All academic law librarians perform these tasks every day, thus, their skills under thisarea must have been honed every day. Apparently, because technology is injected in the tasks
composing this domain, especially on the use and management of online legal databases,
academic law librarians find themselves a little lacking in the knowledge and skills needed tooperate to a high level of competence in this area in law libraries and beyond. It is important,
therefore, to train them in using technologies in synthesizing information and in assistingclients during reference work to increase their level of competency under this area.
As expected, academic law librarians rated themselves the lowest under Information
Technology, with a general weighted mean (GWM) of 3.89 in competency level. Most of thetasks involved in this domain are highly technical, which must be too much for one-manlibrarians to tackle and focus on. Added to that, most law schools have their Information
Technology department who are in-charge of technology-related issues in the academic law
library (NALL, 2019). This results in IT competency for academic law librarians being lower
than in other areas of competency.
The presence of NAs or Not Applicable responses per domain means the absence of specifictasks in an academic librarian’s job description. As shown in Table 2, Information Technology
competency presents the highest number of NAs, proving that tasks involved in IT competency
are not commonly included in academic law librarian’s duties and responsibilities. And as
mentioned earlier, structures of academic libraries differ in each law school. The majority areparts of academic library systems where most decision-making and technical services activities
are centralized, making some tasks in each area of competency absent in their duties andresponsibilities. A group of academic law librarians, therefore, should attempt to formulate
Academic Law Librarians’ Competencies specific for the Philippine setting, to accommodate
diversity in the different systems the academic law libraries are situated within.
As a cohort, academic law librarians graded themselves 4.15 in overall competency. Standard
performance ratings of several universities classify this GWM as “exceeds expectations”,
which means that the overall competency level of academic law librarians is above average.
Table 2 shows the general competencies of academic law librarians per domain in law
librarianship.

101

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Table 3: Tasks with the highest competency
Task

GWM

Assists users with legal research using information resources in a

4.71 Reference, research,variety of formats best suited to the user’s needs.
Demonstrate commitment to working with others to achieve

Competency

and client service
4.67

Core

4.58

Librarycommon goals.
Ensures the optimal use of library facilities to accommodate theevolving needs of users and staff.

Management

Actively pursue personal and professional growth through

4.58

Core

4.56

Core

4.56

Core

Share knowledge and expertise with users and colleagues.

4.51

Core

Recognize and address the diverse nature of the library’s users and

4.51

Core

4.49

Core

4.43

Cataloging

continuing education.
Act within the organization to implement the principles of
information management.
Adhere to the Ethical Principles of the Philippine Librarians
Association, Inc. (PLAI) and supports the shared values oflibrarianship.

community.
Demonstrate knowledge of library and information science theory
and the creation, organization, and delivery of information within
its technological context.
Ensures the optimal arrangement of and access to the library’s
resources to meet the needs of users.

Moreover, academic law librarians stand out in many tasks that make them highly competentin most areas in law librarianship. Among the tasks that they are highly competent with involve
assisting users in their legal research activities. This is understandable because user assistanceis a typical job of librarians across types. It is also one of the activities they do every day, whichhones them to become competent in the said task. On the other hand, among the top ten highest
competency levels, academic law librarians exhibit more competencies on tasks under the corecompetency domain. This means that they understand the basic tasks expected from them, andthey execute these tasks accordingly. Table 3 shows the ten tasks that posted the highest
competency level for academic law librarians.

102

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Table 4: Tasks with the lowest competency
Task

GWM

Diagnoses and resolves library hardware, software, local area
network, website, and Internet connectivity problems.

Competency

3.37

IT

3.6

IT

3.6

IT

Determines the technology training needs of users throughobservation, discussion, and the use of needs assessment tools,
and provides training to meet those needs.
Evaluates, purchases, implements, and tests software andhardware necessary for accessing electronic information.
Manages all financial resources, including planning andimplementing budgets.
Develops, creates, and maintains the library’s online presence.
Conducts long-range planning and policy formulation fortechnology services and training needs.
Monitors trends in specific areas of the law.

3.61 Library Management
3.73

IT

3.9

IT

3.91

Demonstrate knowledge of the legal system and the legal
profession
Understand the social, political, economic, and technologicalcontext in which the legal system exists.
Aggregates content from a variety of sources and synthesizes
information to create customized products for users.
Monitors and participates in trends in library resource sharing.
Selects, supervises, and evaluates library personnel, and provides
for their training and development.

Reference, Researchand Client Services

3.93

Core

3.93

Core

3.95

3.96

Reference, Researchand Client Services
Reference, Researchand Client Services

3.98 Library Management

Lastly, important points to ponder on the results are the tasks where respondents ratethemselves lower. Most of these tasks are under the Information Technology domain. This isunderstandable since IT is not one of the core subjects in the library science course taken byaround 60% of the respondents (respondents aging 40and above) who took the bachelor’s
degree when IT was not yet incorporated in the Bachelor of Library Science curriculum.
However, it is also noteworthy to mention that the academic law librarians scored themselves
low on the items that focus on the knowledge of the legal system. This task should be the firstobjective for a law librarian to accomplish. Thus, if training needs for academic law librarians
are to be enumerated, introduction to the legal system, specifically the Philippine legal system

103

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020should be first on the list, followed by an in-depth course on information technology. Table 4
presents the ten tasks where academic law librarians are relatively least competent.
Table 5: Relationship of length of service and competency domains
Relationship

Correlation Coefficient

Length of service - Core Competency

0.2986

Length of service-Library Management

0.4236

Length of service - Reference, Research, Client Services

0.4237

Length of service - Information Technology

1.0000Length of service - Collection Development

0.1219Length of service – Cataloging

0.2988In providing training, it is necessary to determine the relationship between the length of serviceof academic law librarians and the level of competency to provide the right training needs to
the right group of participants. Homogenous groupings during training facilitate better learning.
Using Pearson’s Correlation Coefficient, this study found out that the length of service of
academic law librarians positively affects their competency level in all areas or domains. Thismeans that those academic law librarians who are newer to the field need more training thanthose who are already seasoned. And because the degrees of correlations vary depending on
the domain of competency, it is necessary to point out that length of service and competency
on Information Technology presents a perfect linear correlation, which means the length ofservice is a very strong determinant of needs in IT training. Table 5 shows the set of correlation
coefficients per area of competency.
Table 6: Relationship of location and competency domains
Relationship

Correlation Coefficient

Location - Core Competency-0.014

Location - Library Management

0.298

Location - Reference, Research and Client Services

0.223

Location – IT

0.100

Location - Collection Development

0.081

Location – Cataloging-0.046Further, because of the archipelagic characteristic of the Philippine jurisdiction, this study
welcomed the idea that academic law librarians from different geographic locations may havedifferent training needs. Correlating geographic locations of academic law librarians and theircompetencies revealed that the geographic location of academic law librarians has weakcorrelations with all competencies for law librarians. This means that provision of training on
all competencies should not be influenced by geographic location and should be given

104

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

uniformly across all locations in the Philippines. Thus, consideration on the provision oftraining in upskilling academic law librarians lies only on the length of service, regardless of
their geographic location. Table 6 presents the itemized correlation coefficients between
academic law librarians’ locations and the different areas of competencies.
Training Needs
Findings from the Training Needs survey revealed the competencies that ALLs deem important
to upskill on so they can further their career (see figure 2). The five top-ranked training needs
are (1) continuous learning and professional development (CPD; 91.1%); (2) basic
understanding of relevant legal systems and areas of law (90.9%); (3) library instructional
materials design” (85.7%); (4) knowledge and navigation of legal information sources (81.8%);
and, (5) benchmarking (81.8%).
It is surprising to note that two of these competencies (i.e. understanding legal systems andknowledge of legal information sources) fall under just one domain, which is the Research andAnalysis category. This is a telling criticism of the academic law librarianship as a profession
because what should set it apart as a specialized subfield is the knowledge of its librarians inlegal systems and legal resources, even basic and foundational. Understanding legal systems
and knowledge of legal information sources are two subjects to be taken to complete a
Certificate in Law Librarianship program in the University of the Philippines School of Library
and Information Studies. The fact that these subjects are being taught specifically for law
librarians makes them unique and important skills for law librarians. These skills are criticalwhen assisting clients in their legal research endeavors. It is thus necessary for training
providers, such as professional organizations and library schools, to address these gaps bydesigning CPD programs that will develop the above-mentioned competencies. Law schooldeans and library directors may likewise encourage their law librarians to (1) take up units inlaw, particularly on legal research and legal bibliography, or (2) to complete a paralegal
training program that will provide the foundational knowledge on Philippine legal systems.
These are some of the alternative ways to upskill law librarians on legal research and legal
bibliography if taking up a JD degree is too great a commitment, or expense, for a law librarian.
In any case, Section 8 of LEBMO No. 16-18 stipulates that the law librarian, unless he/she
possesses a law degree, must be “[trained] in legal bibliography, legal research, and law librarymanagement”.
Figure 2: Academic law librarians’ identified training needs and percentages

105

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

106

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

On the other hand, only 37.8% of the respondents found the topic on Ethics as a law
librarianship training need, which is not surprising at all because the majority of respondents
assessed their competency to “adhere to the ethical principles of the Philippine Librarians
Association, Inc. (PLAI) and supports the shared values of librarianship” as high. Many
professional organizations and even book fair runners have provided seminars on this topic,
such as PLAI’s lecture-forum entitled “Ethical Considerations in Library Collection
Development and Management" or the Academic Booksellers Association of the Philippines(ABAP) free seminar on “Ethics of Librarians” delivered by Ms. Elizabeth Peralejo during
their 2018 event. Although academic law librarians still need to be up-to-date on issues andchallenges regarding ethics and its effects in the profession, conducting training on this topic
is not highly recommended.
Conclusion and Recommendations
Measuring the competency levels of academic law librarians in the Philippines is the first step
towards improving their status in the area of law librarianship. It is also the library’s
contribution to improving the legal education system in the country, especially if these law
librarians are highly competent in performing their jobs.
This study found out that ALLs in the country possess a high level of competency in all areas,
except in IT, where they rated themselves fairly competent. They are most competent in areasthat require core skills as law librarians, especially on matters pertaining to career growth and107

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

user services. However, they need improvement in most aspects of information technology,
including the application of IT in reference, research and client services. The level ofcompetencies of academic law librarians is positively affected by the number of years ofworking as ALLs. The longer they work as academic law librarians, the more competent they
become. Geographic location, however, fails to provide a conclusive relationship with thedifferent competencies in the profession.
The findings of this study call for the following training programs for academic law librarians:
1. Foundations of law librarianship, targeting especially the younger ALLs;
2. Basic legal systems and legal information resources, especially for the Philippine
setting;
3. Navigating through online legal databases, technological tools such as online citatorsand productivity suites, and educational technology aids for a more efficient library
instruction program; and4. Basic troubleshooting and maintenance of the library’s workstations and IT
infrastructure.
This study recommends that further research be undertaken where law school stakeholders are
involved to identify their perception towards the competencies of their librarians. This
minimizes the bias by taking the perspectives of the students and faculty members and not justthe self-perception of the librarians. It would also be beneficial not just to the librarianshipprofession but also to all the key players in the legal education system if law librarians and/or
professional library organizations were to conduct outcomes-based research studies that aim toanalyze the worth of academic law libraries and the value the library services bring to achieve
the goals of the institution.
Although statistically acceptable, this study yielded a small response sample. The researchers
therefore recommend a follow-up study with a larger sample size to validate results and tostrengthen the claims of the authors. Lastly, formulating a new set of competencies befit toacademic law librarians in the Philippine setting would, this study suggests, be of great longterm value.

108

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

References
AALL (2010). Competencies of Law Librarianship. American Association of Law Libraries.
Retrieved July 01, 2020 from https://www.aallnet.org/about-us/what-wedo/policies/public-policies/competencies-of-law-librarianship
AALL (2018). Body of Knowledge. American Association of Law Libraries. Retrieved July01, 2020 from https://www.aallnet.org/resources-publications/knowledgecenter/bodyofknowledge
Belniak, T. (2014). The History of the American Bar Association Accreditation Standards for
Academic Law Libraries. Law Library Journal, 106(2), 151–174.
Blackburn, S., Hu, R. H., Patrum, M., & Scott, S. K. (2004). Status and Tenure for Academic
Law Librarians: A Survey. Law Librarianship Journal, 96(1), 127–166.
Brion (Ret), J. A. (January 16, 2019). The Legal Front. Manila Bulletin. Retrieved July 12,2019 from https://news.mb.com.ph/2019/01/16/do-we-need-legal-education-reforms
Butterfield, G. (2007). Commentary: Is a J.D. Necessary for Law Librarians? Law andTechnology Resources for Legal Professionals. Retrieved July 12, 2019 fromhttps://www.llrx.com/2007/06/commentary-is-a-j-d-necessary-for-law-librarians
Corrall, S., & Obrien, J. (2011). Developing the legal information professional. Aslib
Proceedings, 63(2/3), 295-320. https://doi.org/10.1108/00012531111135718
Fincham, J. E. (2008). Response rates and responsiveness for surveys, standards, and the
Journal. American Journal of Pharmaceutical Education, 72(2), 43.
https://doi.org/10.5688/aj720243
Gordon-Till, J. (2018). Ethics in law librarianship. BIALL Handbook of Legal Information
Management, 273-281. https://doi.org/10.4324/9781351162562-12
Hinderman, T. A. (2005). What is your library worth: Changes in evaluation methods foracademic law libraries. Legal Reference Services Quarterly, 24(1–2), 1–40.
https://doi.org/10.1300/J113v24n01_01
Klein, S. (2017). Ethics and Law Librarianship: Current Issues and Progressive Horizons.
Canadian Law Library Review, 42(3), 9–12.
Legal Education Board (n.d.). Vision and Mission. Legal Education Board. Retrieved July 12,2019 from http://leb.gov.ph/vision-and-mission
Legal Education Board (2018) Legal Education Board Memorandum Order No. 16, Series of2018 (LEBMO No. 16, s. 2018). Retrieved July 12, 2019 from http://leb.gov.ph/wpcontent/uploads/2018/06/LEBMO-NO.-16-Series-of-2018.pdf
Legal Education Board (2019). How the 115 Operating Law Schools Fared in the 2018 Bar
Exams. Retrieved July 01, 2020 fromwww.facebook.com/legal.education.board/posts/2387216554706719
Livak, A. (1975). Academic Law Librarians in the United States of America: Lawyers or
Librarians? International Journal of Law Libraries, 3(3), 162–168.
Lychagin, S., & Pinkse, J. (2010). Location, location, location: Why geography matters for
R&D. Retrieved June 10, 2020 from http://cep.lse.ac.uk/pubs/download/cp332.pdf
Network of Academic Law Librarians (NALL) (2019). Legal Electronic Databases: Issues
and Challenges for Academic Law Libraries. Quezon City.

109

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: What canbe done? Retrieved July 12, 2019 from Assessment & Evaluation in Higher
Education, 33(3), 301-314. https://doi.org/10.1080/02602930701293231
Philippines (1993). Republic Act No. 7662, The Legal Education Reform Act.
Reeves, L. (2009). Raising the Institutional Profile of Academic Law Librarians: Law
Librarian - Taught Legal Research Courses. Reeves, L. (2009). Raising theInstitutional Profile of Academic Law Librarians: Law Librarian - Taught Legal
Research Courses. Trends in Law Library Management and Technology, 19, 17–24.
Stouffer, C. M. (2015). Closing the gap: Teaching practice-ready legal skills. AALL
Spectrum, 19(4), 10-13. Retrieved July 01, 2020 from https://www.aallnet.org/wpcontent/uploads/2017/12/Vol-19-No-4-practice-ready-skills.pdf
Tice, B. A. (2011). The Academic Law Library in the 21st Century: Still the Heart of the Law
School, 1 U.C. Irvine L. Rev. 159. July 01, 2020 fromhttps://scholarship.law.uci.edu/ucilr/vol1/iss1/11
University of Santo Tomas Faculty of Civil Law (2018). About the faculty. University ofSanto Tomas. Retrieved July 01, 2020 from http://www.ustcivillaw.com/about-thefaculty
Young, H. (2002). Law Librarians’ Survey Are Academic Law Librarians in Decline. Legal
Information Management, 2(2), 50–55. Retrieved July 01, 2020, fromhttps://doi.org/10.1017/S147266960000013X
Corresponding author: Willian S. A. Frias
Contact email: willian.frias@dlsu.edu.ph110

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

111

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Centre That Holds: An Inquiry into the Model of Peace and Protection
in T.S. Eliot’s Selected Ariel Poems

Kongkona Dutta
Indian Institute of Technology, India

112

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Abstract
As a poet, philosopher and social commentator of the 20th century, T.S. Eliot (1888-1965) wasinterested in organising a social structure based on traditional values. Eliot’s intellectual quest
through Indic and Western philosophies more or less ended in 1927, as he openly embraced
Anglican Catholicism. From then on, he advocated the Anglican centralities involving tradition,
scriptural hermeneutics and reason as the vital ways to synthesize a definite order. Thus, Eliot’s
Anglicanism is a distinct manifestation of his Conservative politics. Also, Eliot’s allegiance tothe ecclesiastical centres as a means to consolidate the European society is akin to Thomas
Hobbes’s (1588-1679) social contract theory of society and state formation. Hobbes’s theory
elucidates the role of an absolute Sovereign who commands and controls people’s unruly
passion through consent and wilful submission. Hobbes saw the state of nature or pregovernmental stage of mankind as “solitary, poore, nasty, brutish, and short” (Hobbes, 1901,
p. 97). Hobbes was determined to prevent anarchy, war and statelessness. Whereas, Eliot
focussed on constituting a peaceful and protected federal society by relying upon the authorityof Anglo-Catholic tradition. Eliot wrote the Ariel Poems after his conversion to Anglican
Catholicism. The paper explores Eliot’s theological persuasions concerning social integration
by delineating his selected Ariel Poems. It includes a detailed examination of Eliot’s arrival at
the Hobbesian contracterian centres through Anglican politics. This article analyses whether
centrality is an indispensable principle for peace, order and protection.
Keywords: Anglican-Catholic, social contract, reason, authority

113

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Introduction“The heavy burden of the growing soul
Perplexes and offends more, day by day
Week by week, offends and perplexes more
With the imperatives of ‘is and seems’
And may and may not, desire and control.”(“Animula”, 1929, Lines 16-20)
T.S. Eliot’s poetry is fairly concerned with exploring and transcending the contradictory
realities of life. Eliot hailed from an elite, conservative St. Louis family of the late 19th century
US, who believed in order and good causes1. Despite coming from a religious family, Eliot wasagnostic in his young days. In the course of his epochal poetic career, Eliot consistently
navigated through the conflicting dualities such as soul vs. body, appearance vs. reality, partvs. whole, atomism vs. organicity and temporal vs. eternal. F. H. Bradley’s philosophy ofHegelian idealism had a great impact on Eliot’s philosophy of poetry and politics. Via thisinfluence, Eliot contends that an individual’s mental life is a “changing series of finite centres”(Moody, 2005, p. 35)2 which are in constant disharmony with each other. The finite centres ofmind are the manifestations of subjective human experience. Eliot feels the dire need to connect
the conflicting experiential world of every individual. Eliot aims to achieve the higher truth by“including and transmuting the discordant viewpoints” (Moody, 2005, p. 35).
The process, according to him, leads to the transcendence of personal truth and an
acknowledgement of the objective truth. However, Eliot makes it clear that the much desired
objective and the impersonal truth is metaphysical and not the objective truth of science(Moody, 2005, p. 132). Explaining the process, Eliot says: “It involves an interpretation,transmigration from one world to another, and such a pilgrimage involves an act of faith”3.
Faith is defined as a strong belief, which is often a-priori. For Eliot, faith means a process ofrevitalizing the Christian tradition and its acceptance as a supreme guide to human reason. The
process, in his imagination, yields to unite the finite worlds of every individual towards acohesive world view. Eliot advocated faith before moving to the religious order and grounded
himself in it firmly after his conversion.
Eliot’s model of social consolidation on the basis of the Anglican Christian faith is founded on
an impersonal, absolute truth of the Divine which stands above the ideas of individual self.
With the statutory thrusts of Holiness and Papal authority, the Anglo-Catholicism commands
an irrefutable obligation towards the central authority; the authority which reconciles
contrasting elements. According to the Christian beliefs, “Holy” refers to the quality ofsacredness associated with the God and with anything which resembles God’s perfection andpurity4. The Holiness is believed to come through the rituals of sacramental confession and
1

See Donald H’s “The politics of T.S. Eliot”, Introduction paragraph. Tracing Eliot’s family lineage, Donald
wrote “the Eliots of St. Louis were Republican reformers, active in good causes, pillars of order”(https://www.heritage.org/political process/report/the-politics-ts-eliot).

2

See the last paragraph of section II, Richard Shusterman’s essay “Eliot as philosopher”, in digital print versionof The Cambridge Companion to T.S. Eliot, edited by David A. Moody.

3

In the 10th essay titled “Ash-Wednesday: a poetry of verification” from The Cambridge Companion to T.S.
Eliot, author John Kwan Terry briefed about Eliot’s speculations on a comprehensive view of the world throughuniting individual experiences. He reflected on Eliot’s espousal of faith above all.

4

Refer to the article “What is Holiness? How can we Holy? in https://www.christianity.com/wiki/christianterms/what-is-holiness-what-can-be-holy.html

114

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

ablutions under the authorial command of priests or bishops. Thomas Hobbes’s politicalphilosophy explained in his text Leviathan (1651) is in deep alignment with the fundamental
ideas of Christianity.
Thomas Hobbes, the social contracterian theorist of the 17th century England, was aware of
the potential threats to the central power and the dangers of unlimited human freedom. He hadseen the violence and breakdown caused by the English civil war (1642-1646). For both AngloCatholics and the Hobbesians, the human reason is a reflection of endless desire for power andpossessions. That is why, according to them, reason needs control and guidance to ensure
morality and universal preservation. The Anglo-Catholics rely on a dictum of faith to guide theindividual reason, while, for the same, Hobbes depends on the laws of nature and their practicalenforcement by the sovereign state. The former is an ecclesiastical premise, while the latter isa non-theological model, though one that is heavily dependent on the Biblical tradition. Bothmodels echo and amplify each other’s political aspirations by taking resort to particular
centrality principles, which are considered absolute and invincible.
This article explores Eliot’s reflection of the Hobbesian contract designs through his AngloCatholic faith. It probes their respective methods of obligation towards the authoritative centres
in a social context of aggression, war and scientific materialism. The first section investigates
into the Anglo-Catholic faith and the Hobbesian social contract theory and identifies theircrucial central ideas concerning power and control. The second section utilises thisinvestigation to analyse Eliot’s selected Ariel Poems. The poems taken are “Journey of theMagi” (1927), “Animula” (1929) and “Marina” (1930). These poems depict the humantransitions from self to something higher than selfhood. The second section is a detailed
interpretation of Eliot’s Anglican model of peace and protection.
In my view, peace is a product of committed, conditional acts. It exists in a state of becoming(Matyok, et al., 2011, xxvi). It depends on a universal consensus over the terms of adjustment
and fair bargain. Such a universalism is also popular among Conservative thinkers such as
Eliot. Peace does not denote a one sided accountability. Peace depends on certain conditions,
negotiations and circumstances. Conservatism is a political morality which aims to conserve
the political arrangements that have proved conducive to good lives (Kekes, 1997, p. 351).
Unconditionality is not favoured by the Conservatives. As an approach, unconditionality fails
to yield peace, because it cannot stand against the dangers towards lives and possessions. Peace
via unconditionality does covert harm to one or towards others and defiles the primaryobjective of peace. That is why, protection stands as an interdependent element along withpeace. There can be no peace without a secured habitat to sustain and nurture life. Peace andprotection are integral to each other. Peace comprises of many constituents, of which a
protected life counts as the foremost.
Faith and civil Conscience: Necessary and Absolute Centralities of the Anglican
Catholicism and Hobbes’s Social Contract Theory
Anglican Catholicism and its Centralities
The origins of Anglicanism date back to the 16th century Reformation. It was created by the
English monarchy who broke away from the Roman Catholic Church and also avoided thedisunity pervaded through the Continental Reformation (Kaye, 2008, pp. 14–15). The Post
Reformation Anglicanism stood out as way of avoiding too much of both Catholicism andProtestantism (Chapman, 2006, p. 10). However, Anglicanism retained its identity as Catholicand universal. Anglicanism expresses its doctrines in terms of three creeds: The Nicene,115

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Apostles and Athanasius which signify that it considers itself as part of the one Catholic(Universal) and Apostolic Church (Chapman, 2010, p. 109). The title page of the Book ofCommon Prayer reiterates the sense of Catholicity by declaring “of the Church according to
the use of Church of England” (Chapman, 2010, p. 109). There exist schematic versions of
Catholicity in many denominations of the Anglican churches. However, Anglicanism isconsistent in identifying itself as a national church acting independently of others (Chapman,
2006, p. 5).
Anglicanism that historically has been part of the England’s established Church believes inequal appropriation of Tradition, Scripture and Reason (Sachs, 1993, p. 4). The Anglicans
identify their affiliation with the tradition of mainstream orthodox Christianity which goes backto the Apostles, Jesus and to the present believers of Christ (Kaye, 2008, p. 68). The tradition
consists in maintaining, preserving and executing God’s words as set forth in the scripture. It
also includes some of the finest architectures of Christendom, sacred music, liturgies andsplendid hymns. The 19th century Anglican Catholicism draws its inspiration from the Oxford
movement of 1830 which was a reaction against the pervasive liberalism5. It vividly reflected
two crises of Anglicanism: First, the crisis of authority which escalated after the disruption of
the Divine rights of Kings in the 18th Century and second, the onus of maintaining unity amidst
the conflicting denominations of Anglicans. The loosening hold of the English Sovereign over
the Church of England after 18th century created an authorial vacuum (Chapman, 2006, p. 3).
At the same time, the Roman Catholics and the Anglican churches had starkly contrasting
views in understanding and adopting a fixed method of tradition. It exacerbated the rift between
the two. The Oxford movement pioneer Cardinal Newman blatantly criticised the corruptionof the Roman Catholic Church which championed the past Christian glory through its
authoritative principles, but as a political power, exalted “the will and pleasure of existing
church above all authority, whether of Scripture or Antiquity...” (Chapman, 2010, p. 115). The
Church of England opposed the Roman Catholic Church’s glorification of present at theexpense of the scriptural revelations. For the Church of England, the unadulterated scriptural
norms served as the sole doctrine. Though there were two main trajectories of AngloCatholicism in the 20th century, the form which was recognised as “English Catholicism”
established itself in Anglican mainstream (Chapman, 2006, p. 88). The Roman Catholics andthe Anglican churches still harbour strong differences regarding the brand of Catholicity,
tradition and theological doctrines.
The Anglo-Catholics are also called the High Churchmen6 and they are sincerely committed
to the Catholic heritage of Christianity. They give a high place to the Episcopal form of thechurch government, the sacraments and liturgical worship. They owe their allegiance to the
Papal authority and the Church of England. They adhere to the idea of Original sin. The
Original sin7 is the Christian precept of considering the innate nature of human as sinful anddisobedient to God’s will. It originates from Adam and Eve’s story of transgression to theGod’s command. Adam and Eve disobeyed God by eating the forbidden apple. This wilful andreasoned human disobedience is considered ancestral and applies to all human alike. For the5

See chapter 5 titled “Anglo-Catholicism”, in Mark Chapman’s Anglicanism: A Very Short Introduction(Chapman, 2006, p. 75). Chapman wrote: ‘Anglo-Catholicism’, which developed out of the Oxford Movement of
the 1830s and which defined itself over and against the groups of the wider church, sometimes ‘evangelicals’,
sometimes ‘liberals’ (in their view the real menace)”. The Chapter elaborated on the contemporary problems of
the Anglican Catholicism and its differences with the Roman Catholic Church.
6

https://www.britannica.com/event/AngloCatholicism#ref209210

7

https://www.christianity.com/wiki/sin/what-is-original-sin-meaning-and-consequences.html

116

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

traditional Christian practitioners, reason identifies itself with the Lutheran testimony of humanreason as “Devil’s bride or that pretty whore that comes in between and thinks she is wise”(Chapman, 2010, p. 47). Because of the sin’s primordial influence on every human, the AngloCatholics conceptualise independent reason as a reflection of evil desire. They accept reason,
when it comes in conjunction with faith on God and action in God’s plans. Reason, as anindependent principle was also not very convincing for Eliot. His restraint from upholding freereason as a way towards human emancipation was evident through his anti-humanist stance in
his critical essays.
Along with the tradition and the scripture, reason based on the theology of sin and English
national identity form the central nodes of Anglican Catholicism. These centralities command
people’s voluntary submission. All of them are interdependent and they appeal to form avibrant Christian society on the basis of Biblical philosophy. The human society cannot
function without a set of civil laws. The private and the civil laws are often enjoined with eachother. The Liberals and the Conservatives are at loggerheads in conceptualising about the
influence of scriptural values in framing civil laws. Eliot and Hobbes, the Conservative duo,
looked upto Biblical laws to articulate their political frameworks. Both had experienced theravages of war and aggression. For them, the Christian faith and the God played an importantrole in conceptualising about a moral society. That is why; Thomas Hobbes’s social contract
theory and its aspects are taken into account while writing this article. Throughout his life,
Hobbes was preoccupied with the thought of preserving a stable state by neutralising people’s
desires, while, at the same time accommodating and fulfilling them. He feared insecurity andanarchy, which are the outcomes of powerlessness, however he didn’t consider oppression as
an evil which arises due to power excess (Bobbio, 1993, p. 29)8. His theory for a just, moral
society comes via Covenant of man with man, known as the social contract. It is the starting
point of Hobbes’s political philosophy.
Hobbesian Political Philosophy: The Social Contract and its Centralities
In similar tune with the Anglo-Catholic notion of Original sin, the Hobbesian philosophy
identifies the desire for power as the primary evil which leads to “The war of all against all”.
In Leviathan, Hobbes acknowledges power to be the chief political problem and writes: “I put
for a general inclination of all mankind, a perpetual and restless desire for power after powerthat ceaseth only in death” (Bobbio, 1993, p. 40). The “Sin” acknowledged by the Anglicans
perpetuates itself as “natural passion” in the Hobbesian framework. The Anglican reason is
guided by the scriptural tenets and Christian parables with the aim of forming a greatercommunity. These tenets resonate through good acts approved by God as mentioned in the
Bible. Hobbes’s principle of ideal human reason is based on getting rid of the destructive
desires for power. This ideal is not governed by faith, as with the Anglicans. On the contrary,
it is a promise of compliance and obligation to certain laws of prudence or hypothetical norms
to form a civil society. These norms constitute the ordeal of reason and also the first centralityof Hobbes’s contract theory. Hobbes calls them the “Natural Laws” or the nineteen laws ofnature.
According to Hobbes, life in the pre-governmental state is always “solitary, poor, nasty, brutish
and short” and calls it the “Natural condition of mankind” or the “state of nature” (Hobbes,
1901, p. 94). It is characterized with scarcity, desire for power, unlimited freedom and death.
8

In the 2nd chapter titled “Hobbes’s Political Theory”, from Thomas Hobbes and the Natural Law Tradition,
Norberto Bobbio, in segment 2. The Leading Idea (Bobbio, 1993, p. 29), explained Hobbes’s fear about
dissolution of authority and fear of anarchy. He wrote “The evil which Hobbes most fears is not oppression, which
derives from the excess of power, but insecurity, which derives, on the contrary, from the lack of power.”

117

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

There is no morality in the state of nature, where individuals claim each other’s resources, bodyand wage war9. The state of nature forms a human habitation of innumerable power centerswith equal claim for power, freedom, authority and the right to war. It gives rise to a situationof absolute lawlessness and anarchy. The laws of nature call for sacrificing a certain degree ofdesire by everyone so that war and aggression can be averted. These laws do not ensure
individual liberty, instead they protect the individuals from misuse of liberty which leads toruin. These laws are not a pact of altruism. They are also not an act of union. These laws arefundamental to the Hobbesian ideas of peace, defense and self-preservation. The social contract
comes into effect via unconditional compliance to these laws of nature. These laws are notsanctioned by the scripture, although they reiterate the Golden rules of the Bible (Springborg,
2007, p. 132). They reflect both in foro interno, that is, in conscience and in foro externo, thatis, in outward behaviour (Bobbio, 1993, pp. 45–46).
Hobbes considers the excess of freedom as a greater evil compared to the excess of law or
authority. Hobbes establishes the necessity to lay forth a strong central power which annihilates
the unabiding, small powers. The small powers can never equate the one, supreme power(Bobbio, 1993, p. 68). The idea of the supreme, central power materializes through theestablishment of sovereign state or Commonwealth (Civitas in Latin), which he calls theLeviathan. The Leviathan forms the second yet most important central idea of the Hobbesian
contracterian philosophy. The Leviathan is the strong central power which is expected todestroy the unruly small powers. It comes into effect through a third party or institution which
consists of person or group of persons, who are entrusted to execute the social contract andgovern the civil society. The Leviathan is an old mythical beast, and also is “a man, a machine,a god, the state as a whole, and the sovereign, that part of the state wielding absolute power”(Springborg, 2007, p. 62). By calling Leviathan as a state in its entirety, Hobbes refers to its
characteristics as “an artificial man, though of greater stature and strength than natural, forwhose protection and defense it was intended” (Springborg, p. 61). The Leviathan includes aterritory, its politically obligated civilians and the authorized sovereign Monarch. Hobbes wasa materialist who denied the immortality of the soul. But he affirmed the existence of theChristian God. In the introduction to Leviathan he writes: “God hath made and governs theworld” (Springborg, 2007, p. 381)10.
According to him, the power to give orders and issue the laws is the task of the civil authority,
not Jesus. Hobbes argues that God has withdrawn from the world (Springborg, 2007, p. 295).
That is why; human beings must understand the Divine will and restore peace on earth byresorting to the laws of nature. Natural laws after execution come to be called as the civil laws.
Hobbes confers the power of administering the civil laws to the Sovereign Monarch of the state,
simultaneously retaining the Sovereign’s subjection to the Christ.
The Sovereign head is no part of the contract. The Sovereign is not bound by any politicalobligation. She is subject to the civil laws and can also violate them11. The Sovereign is both9
See p. 2, section “The law of nature”, “The Social Contract-Hobbes (1651)”,https://rintintin.colorado.edu/~vancecd/phil215/contract.pdf
10

For extensive detail, refer to A.P. Martinich’s essay “The Bible and Protestantism in Leviathan”, 16th essay,
2nd section, “Theology” in The Cambridge Companion to Hobbes’s Leviathan (Springborg, 2007, p. 381).
11

In the 2nd chapter titled “Hobbes’s Political Theory”, segment 10. Sovereignty is Absolute, Bobbio quoted
Hobbes from his seminal political work De Cive and Leviathan informing readers about Hobbes’s ideas on
absolute power of sovereign and civil laws. Author wrote: “For having the power to make, and repeal laws, he
may when he pleaseth, free himself from that subjection” (De Cive, VI, 14, p. 83; Leviathan XXVI, p. 173).”118

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

“inside and outside” (Springborg, 2007, p. 73) the state. This view of the Sovereign’s positionechoes the Christian faith of the heavenly God of whose image, all men are made. The God
controls the human and the earth. But the creator and the created cannot be equal, neither thesum of all men be ever equivalent to the God. Hobbes (1651) writes in the Leviathan: “This is
the generation of that great Leviathan, or rather, to speak more reverently, of that mortal god,
to whom we owe under immortal God, our peace and defence” (Bobbio, 1993, p. 49). The stateis both the commander of the people as well as they themselves. The state machinery acts like
“Mortal God” where the state shares some of the “God’s omnipotence” (Springborg, 2007, p.
63). The theistic God and regulation of religious matters is important for the sovereign state.
Hobbes and Anglicanism are in agreement with the method of uniform worship (Springborg,
2007, p. 388) within the state. Hobbes in Leviathan claims that the supreme power ofgovernance rests only with the King and the other sovereign bodies who are accountable to
God alone. He denies the administrative power of the Episcopal or clerical order, who believe
themselves to be the bearer of certain power and duties derived from the God (Springborg,
2007, p. 368)12. The Hobbesian centralities of the laws of nature and the sovereign state aremeant to prevent human from going back to the state of nature. The individual consciencewants to lean on the civil conscience. The sovereign body is the maker, interpreter and justiceprovider for the civil conscience. It does not declare what is right or wrong. It declares what isjust by eliminating any thought which disrupts peace and harmony. The Sovereign is the nontheological version of the Christian God. For the Anglo-Catholics, faith upon God and for the
Hobbesians, submission before Leviathan or the Sovereign state is the crucial method inarousing a responsible civil conscience. These methods aim to retain the traditional authorityof a benevolent protector; the protector who saves the people from disintegration.
Eliot’s Ariel poems explain the transitions of life and a peaceful reconciliation with pain andconflicts. The omnipotence of God is always at the back. The five poems included in the Ariel
series talk about the recognition of human soul with the Incarnated Logos. The redemption ofsoul comes through faith and piety. Along with the spiritual aspirations, these poems also
mirror multiple socio-political ambitions. The following section presents an examination ofthese poems and explains the gradual transition of individual’s lives towards peace via
obligatory centers of scriptural faith, authority and laws of prudence.
Eliot’s Ariel Poems and their Manifestations of Indispensable Centralities:
Aspiration for a Stable Socio-Political Identity in “Journey of the Magi”
The poem “Journey of the Magi” depicts the spiritual journey of a pagan community, which
was in search of an imperishable self-identity and a commanding leader. The first five lines ofthe poem: “A cold coming we had of it, / Just the worst time of the year/ For a journey, andsuch a long journey: /The ways deep and the weather sharp/... winter” are quoted from theNativity sermon by Lancelot Andrews, Bishop of Winchester13.
The three Magi undertake a journey to Bethlehem to witness the birth of Jesus. On their way,
they experience the extravaganza of richness and sexual promiscuity in the palaces. Lines 9
and 10 show us: “The summer palaces on slopes, the terraces, /And the silken girls bringing
12

In the 15th essay “Leviathan and its Anglican Context” from Springborg’s edited volume, author Johann
Sommerville explained in detail about Hobbes’s alignment and non-alignment with Anglicanism.
13

Refer to the summary and analysis of “The Journey of Magi”, section “Analysis”, 1st paragraph,
https://www.gradesaver.com/journey-of-the-magi/study-guide/summary-journey-of-the-magi

119

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

sherbet”. The magi also experience want, greed and human aggression in the desert. Bothinstances indicate power abuse for self-gratification. The Magi observe: “Then the camel men
cursing and grumbling/ And running away, and wanting their liquor and women, /And nightfires going out, and the lack of shelters, /And cities hostile and the towns unfriendly/And thevillages dirty and charging high prices: / A hard time we had of it” (lines 11-16). The imageryof the aggressive and the lusty camel men, the lack of fire and the shelter, the hostile and dirty
localities exploiting the travellers are suggestive of a brutal, greedy and an unorganised society
immersed in scarcity and violence. The individual reason serves to fulfil the desire for power
and possession. The Anglican sin dominating over human reason finds a vivid expression
through these lines which show human as transgressors and immoral. The warlike attitude
reveals a social condition of the Hobbesian state of nature; that is, the pre-governmental
condition of lawlessness and death. The Magi faced many difficulties in the course of theirjourney. A long journey at the “dead of winter” (lines 4-5) amidst “deep ways” (line 4) over“sore-footed camels” (line 6) is a tough endeavour. The Magi along with the other travellers
sleep in snatches to avoid the hostility of the climate and other dangers. They constantly hear
their individual conscience speaking to themselves: “With the voices singing in our ears,
saying/That this was all folly” (lines 19-20). The journey turns out to be savage and fatal
without proper direction and governance. Through these severities, Eliot implicitly hints
towards the absence of an organisational structure and the authority within them. With thecontinuous threats towards life and without a controlling voice, the pagan sojourners are neither
a community nor a society; but only scattered individuals competing for survival. Their
individual conscience questioning about the future consequences of the journey is an instinctualreflection of their desire to life. However, in the absence of any adequate response, which can
only come through the trusted authorial conscience, they get engulfed in their self-createdanxiety.
The second stanza is replete with Biblical allusions. This stanza briefs about the birth of Jesus
through the image of a smelling temperate valley. “Temperate” denotes mildness and restraint;
a set of contrasting human traits with regard to the previous stanza. “Running stream” of line
23 is an echo from John 4:10-14, where Jesus affirms to possess the “Living water” to provide
for the others14. In the same line, the water-mill beating the darkness alludes to Jesus’s claimin John 8:12 to be the light of the world15.
“The three trees on the low sky” (line 24) may either indicate Jesus’s crucifixion or the Holy
Trinity. The old white horse of line 25 is the apocalyptical horse found in Revelation 6, 19:1116, which foreshadows the coming of Jesus16. The phrase “vine-leaves over the lintel” (line 26)
is an implicit reference to the story of Passover from Exodus or to Jesus17, who occurs as the14

Reference drawn from the segment “Analysis”, 5th paragraph, https://www.gradesaver.com/journey-of-themagi/study-guide/summary-journey-of-the-mag. Cross checked with John 4:10-14:
https://www.biblegateway.com/passage/?search=John+4%3A10-14&version=NIV
15

Reference drawn from the segment “Analysis”, 5th paragraph, https://www.gradesaver.com/journey-of-themagi/study-guide/summary-journey-of-the-mag.. Cross checked with John 8:12:
https://www.biblegateway.com/passage/?search=John+8%3A12&version=NIV
16

Qtd. from the segment “Analysis: The Symbolic life of Christ”, line no. 25, https://www.shmoop.com/studyguides/poetry/journey-of-the-magi/analysis. Cross checked with:https://www.biblegateway.com/passage/?search=Revelation+6&version=NIV. For Revelation 19:16 see:https://www.biblegateway.com/passage/?search=Revelation+19%3A11-16&version=NIV
17

See: https://www.gradesaver.com/journey-of-the-magi/study-guide/summary-journey-of-the-magi. Cross
checked with Exodus 12: https://www.biblegateway.com/passage/?search=Exodus+12&version=NIV. John 15:1,
5: https://www.biblegateway.com/passage/?search=John+15%3A1-5&version=NIV

120

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

“True Vine” in John 15:1, 5. The vine leaves decorated the tavern where the Magi set foot on.
Line 27: “Six hands at an open door dicing for pieces of silver,” relates to two specific allusions.
First, the treacherous betrayal of Christ by Judas18 and second, the Roman soldiers bartering
for the deceased Jesus’s clothes19. Line 28: “And feet kicking the empty wine-skins alludes to
the Jesus’s parable of the wineskins which appears in Matthew 9:17.
Here Jesus advises John’s disciples not to put new wine on an old wineskin, as it would only
destroy the new wine. Through the parable, Jesus meant that faith and divine wisdom shouldbe imparted only to an organized society bound by law and order. Social reconstruction is afutile effort amidst moral flaws and systemic corruption.
Jesus, the traitor Judas and the apocalyptic white horse respectively represent the absolute ruler,
the betrayer as well the order of justice. Jesus is also the symbol of hope, virtue and joy. On
the contrary, Judas represents breach of trust. By invoking Jesus and all other scriptural
allusions, Eliot adheres to the Anglican centralities of tradition and scripture. Throughdescribing the social lawlessness in the previous stanzas, Eliot builds the most needed pathway
towards the Hobbesian authority of the supreme leader, who can enforce moral order andsecurity.
The third stanza is deeply spiritual and it reflects the inner transformational plight of the three
Magi. The Magi represent a polytheistic society standing at the threshold of decadence. They
claim to witness the “Birth”. The “Birth” suggests towards the birth of Jesus as a founding
figure of Christianity. It also indicates to the birth of the Christian faith as a political principle
for organizing the society and the state. The Magi have suffered the evil of human aggression
during their journey and also perhaps after their return, in the company of their people. The
Birth, which they witnessed, could not let them reconcile with their pagan society. Theirsociety; consisting of multiple power centers, “clutching their gods” stands without a sovereign
master; the master who can manifest as the supreme conscience to command the individual
conscience.
The Magi long to embrace Christianity as a principle to form the civil society. The Magi seeka strong identity for their society and a consolidated structure under the benevolent Head. They
seek a covenant of men with men, directed and governed by the Sovereign master at the center,
who assures them an enduring identity and protection, by destroying other power mongering
smaller centers. With this desire, they proclaim “I should be glad of another death” (line 43).
“Another death” connotes the death of the anarchic, lawless centers. Whereas, the first death isphysical. Cumulatively, the pagan society reflects its political aspiration to form the Leviathanor the sovereign state which endows them protection and a secured socio-political identity.
Scriptural Ways Towards Building a Communitarian Conscience in “Animula”
The poem “Animula” accounts the difficulties encountered during transition from childhood toadulthood. This poem deals with the problem of leaving and living; dispossession andpossession. It describes the internal journey of an individual trying to cope with every new
18

GradeSaver notes. Cross checked with Jesus’ betrayal of Judas for 30 pieces of silver in Matthew 26:14-16:
https://www.biblegateway.com/passage/?search=Matthew+26%3A14-16&version=NIV
19

Derived from the segment “Analysis: The Symbolic life of Christ”, line no. 27, Shoomp study guides:
https://www.shmoop.com/study-guides/poetry/journey-of-the-magi/analysis#christ-symbol. For the story of the
Roman soldiers biding for Jesus’s clothes see Psalm 22:18:
https://www.biblegateway.com/passage/?search=Psalm+22%3A18&version=NIV

121

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

experience of the “flat world of changing lights and noise” (line 2). The simple human soul isborn from the “hand of God” (line 1) and it develops through the joy and delight under the“fragrant brilliance of the Christian tree” (line 9). The Anglo-Catholic reason makes its entry
through the infantile experience of the soul who is eager to rest reassured (line 8). The reason
gradually becomes a heavy burden for the growing human. The growing individual stays
perplexed amidst ample choices of life. She feels offensive owing to the obligatory push ofshould and should not. The adult human gets caught between desire and control. Lines 16-20
read as: “The heavy burden of the growing soul/Perplexes and offends more, day by day; /Week
by week, offends and perplexes more/With the imperatives of ‘is and seems’/and may or may
not, desire and control.” The Hobbesian principle of desire for possession is reflected throughthese lines.
In contrast to the infant born out of the God, the adult human, Eliot writes, is a product of time.
Line 24 says: “Issues from the hand of time the simple soul”. The adult individual is “Irresoluteand selfish, misshapen, lame,” (line 25). This idea of the human condition reminds us of the
Hobbesian state of nature. In describing such a man, Eliot adds further: “Unable to fare forward
or retreat/fearing the warm reality, the offered good, / Denying the importunity of blood,/Shadow of its own shadows, spectre in its own gloom...” (lines 26-29). The developed humanis an indecisive person who no longer delights under the Christian tree nor receives anythingfrom one’s community. She cuts ties with the Christian tradition and with God. In absence ofan authorial voice, she is reduced to a shadow and a specter of gloom (line 29). It is the ritualof viaticum (line 31)20 which offers her a life. Eliot finally invokes the ritual of the prayer asa way of recovery from the human plight. Eliot appeals “Pray for us now and at the hour of ourbirth” (line 37). This birth refers both to the physical and spiritual births. The Anglican faithand the scriptural ways set the content as well as the context of the poem. “Animula” espouses
for a revival of an individual’s connect with one’s community via Anglican faith and scripturalritual.
“Animula” depicts a strong community as the moral force for upholding a society. This poem
leads to a vision of the Christian society, where the communitarian authority rescues thetroubled individuals. Within such a society, the human reason abides by faith, grace andconsistent good-will. The communitarian conscience as a method towards a stable socialorganization and its upkeeping through the scriptural ways implicitly echoes the compliancefor Hobbesian laws of nature. This poem captures the internal journey of an individual andconcludes that a strong communitarian conscience is an essential component to uphold a robust
society. This espoused conscience rests on the Christian faith and acts of prayer.
Family and Paternal Conscience as the Micro Unit for Social Organization in “Marina”
The poem “Marina” is based on Shakespeare’s play Pericles. Pericles, the Prince of Tyre
rediscovers his daughter Marina whom he lost before her birth. The Latin Epigraph of the poem
is quoted from the text Hercules Furens (line 1138) composed by Lucious Annaeus Seneca(5B.C.-A.D.65). It means: “What place is this, what land, what quarter of globe?21 Hercules
kills his children in a fit of madness, and utters those words after he regains his consciousness.
20

In theological context, “viaticum” means “The communion or Eucharist, which is given to any person in dangerof death”. In non-theological context, the word means an allowance for travelling expense made avail for those
who were sent into other provinces to exercise any duty or service. See:
https://www.definitions.net/definition/viaticum
21

Qtd. from “Marina Analysis”: https://poemanalysis.com/t-s-eliot/marina

122

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

In the poem’s context, Hercules’s utterance creates a contrary feeling, since here, Pericles ison the threshold of union with his lost child. Through the Epigraph, Eliot introduces the foulplay of human reason. The Epigraph is a testimony of reason creating mayhem in absence of astrong controller. Eliot recounts the moment of Pericles’s union with Marina as “A breath ofpine, and the woodsong fog/By this grace dissolved in place” (lines 15-16). The second stanza
briefs on Pericles’s pain of longingness for Marina through the image of death. In his past,
Pericles could not taste the joy of life, because he was preoccupied with the assumed death of
his daughter. He used to visualize death everywhere. The thought of death and loneliness diesat the moment of his union with Marina. He leaves his state of despair and grief. He feels thepulse, the whispers, the laughter and the hurrying feet of his daughter and almost sees her face.
Eliot creates a metaphor of ship in the sixth stanza where the bowsprit is cracked (line 22), thegarboard strake leaks (line 28) and the seams need repair. This ship is a metaphoricalrepresentation of Pericles’s life. Pericles wants to abandon the shattered ship of present life forthe new ships of hope and awakening brought to him by his daughter.
An affectionate paternal authority and the joy of familial belongingness are the themes of thepoem which are shown to be the roadways towards God. The most common Liberal conceptionof paternal authority, as a method of coercion and domination is totally altered in this poem.
Here, paternal authority is broadly established as an affectionate patriarchal conscience whichcomes in combination with patience, union and control. The father is incomplete without hischildren, as much as the children without him. This poem lays the foundation of the family asa micro structure which cultivates the ties of belongingness, unity, care and mutual obligation.
Proceeding from the micro level, the close-knit structure of a family builds a robust community,
which in turn makes the situation favorable for establishing a civil society.
T.S. Eliot’s Relevance in Today’s World
Every society and individual deals with the problem of freedom vs. restraint in matters ofavailing the fundamental rights, means of happiness and prosperity. Unlimited freedom proves
dangerous, while excessive restraint becomes discriminatory. Interdependency binds theindividuals, the communities and the nation-states. One’s choice of action affects andinfluences the other. The contemporary democratic societies espouse value pluralism, mutual
respect and multilateral relations. However, in many instances, value pluralism is proving
unsuccessful in mitigating the conflicts. It is failing in establishing a stable consensus and acontinued satisfaction. Instead, we see a sharp rise in forced tolerance, distrust, suspicion anddisagreement. The Liberal values of free speech, limited government, international
brotherhood, free trade and universal equality are unable to address the messiness of the human
psyche. These modern values merely stand as ways to deal with the structural follies of externallife. Moreover, often, the individuals face dilemma in executing the Liberal values inaccordance with contexts. Such a situation fuels further conflicts.
Eliot’s espousal of order, a central benevolent authority and faith on the Divinity help inbuilding a moral conscience, which might act as a guide towards the ethical execution of the
Liberal humanitarian values. Eliot’s tenets lay the foundation of a peaceful and protected state.
This foundation is not a threat to the democratic premise of any nation-state. Eliot’s
Conservative politics reflects that he is very careful about retaining an enduring moral order,
while at the same time, allowing variety, change and reconciliation between the past andpresent ethos. Eliot’s politics is quite attached to the precept of imperfectability of humanreason and hence cautious against amoral drift, corrupt passions, chaos, and collapse of beliefs
and misuse of norms.

123

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

As the author of this article, I find myself subscribing to Eliot’s views, because I sincerely feelthe lack of an innate constraining principle with regard to free-willed human action. Eliot via
his model of peace and protection shows a path of moral conscience, which is in sync with theindividual and the civil conscience. That is why, I find Eliot fairly relevant in the contemporary
milieu, since he presents a method to handle the problem of choice and decision, freedom vs.
restraint.
Conclusion
In search for a model for peace and protection from disintegration, T.S. Eliot relies on the
Anglo-Catholic faith. The Anglo-Catholic centralities of tradition, scriptural hermeneutics andreason by faith set up a socio-cultural system of order and moral conscience. Consequently, italso reflects the Hobbesian ideas of an absolute authority and the need for self-constraint. From
our analysis of the three Ariel Poems, we conclude that, Eliot by navigating through the
Anglican and the Hobbesian principles, holds onto one irresistible centrality within his modelof peace and protection. That is --a supreme, governing authority that embodies the power andmagnanimity of the Christian monotheistic God. To achieve peace, T.S. Eliot proposes for asocial gradation, which requires the family, the community, the ordered society and faith on
the God. This structure makes its way towards forming the sovereign state with a benevolent
Head. T.S. Eliot vouches for a supreme and benign state authority as the paramount centrality
for sustaining order, protection and peace.
Acknowledgment
I am very grateful to my PhD supervisor, Dr Hemachandran Karah, for his useful suggestionsin framing this article.

124

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

References
Asher, Kenneth. (Winter, 1988). T.S. Eliot and ideology. English Literary History, 55(4), 895–
915. https://doi.org/10.2307/2873141
Bobbio, N. (1993). Thomas Hobbes and the natural law tradition (Daniela Gobetti, Trans.).
University of Chicago Press. (Original work published in 1989).
Chapman, M. (2006). Anglicanism: A very short introduction. Oxford University Press.
Chapman, Mark D. (Ed.). (2010). The hope of things to come: Anglicanism and the future. A
Continuum Imprint.
Eliot, T.S. (1963). Collected poems 1909-1963. Harcourt, Brace & World, Inc.
Donald, H. (February 1, 1989). The politics of T.S. Eliot. The Heritage Foundation. Retrieved
July 01, 2020 from https://www.heritage.org/about-heritage/mission
Hobbes, T. (1651). Leviathan (1st ed. 1909). Oxford University Press.
Kaye, B. (2008). An Introduction to World Anglicanism. Cambridge University Press.
Kekes, J. (Jul.,1997). “What is Conservatism?”. Philosophy, 72(281), 351–374.
https://doi.org/10.1017/S0031819100057053
Lloyd, S. A. (2009). Morality in the philosophy of Thomas Hobbes: Cases in the law of nature.
Cambridge University Press. https://doi.org/10.1017/CBO9780511596759
Matyok, T., Senehi, J., & Byrne, S. (Eds.). (2011). Critical issues in peace and conflict studies:
Theory, practice & pedagogy. Lexington Books.
Miller, A. J. (Spring, 2000). “Compassing material ends: T.S. Eliot, Christian pluralism andthe nation-state”. English Literary History, 67(1), 229–255.
https://doi.org/10.1353/elh.2000.0008
Moody, D. A. (Ed.). (1994). The Cambridge companion to T.S. Eliot (7th Printing 2005).
Cambridge University Press. https://doi.org/10.1017/CCOL0521420806
Moody, D. A. (1996). Tracing T.S. Eliot’s spirit: Essays on his poetry and thought (Digitalprint 2008). Cambridge University Press.
https://doi.org/10.1017/CBO9780511983443
Naugle, D. (n.d.). The intellectual and religious development of T.S. Eliot reflected in selected
readings of his poetry with emphasis on Ash Wednesday. Research paper on TSE.
Retrieved July 01, 2020 from https://www3.dbu.edu/naugle/pdf/ts_eliot.pdf
Ong, W. J. (Summer, 1989). T.S. Eliot and today’s ecumenism. Religion and Literature, 21(2),
1–17. Retrieved July 01, 2020 from http://www.jstor.org/stable/40059409
Popescu, A. (2017). The theme of recognition in T.S. Eliot’s poems “Marina” and “Animula”.
Lit04 22.pdf. Retrieved July 01, 2020 fromhttps://old.upm.ro/gidni/GIDNI-04/Lit/Lit%2004%2022.pdf
Read, H. (Winter, 1966). “T.S.E: A memoir”. The Sewanee Review, 74(1), T. S. Eliot (18881965), 31-57. Retrieved July 01, 2020 from http://www.jstor.org/stable/27541383
Sachs, W. L. (1993). The transformation of Anglicanism: From state church to global
communion. Cambridge University Press.
https://doi.org/10.1017/CBO9780511555312

125

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Schuchard, R. (2001). Eliot’s dark angel: Intersections of life and art. Oxford University Press.
Springborg, P. (Ed.). (2007). The Cambridge companion to Hobbes’s Leviathan. Cambridge
University Press. https://doi.org/10.1017/CCOL0521836670
The social contract-Hobbes (1651). (n.d.). Retrieved July 01, 2020 fromhttps://rintintin.colorado.edu/~vancecd/phil215/contract.pdf
Corresponding author: Kongkona Dutta
Contact email: shailajadutta@gmail.com

126

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

127

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

School and Schooling, and the Boundaries of the Human in
Ishiguro’s Never Let Me Go

Nurit Buchweitz
Beit Berl College, Israel

128

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Abstract
Kazuo Ishiguro’s 2005 novel Never Let Me Go presents an alternative history in which artificial
reproduction is viable and human clones are mass produced. Even though they differ from otherhuman beings only in their inception, the clones are perceived as artificial human beings, bornand raised to be professional nonhumans at the service of natural humans. This article focuseson the novel’s depictions of the alterations that humans will undergo as a result of radical
technological advancement. The analysis will concentrate on Ishiguro’s employment of theschool as chronotope (in the sense of Bakhtin’s conceptualization). School as a concept isa quintessential humanist institution, the purpose of which is to develop theindividual’s subjectivity to its full capacity. Hailsham School, however, represents the new
discursive order of posthumanism that reveres technology but never considers the full extent of
the ethical issues accompanying the new techniques. At Hailsham, the most advanced
humanist discourse on human rights is ironically metamorphosed into a reactionary
discourse of exploitation and exclusion.
Keywords: Posthumanism, clones, school, chronotope, children, dystopia

129

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Introduction
Kazuo Ishiguro’s Never Let Me Go, a speculative novel set in England between the 1970s and1990s, presents an alternative history in which artificial reproduction is viable and humanclones are mass produced. Drawing on technological capabilities already available in today’s
reality, the novel envisions a world in which embryonic stem cells are grown and developed
into “live” entities1 for the sole purpose of exploiting these entities in the service of a healing
technology. Scientists and lawmakers in this fictional world share an overriding ambition to
alleviate the human suffering caused by diseases and injuries2. To advance this goal, humanclones are created and grown to serve as organ donors. Their lives end prematurely, as they aredesigned to exist only until reaching maturity, at which time the process of donorship begins.
Donorship entails the harvesting of the clones’ organs one after another, making all their organs
available for curing human diseases3. Indeed, the clone’s entire body is used to this end. Even
though they differ from other human beings only in their inception, the clones are perceived as
artificial human beings, “born and raised to be professional nonhumans” (Kakoudaki, 2014, p.
208), other than human, “as if humans” (Carrol, 2010, p. 63) and, therefore, less than humans,
as Kathy, the novel’s narrator, expresses it: “For a long time you were kept in the shadows, andpeople did their best not to think of you and if they did, they tried to convince themselves thatyou weren’t really like us. That you were less than human” (Ishiguro, 2005, p. 258).
In the world of Ishiguro’s novel, society legitimizes the distancing and isolation of the clones
and is indifferent to the fact that they face certain death near the end of their twenties. Thisimagined scenario is based on the challenges arising from biotechnological progress, which isdriven by capitalist motivations and nurtured by human beings’ fantasies of transcending thelimitations of biology, illness, suffering, and death. These forces interact with biotechnologicalefforts to create an improved and empowered posthuman human being4.
Ishiguro’s treatment of these issues in Never Let Me Go is within the framework of dystopia ascontent and as genre (Fricke, 2015; Lochner, 2015), insofar as the depicted future is alarmingly1

See Herbrechter (2013, pp. 113–135), who summarizes the debate over the cloning technique based on researchon embryonic stem cells. This is a hypothetical dispute given that human cloning has never been exercised andthat supervision over research on cloning is strict considering the ethical issues involved. Those who advocate forcloning state that it will battle infertility, enable a wider range of options for singles, such as giving birth to a
substitute for a dead child, giving birth to an organ-donor child, and reproduction for those who cannot bringchildren into the world (homosexuals). Arguments against cloning include concerns regarding the individuality
and unique identity of human clones, its negative impact on the family structure, the objectification of humans,
and a new eugenics. Currently, there is a consensus against human cloning for reproductive purposes given that it
is unethical and dangerous.
2

The 2010 film adaptation of the novel, directed by Mark Romanek and starring Carey Mulligan, Andrew
Garfield, and Keira Knightley, adds to the written text an exposition, which appears as a caption at the beginningof the film. It serves to clarify the ground rules of the narrative that will unfold by explicating the hegemonic
conceptual infrastructure. It reads: “The breakthrough in medical science came in 1952. Doctors could now curethe previously incurable. By 1967, life expectancy passed 100 years.” The caption is based on page 256 of thenovel.
3

Donors, Carers, and Guardians are all euphemisms that serve as the linguistic infrastructure of the institutional
handling of the clones. The institution takes measures to come up with lexical substitutes to camouflage andobscure negative actions and to lead to the misunderstanding of their true meaning. As McDonald (2007) points
out (p. 78), the euphemisms are “a jarring reminder of their [the clones’] sole purpose in the eyes of society, andof the ways in which language can normalize atrocities deemed necessary in a given ideology.”
4With regard to the theme of the dark side of scientific technology it is worth noting that Kazuo Ishiguro hails
from the atom-bombed city of Nagasaki, Japan, where he lived until the age of five.

130

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

upsetting. Yet it is significant that the events unravel outside the context of the apocalyptic,5
since this speculative England is not annihilated by catastrophe. Rather, it is a fictive futurethat reflects our own progressive world6. The fact that society and civil structures have not been
usurped by futuristic reactionary forces exacerbates the dystopian implication and foregrounds
the extent to which advanced ideas of the posthuman exist in the present7.
This discussion of Ishiguro’s novel takes place in the context of the collapse of borders thatdemarcated the boundaries between the human and the nonhuman, borders that seemed to befortified and unbreakable before our era of radical technological advancement. Ishiguro’s novel
grapples with the ethical implications of biotechnology: the possible ethical and moral
ramifications of life-intervening techniques made possible by technological advancements,
including the prospect of artificial reproduction becoming the origin of life8 and how these areforged by the posthumanist discourse. I argue that Ishiguro employs as the main poetic device
the school as chronotope and I attempt to elucidate how Hailsham School, where most of the
autobiographical narrative takes place, is the spatio-temporal arena for this contemplation toreside.
Humans and Clones
In Never Let Me Go the clone is neither a citizen nor a human being endowed with rights, nor
is the clone considered part of the “state’s population.” As children, the clones are transferredfrom one breeding camp to another until they reach maturity. Reaching maturity, however,does not mean becoming independent adults. Rather, adulthood means that they have become
mature enough to begin fulfilling their role as an instrument for achieving specific ends. Not
only do humans repudiate the clones, they are also repulsed by them, as Kathy recounts whendescribing the rare encounters with Madame, which are always accompanied by visceralmanifestations of repulsion:
She just froze and waited for us to pass by. She didn’t shriek, or even let out a gasp.... As
she came to a halt, I glanced quickly at her face... and I can still see it now, the shudder
she seemed to be suppressing, the real dread that one of us would accidentally brushagainst her (Ishiguro, 2005, p. 35).
Notwithstanding, even though biotechnology opens new avenues for nonhuman actants,
humans in Never Let Me Go have an instinctual sense of the clones’ fundamental transgression.
To natural humans, the clones are monsters – genetically engineered bodies that are a new kindof monstrosity produced by science. Anna Powell (2015) maintains that “from the humanist
point of view, cloning is the most repellent and frightening aspect of GE [genetic engineering]5

See Michel Houellebecq’s The Possibility of an Island (2005) and Margaret Atwood’s Oryx and Crake (2003),
novels that were published around the time of Never Let Me Go and are narratives that deal with genetic
engineering and cloning within the framework of apocalyptic literature.
6

Mark Currie (2009) notes that in the novel, which takes place during the last three decades of the twentiethcentury, there is a sense of atemporality, which Ishiguro achieves by, for example, rarely mentioning historicallocations and including only sparse references to time.

7

As John Mullan (2009) notes, Ishiguro is not interested in science, but rather in ethics, and never dwells on thetechnological processes of clone production.
8

See Dominique Lecourt’s (2003) discussion of the bioethics of modes of artificial reproduction, biomedicine,cloning, and eugenics. Lecourt argues that between biocatastrophe and euphoria the genetic transformation of thehuman is justifiable but insists that the ethical and moral limits of this transformation have yet to be drawn.

131

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

in its uncanny human replicants, yet it also destabilizes the dualism of “othering” (p. 80)9. She
adds that posthuman epistemologies are fluid in nature, and challenge the “natural” order andcarry radically destabilizing potential (Powell, 2015, p. 78). Koji Yamashiro (2016) points outthat artificial humans have always been a caricature of the human being, a distorted reflection(p. 77), a deformed mirror image of humans in that they lack the capacity to reproduce and they
serve as slaves to their creator.
The Concept of Posthumanism
Consider the following list of opposite characteristics attributed, respectively, to the humanand the nonhuman, where the nonhuman refers to nonhuman machines (i.e., robot, artificial
person):Natural/artificial,organic/inorganic,
alive/inanimate,free/unfree,unpredictable/predictable, rebellious/obedient, autonomous/controlled, flexible/rigid,
graceful/lumbering,
intelligent/unintelligent,conscious/nonconscious,
spontaneous/programmed,
sensitive/unfeeling,emotional/unemotional,
intuitive/algorithmic,
passionate/apathetic,
playful/serious,
sexual/asexual,
empathic/callous, moral/amoral, appreciative of beauty/oblivious to beauty,
artistic/practical, poetic/literal, spiritual/material (Shanahan, 2014, p. 30).
This list expresses the ways in which we tend to think of human beings: as natural, free,autonomous, intelligent, conscious, moral, sexual, sensitive, and empathic. From the 1960s
onward, however, these binaries, or walls separating the human from the nonhuman, have been
attacked from two main directions. The first came from scholars of postmodernism andpoststructuralism, such as Derrida (1970), Foucault (1994 [1970]), Deleuze (1977), and Butler(1990), – thinkers who problematize the anthropocentric and foreground the constructed
cultural and historical nature of the human, emphasizing the construction and performativityof the human. Their mission was to destabilize, debase, and deconstruct the humanist idea of
man as the center of the universe, along with such basic ideas as individuality and subjectivity.
The argument is that the individual, as an essential entity who possesses psychologicalcontinuity and coherence, and a unified self, is an invention dating back to the Enlightenment,
and perhaps even earlier than that – to the Renaissance. It was Foucault who concluded his
seminal tract, The Order of Things, with the statement that “one can certainly wager that man
would be erased, like a face drawn in the sand at the edge of the sea” (Foucault, 1994 [1970],
p. 387) – and a wave is approaching to erase it. The human is little more than another contingent
entity, and what is ostensibly irredeemably anthropocentric is in fact merely a cultural construct.
The other attack emerged out of the tremendous technological advances of recent decades.
Technology exists invisibly, inevitably, and ubiquitously. As the human becomes interlacedwith the machine, the question arises of how technology leaves its indelible mark on the human.
For instance, screens that enable a person to be present in more than one place simultaneously
create a reality in which the subject is no longer limited to his physical body. It goes without
saying that technology opens new avenues for thinking about the human, as Latour (1993),
Hayles (1999), and Harraway (1985) have shown. Scott Bukatman (1993) argues that themodifications of the human result in a new subjectivity that he defines as terminal identity,
9

Powell (2015) argues that film representations of posthuman monstrosities demonstrate an incremental shift
from their depiction as villains to heroic, sympathetic creatures, and that “the cinematic horror shifts to theneoliberal misuses of a medical science that harvests cloned organs for the wealthy and the powerful” (p. 80).

132

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020referring to the computer terminal (p. 9). Under the aegis of technology, we are becoming morethan human, as the body is infiltrated by technology: the prolongment of life, anti-aging, organtransplantation, and xenotransplantation. Thus, the traditional conception of a unified self-body
is no longer relevant, given the immense power of technologies that permeate the human mind
and body and have implications for selfhood and subjectivity.
Posthumanism is the articulation of this cultural moment, reflecting a nonanthropocentric
vision of the human, an articulation of transcending the binary human/nonhuman, of surpassing
the human condition and a contemplation of the existential stance in which technology plays acritical role. Posthumanism is an umbrella term that encompasses a panoply of significations,embracing an entire range of forms and mindsets: enthusiastic or critical, infatuated or alarmed(Herbrechter, 2013; Mahon, 2017; Hauskeller et al., 2015). From signifying a biotechnological
utopia to critical posthumanism, the term may be body-centered and seen as self-formation, ora critical approach that considers the impact of the human interface with technology10. In bothcases, posthumanism is a subjective concept open to alternative perspectives and alternative
stances that remove the human from its central position. It challenges the wall separating thehuman from the nonhuman.
Hailsham as Chronotope
The central trope the text employs is to place the Hailsham boarding school at the center of thenarrative as a specific configuration of time and space – thus utilizing it as a chronotope. Coinedby Mikhail Bakhtin, the term designates a working of time and space that has a structural andconstitutional role in a novel. It contributes to the development of the events and opens
narrative possibilities, and in it the clashes and conflicts are “interwoven into visible reality”(Bakhtin, 1981, p. 47):In the literary artistic chronotope, spatial and temporal indicators are fused into one
carefully thought-out, concrete whole. Time, as it were, thickens, takes on flesh, becomes
artistically visible; likewise, space becomes charged and responsive to the movements oftime, plot, and history. This intersection of axes and fusion of indicators characterizes theartistic chronotope (Bakhtin, 1981, p. 84).
Hailsham is the spatio-temporal arena invoked by the narrative; most of the story takes place
at Hailsham, where the childhood story unfolds. Kathy, the narrator, relates the story of theformative childhood years, a time when the school is naturally a central arena in which a humanbeing’s individual and social development occurs11. Moreover, Hailsham is much more than aschool, as the clones have no home other than the boarding schools in which they are raised.
Not a mere boarding school where students live during the school year and from which they
return home for holidays, Hailsham for them is, in fact, home. Indeed, only after beingtransferred to the cottages as young adults does Kathy acknowledge that “until that point we’dnever been beyond the grounds of Hailsham” (Ishiguro, 2005, p. 116). As a chronotope,
Hailsham constitutes a site where the sociocultural revolution that humans undergo is revealed.
If, as Tzvetan Todorov (1994) argues, chronotopic analysis is related to the conception of man
revealed in them (p. 93), Hailsham can be analyzed as domain of ethical concern where the10

The euphoric transhumanism has been interpreted by Jean-Claude Guillebaud (2011) as a new puritanism,
where the fallibility of the body makes it an obstacle to immortality.
11

See Carrol (2010) on the novel as placed within the tradition of the boarding-school narrative (pp. 62–63), andon the narrative modeled specifically on the English boarding school see Fricke (2015) and Dzhumaylo (2015).

133

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

fraught category of the human is intratextually explored. At Hailsham, the two discourses – ofhumanism and posthumanism – collide and humanist epistemologies ostensibly dissipate. And,of course, unbeknownst to the narrator for most of her narration, Hailsham is a heterotopic
space, designed to confine individuals who are deviant by nature to keep them excluded fromsociety12. The use of first-person narration contributes to the authenticity of the trope and to
Hailsham’s simultaneous role as a realistic site and a chronotope.
School as a concept is a quintessential humanist institution, the purpose of which is to develop
the individual’s subjectivity to its full capacity, with humanism being understood as “thephilosophical champion of human freedom and dignity” (Davies, 2008, p. 5). School is a key
institution for a future society and its purpose is to educate future citizens. As an institution,school is built on the acknowledgment of human beings’ essential values and human rights andfounded on ideals of justice, equality, and every human being’s right to an education. Even as
education has become more “industrialized” and responsive to economic and social needs, its
humanist core remains. In addition, school is a social instrument for constructing the future or
the foundations for the future through socialization (Kashti, Arieli, and Shlasky, 1997). Thisrole corresponds with the notion of the child as a future citizen, at whom the full array of thestate’s institutions is directed. The nation is obligated to these citizens-in-waiting through “stateintervention in shaping healthy minds and bodies of future citizens” (King, 2016, p. 394). By
protecting and nurturing the young, the state is investing in its future strength.
Decent Lives
Chapter 7 in part I (Ishiguro, 2005, pp. 76–87) contains a scene that is central to the unfoldingof the events and their conceptual significance. It shows Miss Lucy’s determination to discard
the mask of falsification and tell the children the truth about their future after she overhears a
conversation between the boys in which they share their dreams for their futures. This leads
Miss Lucy to say that she can no longer “keep silent” (Ishiguro, 2005, p. 79):
The problem, as I see it, is that you’ve been told and not told. You’ve been told, but noneof you really understand, and I dare say, some people are quite happy to leave it that way.
But I’m not. If you’re going to have decent lives, then you’ve got to know and know
properly.... You’ll become adults, then before you’re old, before you’re even middle-aged,
you’ll start to donate your vital organs. That’s what each of you was created to do. You’re
not like the actors you watch on your videos, you’re not even like me. You were brought
into this world for a purpose, and your futures, all of them, have been decided.... You’ll
be leaving Hailsham before long. And it’s not so far off, the day you’ll be preparing foryour first donations. You need to remember that. If you’re to have decent lives. You haveto know who you are and what lies ahead of you, every one of you. (pp. 79–80; emphasis
mine)
Hailsham’s strategy is covert and obscure; its modus operandi is tell-and-not-tell, thus keeping
the children in a state of constant awareness of being told and not being told13. As a result of
12

In Foucauldian terms, Hailsham is a heterotopia of deviation, much like the prison or psychiatric hospitals,
where individuals whose behavior is deviant compared to the required norm are confined (Foucault, 1984).
13

Güngör (2015) explains that telling and not telling is an interchange between “telling by not telling” and “nottelling by telling,” that is, “the first alternative “telling by not telling” covers those instances where the guardianstake advantage of deliberate silence to let the clones absorb a matter only indirectly, while the second one “nottelling by telling” involves the extremely detailed explication of one point only to obfuscate another, moreessential point” (p. 113).

134

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

their obscured consciousness due to such education, the clones can no longer fully comprehend
what they are indeed told. Kathy admits on numerous occasions as she recounts her life story
thatcertainly, it feels like I always knew about donations in some vague way, even as early as
six or seven. And it’s curious, when we were older and the guardians were giving us thosetalks, nothing came as a complete surprise. It was like we’d heard everything somewhere
before (Ishiguro, 2005, p. 81).
This obfuscation is underscored in this chapter particularly through wordplay in the semantic
context of light and darkness and intermittent flickers of awareness. The selection of words
constructs interchanges and dualities of covert and overt; light and darkness; clear and blurry;
and, in metaphorical terms, sunshine and rain. The interplay of light and dark is both literal andfigurative, in the sense that it embodies the slipperiness of language and disavows the truth.
This is also underpinned by the full weight of Kathy’s appropriation of this duality inrecounting her life experience, where her language and choice of collocations and idioms isladen with literal and metaphorical linguistic signals that reside on light and darkness:
In my memory my life at Hailsham falls into two distinct chunks: this last era, andeverything that came before. The earlier years – the ones I’ve just been telling you about– they tend to blur into each other as a kind of golden time, and when I think about themat all, even the not-so-great things, I can’t help feeling a sort of glow, but those last years
feel different. They weren’t unhappy exactly – I’ve got plenty of memories I treasure fromthem – but they were more serious, and in some ways darker. Maybe I’ve exaggerated it
in my mind, but I’ve got an impression of things changing rapidly around then, like day
moving into night (Ishiguro, 2005, p. 76; emphasis mine).
Paradoxically, the more Kathy’s text uses brighter, clearer, and more lucid tropes, so too is thecontent more somber, because of the reality it conceals, and vice versa: the more the text ismurky, so too is it brighter, in the sense of reality becoming apparent. Notably, Kathy’s last
image in the paragraph above of “day moving into night” signifies the unveiling of truth.
Finally, Kathy relates Miss Lucy’s termination of her exposé with a double-entendre sentence,claiming light and shadow both realistically and metaphorically: “‘It’s not so bad now,’ shesaid, even though the rain was as steady as ever. ‘Let’s just go out there. Then maybe the sun
will come out too’” (Ishiguro, 2005, p. 80; emphasis mine).
The most strident component of Miss Lucy’s revelation is her explanation that she seeks to tell
the truth so that the children can live “decent lives.” This reference then prompts the questionof what a “decent life” means. The word “decent” suggests something satisfactory, respectable,
good, and proper. Although not a legal term, “decent" pertains to the quality of life to which
all human beings are entitled. Indeed, helping create a decent life is perhaps the ultimate
objective of education. Education is meant to promote the values of individuality, freedom,
progress, rights (Mahon, 2017, p. 3), justice, and upward social and economic mobility, as wellas to encourage the development of and to nurture human agency, all of which are required forleading a decent life. These goals of education are not met at Hailsham, where the school’s
methods destroy the children’s agency and prevent them from leading decent lives. Veritably,
Hailsham is a preparatory school for the subsequent “organ-donation gulag” (Robbins, 2007,
p. 292) and is designed to segregate the clones during childhood. Even before the Hailsham
students’ first days of school, their genetic programing obliterated their rights as humans.
Because the clones cannot have children, they have been denied the right to parenthood, and135

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

their status in society has denied them their right to life. In concrete terms, they lack a future.
The purpose of Hailsham, therefore, is not to help create a decent life for its children, but rather
to guarantee the internalization of life without rights and civil status. In fact, it is a simulacrumof a school, designed to provide merely “imitative schooling” (Carrol, 2010, p. 67) by which
the clones are taught to pass as “normals,” transforming education into social control.
Hence, as chronotope, Hailsham serves a compositional role, referring to the importance of the
motif of the advanced society that is moving backward in terms of humanist epistemology. The
posthumanist discourse claims to free mankind of any misery stemming from illness and death.
It preaches that transactions between humans and nonhumans can enhance human agency andinsists that our bodies can reclaim their essence through technology, enabling us to become
more than human. However, posthumanism simultaneously engenders the unjust distributionof human legitimacy. At Hailsham, the most advanced humanist discourse on human rights isironically metamorphosed into a reactionary practice of exploitation and exclusion14. Thus,
Hailsham is a prefiguration of the new epistemology that reveres technology but neverconsiders the full extent of the ethical issues accompanying the new techniques. Hailsham
serves as a trope that demonstrates how the notion of humanism upon which school ispredicated gives way to the resurgence of the distinction between those deemed worth living
and those deemed expendable. The posthuman paradigm of a biotechnological utopia, able toredefine the possibilities of the human body, usurps the old humanistic one and forces it out ofuse. As Despina Kakoudaki (2014) argues, the novel demonstrates that the distinction between
the human and the nonhuman is not an essential one but a matter of expediency andconvenience (p. 197). Humans swiftly and decisively resort to retaining the master-slave
relationship with the clones (Nayar, 2015, p. 385). Hailsham allows us to value the nonhumanin and of itself and estranges the human from its own “humanity.” The clones exist as a means
to human ends, serving irredeemably anthropocentric notions, predicated on thehuman/nonhuman binary.
Clone Lives Matter
Hailsham is a school that takes pride in being an advanced institute, as opposed to other schools
for less fortunate clones. Kathy remarks that those clones are commonly “awestruck about ourbeing from Hailsham” (Ishiguro, 2005, p. 143), and Madame comments that “all around thecountry... there are students being reared in deplorable conditions, conditions you Hailsham
students could hardly imagine” (Ishiguro, 2005, p. 255). The school participated in anexperiment designed to prove the clones’ creativity and, hence, their humanity, but even so,
the students’ instrumental purpose was certain. Thus, the question of whether the clones are
human was not presented as a moral question, nor as a question of human rights law. It was
merely a question of semantics. Had it been a moral or legal question, its answer would carrymoral and legal obligations for the state toward the clones, as well as the clones’ right to life,
or as Miss Lucy coins it, to a decent life. Later in the novel, the mature clones go to the home
14

Never Let Me Go has been interpreted as an allegory about the issue of human rights, and as a narrative about
exploitation and injustice told through the voices of different excluded and weakened social groups struggling in
the margins of developed democratic societies, raising the paradox between human rights and societal exigencies(Levy, 2011), as dealing with the reproduction of the logic of heteronormativity, and as an allegory of the welfare
state, in which class origin determines and predicts one’s future (Robbins, 2007). Along the same lines, Never Let
Me Go has been seen as a narrative of trauma (Currie, 2009) or pathography (McDonald, 2007), as well as anallegory of social engineering and programming (Kakoudaki, 2014), and as a consideration of ethical limits(Fricke, 2015), especially the ethical limits of technology (Lochner, 2015).

136

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020of Miss Emily, the former principal of Hailsham. Ultimately, she claims that human beings
will refuse to revert to the “dark days” (Ishiguro, 2005, p. 257), when they were vulnerable todifferent types of terminal diseases, regardless of the causes. Therefore, whether these
posthuman human beings, which differ from natural humans only in that they were born
through artificial reproduction, will lead decent lives remains an unasked question, as educators,
lawmakers, and scientists continue to maximize their ability to prolong life and prevent aging,terminal diseases, and deformations.
As Miss Emily observes,
However uncomfortable people were about your existence, their overwhelming concern
was that their own children, their spouses, their parents, their friends, did not die fromcancer, motor neurone disease, heart disease. So for a long time you were kept in the
shadows, and people did their best not to think about you. And if they did, they tried toconvince themselves you weren’t really like us. That you were less than human.... Herewas the world, requiring students to donate [organs]. While that remained the case, there
would always be a barrier against seeing you as properly human (Ishiguro, 2005, p. 258).
In his book Critical Children, Richard Locke (2011) suggests that adult novels that focus onchildren and adolescents use the younger voices to function as critics of their worlds, as“vehicles of moral and cultural interrogation” (p. 4). Such novels often employ children tohighlight certain ideas more effectively. The images of children caught in atrocious situations
are especially effective in delivering powerful ethical messages to the readers, since “theyinvite us to follow the story of a child’s imperiled growth and development and thereby toparticipate in a process of discovery... an attempt at liberation or the restoration of a just order”(Locke, p. 5). Similar to realistic novels that use children to address contemporary dilemmas,
such as Oliver Twist, The Catcher in the Rye, The Adventures of Tom Sawyer, and Portnoy’s
Complaint, the speculative Never Let Me Go showcases Kathy as a child representing thepeople-to-come, a prefiguration of future human beings and consequent future dilemmas thatawait us soon. Kathy retains all our sympathy for the very fact that she is a child, and throughher imagineering Ishiguro deploys his critical engagement with the consequences of theburgeoning posthumanist epistemologies15.
Conclusion
Never Let Me Go plays a significant role in shaping our imagination regarding the collapse of
the walls of the Anthropocene. As Manuela Rossini (2017) argues,
Rather sooner than later, cyborgs and other hybrids, androids, and technologicallyenhanced humans will people the earth (and maybe other planets). Imagineered in“sciencefictive” texts … such embodied subjects can be seen as cultural prefigurations of
future human beings in the real world. (pp. 164–165)
Never Let Me Go speculates on how the clones constitute but a stand-in for the human and are
denigrated as a commodified replacement. By utilizing the chronotope of Hailsham, Ishiguro
challenges the posthumanist discourse, as at the very heart of the key institute of humanism,
15

The term “imagineered” (yoking “imagination” and “engineering”) is employed by Manuela Rossini (2017) in
her argumentation of the representation of posthuman entities (cyborgs, hybrids, androids, etc.) in literature, andscience fiction in particular (pp. 164–165).

137

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020the humanist epistemic warrant to attribute value to the individual, to confirm individual
integrity, and to foster self-created agency is undermined. When it comes to human moral
development and the gradual acknowledgment of the rights of minorities, women and children,
homosexuals, and animals, it is obvious that not only does the population gaining rights andthe protection of society profit from it but all of society becomes more enlightened, inclusive,and receptive. But in Never Let Me Go the new posthuman mindset has incited an ongoingbackward process.

138

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

References
AALL (2010). Competencies of Law Librarianship. American Association of Law Libraries.
Retrieved July 12, 2019 from https://www.aallnet.org/about-us/what-wedo/policies/public-policies/competencies-of-law-librarianship
Bakhtin, M. M. (1986). The Bildungsroman and its significance in the history of realism(toward a historical typology of the novel). In Speech genres and other late essays (V.
W. McGee, Trans.) (pp. 10–5.9). Austin: University of Texas Press. (Original work
published xxx)
Bakhtin, M. M. (1981). Forms of time and of the chronotope in the novel. In The dialogic
imagination: Four essays (C. Emerson & M. Holquist, Trans.). Austin: University ofTexas Press. (Original work published xxx)
Bukatman, S. (1993). Terminal identity: The virtual subject in post-modern science fiction.
Durham, NC: Duke University Press.
Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York:
Routledge.
Carrol, R. (2010). Imitations of life: cloning, heterosexuality and the human in Kazuo
Ishiguro’s Never let me go. Journal of Gender Studies, 19(1), 59–71.
https://doi.org/10.1080/09589230903525445
Currie, M. (2009). Controlling time: Never let me go. In J. Baxter, S. Mathews, & S. Groes(Eds.), Kazuo Ishiguro: Contemporary critical perspectives. London: Bloomsbury.
Davies, T. (2008). Humanism (2nd Ed.). London: Routledge.
Deleuze, G., & Guattari, F. (1977). Anti-Oedipus: Capitalism and schizophrenia (R. Hurly,
M. Seem, & H. R. Lane, Trans.). London: Penguin Books. (Original work publishedxxx)
Derrida, J. (1978). Writing and difference (A. Bass, Trans.). Chicago: University of Chicago
Press. (Original work published xxx)
Dzhumaylo, O. (2015). What Kathy knew: Hidden plot in Never let me go. In C. F. Wong &H. Yildiz (Eds.), Kazuo Ishiguro in a global context. London: Routledge.
Foucault, M. (1986). Of other spaces. Diacritics, 16(1), 22–27.
https://doi.org/10.2307/464648
Foucault, M. (1994). The order of things: An archaeology of the human sciences. New York:
Vintage Books. (Original work published 1970)
Fricke, S. (2015). Reworking myths: Stereotypes and genre conventions in Kazuo Ishiguro’s
work. In C. F. Wong & H. Yildiz (Eds.), Kazuo Ishiguro in a global context. London:
Routledge.
Guillebaud, J-C. (2011). La vie vivante: contre les nouveaux pudibonds. Paris: Les Arènes.
Güngör, D. (2015). Time and the threefold I in Never let me go. In C. F. Wong & H. Yildiz(Eds.), Kazuo Ishiguro in a global context. London: Routledge.
Harraway, D. (1985). A cyborg manifesto: Science, technology and the socialist-feminism in
the late twentieth century. In A. Jones (Ed.), The feminism and visual culture reader(pp. 475–496). London: Routledge.

139

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Hauskeller, M., Philbeck, T. D., & Carbonell, C. D. (2015). Posthumanism in film andtelevision. In M. Hauskeller, T. D. Philbeck, & C. D. Carbonell (Eds.), The Palgrave
handbook of posthumanism in film and television (pp. 1–7). New York: Palgrave
Macmillan.
Hayles, K. N. (1999). How we became posthuman: Virtual bodies in cybernetics, literature,and informatics. Chicago: University of Chicago Press.
Herbrechter, S. (2013). Posthumanism: A critical analysis. London: Bloomsbury.
Herbrechter, S. (2017). Postmodern. In B. Clarke & M. Rossini (Eds.), The Cambridgecompanion to literature and the posthuman (pp. 54–68). Cambridge: Cambridge
University Press. https://doi.org/10.1017/9781316091227.008
Ishiguro, K. (2005). Never let me go. London: Faber and Faber.
Jakus, E. (2013). Modern utopia and dystopia in the novel Never let me go by Kazuo
Ishiguro. Seminar paper, GRIN verlag.
Kakoudaki, D. (2014). Anatomy of a robot: Literature, cinema, and the cultural work of
artificial people. New Brunswick, NJ: Rutgers University Press.
Kashti, Y., Arieli, M., & Shlasky, S. (1997). Teaching and education lexicon [in Hebrew].
Tel Aviv: Ramot – Tel Aviv University.
King, L. (2016). Future citizens: Cultural and political conceptions of children in Britain,
1930s–1950s. Twentieth Century British History, 27(3), 389–411.
https://doi.org/10.1093/tcbh/hww025
Latour, B. (1993). We have never been modern. Cambridge, MA: Harvard University Press.
Lecourt, D. (2003). Humain, posthumain: La technique et la vie. Paris: Presses Universitaires
de France.
Levine, A. D. (2007). Cloning. Oxford: Oneworld.
Levy, T. (2011). Human rights storytelling and trauma narrative in Kazuo Ishiguro’s Never let mego. Journal of Human Rights, 10, 1–16. https://doi.org/10.1080/14754835.2011.546242
Lochner, L. (2015). “How dare you claim these children are anything less than fully human?”
The shared precariousness of life as a foundation for ethics in Never let me go. In C.
F. Wong & H. Yildiz (Eds.), Kazuo Ishiguro in a global context. London: Routledge.
Locke, R. (2011). Critical children: The use of childhood in ten great novels. New York:
Columbia University Press.
Mahon, P. (2017). Posthumanism: A guide for the perplexed. London: Bloomsbury.
Matthews, S., & Groes, S. (Eds.). (2009). Kazuo Ishiguro: Contemporary criticalperspectives. London: Bloomsbury.
McDonald, K. (2007). Days of past futures: Kazuo Ishiguro’s Never let me go as “speculative
memoir.” Biography, 30(1), 74–83. https://doi.org/10.1353/bio.2007.0025
Mullan, J. (2009). On first reading Kazuo Ishiguro’s Never let me go. In J. Baxter, S.
Mathews, & S. Groes (Eds.), Kazuo Ishiguro: Contemporary critical perspectives.
London: Bloomsbury.

140

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Nayar, P. K. (2015). “Trust a few, fear the rest”: The anxiety and fantasy of human evolution.
In M. Hauskeller, T. D. Philbeck, & C. D. Carbonell (Eds.), The Palgrave handbookof posthumanism in film and television (pp. 380–390). New York: Palgrave
Macmillan.
Powell, A. (2015). Growing your own: Monsters from the lab and molecular ethics inposthumanist film. In M. Hauskeller, T. D. Philbeck, & C. D. Carbonell (Eds.), The
Palgrave handbook of posthumanism in film and television (pp. 77–86). New York:
Palgrave Macmillan.
Robbins, B. (2007), Cruelty is bad: Banality and proximity in Never let me go. Novel: A
Forum on Fiction, 40(3), 289–302. https://doi.org/10.1215/ddnov.040030289
Romanek, M. (Director). (2010). Never let me go [Film]. Fox Searchlight Pictures.
Rossini, M. (2017). Bodies. In B. Clarke & M. Rossini (Eds.), The Cambridge companion toliterature and the posthuman (pp. 153–169). Cambridge: Cambridge University Press.
https://doi.org/10.1017/9781316091227.015
Shanahan, T. (2014). Philosophy and Blade Runner. London: Palgrave Macmillan.
Sim, W-C. (2010). Kazuo Ishiguro. London: Routledge.
Todorov, T. (1994). Mikhail Bakhtin: The dialogical principle (W. Godzich, Trans.).
Minneapolis: University of Minnesota Press. (Original work published 1984)
Vint, S. (2014). Science fiction: A guide for the perplexed. London: Bloomsbury.
Vorhaus, D. (2007). Review of Kazuo Ishiguro, Never let me go. The American Journal of
Bioethics, 7(2), 99–100. https://doi.org/10.1080/15265160601112451
Yamashiro, K. (2016). The Golem, cybernetics and the death of humanity. In Y. Ataria & andA. Shalev (Eds.), The posthuman era: From fantasy to eternal life to existential panic[in Hebrew] (pp. 77–90). Haifa: Pardes.
Corresponding author: Nurit Buchweitz
Contact email: nuritb@beitberl.ac.il

141

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

142

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

143

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Conflict: A Cultural Theme in the Early 20th Century American Novel

Majed Al-Lehaibi
Jazan University, Saudi Arabia

144

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Abstract
This paper addresses a major theme in the modern American novel: Conflict as a catalyst for
constant change. Between the 1920s and 1930s can be traced a major paradigm shift from a
post-World War I search for individualism and independence to one of a Depression-era
emphasis on collectivism and solidarity. Analysis of several prominent literary works from thisera leads to the conclusion that American fiction encodes American history and that conflictand contradiction explain the development of the modern American fiction.
Keywords: American novel, realism, communism, proletariat, class, African Americans,conflict, pragmatism

145

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Introduction
Conflict emerges as the central theme of many American novels in the early twentieth century.
Lionel Trilling asserts, in Reality in America, “The very essence of a culture resides in its
central conflicts, or contradictions.” Trilling further points out that “a culture is not a flow, oreven a confluence; the form of its existence is struggle, or at least debate, [and] is nothing if
not a dialectic” (Marx, 1964, p. 342). In this dialectical process, then, conflict serves as thecatalyst for constant change. American writers in the early 1900s produced works that captured
the changes taking place in the wake of industrialization, immigration, and other cultural
upheavals. In documenting such changes, these writers typically criticized the status quo andadvocated reform. Their texts described actual “living conditions, the workings of institutions,and […] the underlying process of […] historical-evolutionary development” (Bradbury, 1983,
p. 7). Through the “political exposé” of muckraking journalism, they also suggested the needfor change, as seen in Upton Sinclair’s The Jungle (1906), which dramatized the dangers faced
by immigrant workers in the meatpacking industry and led to much-needed reforms. As such,
American literature is not indifferent to historical and social experiences.
World War I
The pervasive impact of World War I extended not only to the political, economic, social, andpsychological spheres but also to the cultural sphere of literature. Woodrow Wilson led
America into World War I with the declared ideal dream of championing the rights of mankind
and making the world safe for democracy. Thus, the war was transformed into a crusade ofhigh principles. In April of 1917, for example, Wilson declared to the U.S. Congress: “Ourmotive will not be revenge or the victorious assertion of the physical might of the nation, but
only the vindication of right, of human right, of which we are only a single champion” (Cooper,
1983, p. 322) 1 . Furthermore, American clerics supported the war as a moral and religious
imperative, even suggesting that Jesus himself would be fighting the Germans were he withthem. Reverend Randolph McKim preached:It is God who has summoned us to this war. It is his war we are fighting. [. . .] This
conflict is indeed a crusade. The greatest in history—the holiest. It is in the profoundest
and truest sense a Holy War. [. . .] Yes, it is Christ, the King of Righteousness, whocalls us to grapple in deadly strife with this unholy and blasphemous power [Germany](Abrams, 1969, p. 55).
However, the war ended in widespread disillusionment and disappointment. Wilson's idealistic
dream of “the establishment of just democracy throughout the world” was never realized, andhis proposal of a League of Nations was never ratified by the U.S. Senate2 (Ambrosius, 1991,
p. 131).
Further, writers and intellectuals saw that the war lacked any clear purpose; and, their hopes ofambivalent progress seemed to lose credibility. Like Robert Graves, they said “good-bye” tothe pre-war beliefs, values, the confidence in an ordered and civilized society, and certitudes.
1

In the interest of organization, coordination and unity, congress passed laws to restrict the opponents of the war(i.e. the case of Eugene V. Debs).

2

To such end, John Maynard Keynes, one of the British signatory delegations at Versailles peace conference,
criticized Wilson in his The Economic Consequences of the Peace (1919) and described his peace treaty as“Carthaginian”.

146

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

This outlook came to typify an entire generation. Philip Gibbs, a British writer, observed in his
Now It Can Be Told (1920) thatthe old order of the world had died there [on the battlefields], because many men whocame alive out of that conflict were changed, and vowed not to tolerate a system ofthought which had led up to such a monstrous massacre of human beings (Hynes, 1991,
p. 286).
Like Gibbs, Edmund Gosse, a British poet, noted that the war had destroyed the noble traditions
and ideas of the past. In a 1920 letter to André Gide he wrote:
We are passing through dreadful days, in which the pillars of the world seem to be
shaken [. A]ll in front of us seems to be darkness and hopelessness. It is much harder
to bear than the war was, because there is no longer the unity that sustained us, nor the
nobility which inspired hope and determination (Hynes, 1991, p. 288).
American writers such as T. S. Eliot in The Waste Land (1922) and Ernest Hemingway in The
Sun Also Rises (1926) and A Farewell to Arms (1929) registered the same measure of post-war
disenchantment. In his 1920 poem Ode Pour L'Election De Son Sepulchre, Ezra Pound wrote:“There died a myriad, / And of the best, among them, / For an old bitch gone in the teeth, / Fora botched civilization” (Rainey, 2005, p. 51). In a 1937 essay titled “The Missing All,” John
Peale Bishop recalled that “The war made the traditional morality unacceptable. […] It revealed
its immediate inadequacy. [It produced] a world without values” (Wilson, 1948, p. 75).
Along with a growing interest in modernity’s technological advances, notes Henry Idema in
his Freud, Religion, and the Roaring Twenties (1990), World War I acted as a catalyst inaccelerating the break from “outworn traditions” of the past (p. 5). Walter Rideout observedthat the war was a historical-temporal landmark separating “the two nations,” the pre-war
nation and the post-war nation. In an almost sad notation, Rideout wrote, in his The Radical
Novel in the United States (1956):
One of the effects of modern war is to alienate us from the recent past. The events ofthe prewar years are accomplished, of course, and do not themselves change, but our
attitude toward them changes vastly. In our consciousness war drops like a trauma
between “before” and “after,” until it is sometimes hard to believe that “before” was apart of us at all. Thus Americans in the nineteen-twenties felt sharply cut away from theYears of Confidence on the other side of World War I (p. 1).
In the wake of the WWI, American writers and intellectuals questioned inherited beliefs andexpressed skepticism about traditional morality, idealism and nationalistic politics, considering
them as nothing but disguised forms of hypocrisy.
In this context, Freudian themes flourished in literature, wherein the truths were described andoften linked to the deeper and hidden rather than the higher meanings or points of reference;and that the unconscious was privileged over the conscious. Sigmund Freud’s tripartite
paradigm of super ego, ego, and id was interpreted as implying that the suppression of ourinstinctual drives by the super ego resembled hypocritical oppression of the dissatisfied masses
and their inner thoughts by the high mindedness of the “Old Guard;” and, the id is but oppressed
natural part of us that silently yearns for expression. Hence, the main characters of Lewis’s
Babbitt (1922) and Anderson’s Winesburg, Ohio (1919) demonstrate not only external but

147

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

internal conflicts on the individual level. Anthony Hilfer refers to it in his The Revolt from theVillage (1969) as the theme of “the buried life” and isolated self (p. 29).
Buried Lives
The eponymous protagonist of Lewis’s Babbitt (1922) is a stout, middle-aged, and successful
real-estate broker in Zenith. In George F. Babbitt's home town, the citizens assiduously devote
themselves to impressing one another with their material possessions and group memberships
in organizations such as the Brotherly and Protective Order of Elks. When Babbitt, conditioned
by conformity, finally rebels against small-town life, his rebellion is pathetic: “He fears thepower of his administered society, which offers rewards (i.e., security, power, gadgets,
property, slogans, and clubs) for conformity and threatens punishment (being ostracized from‘the Clan of Good Fellows’ who enjoy and control society’s spoils) for resistance” (Minter,
1996, p. 88). When he tries unsuccessfully to sunder these connections, Lewis writes: “Theindependence seeped out of him[,] and [he] walked the streets alone, afraid of men’s cynicaleyes and the incessant hiss of whispering” (p. 380). Babbitt realizes that he is trapped. “They‘velicked me; licked me to a finish!” he says to himself (p. 397). Finally, he confesses to his son
tragically, “I’ve never done a single thing I have wanted to in my whole life!” (p. 401).
Thus, conflict in this text culminates in Babbit’s vague sense of dissatisfaction. The tragedy of
his life is that the world from which he is trying to escape has become so much an ingrained
and inescapable part of his identity. Babbitt is then a victim of the mechanical life of the modern
world that shaped his own internal mind. He “could never run away from Zenith and family
and office, because in his own brain he bore the office and the family and every street anddisquiet and illusion of Zenith” (p. 301). Even after the protagonist tries to leave the village, heis “condemned to circle back to [his] starting point, with nothing gained and much energy lost”(Hilfer, 1969, p. 175).
The “revolt against small-town life,” in the words of critic Alfred Kazin (p. 205), continues in
Sherwood Anderson’s Winesburg, Ohio (1919), which attacks American small-town life by
painting it as a world of illusion, distortion, and contradiction. Anderson uses fragmentation
and “a version of literary collage to give form to his discontinuous narrative [… that]
demonstrates the conflict between the individual and society by reinforcing the sense of‘isolation, repressed needs, thwarted desires, failed communications, and misshapen lives’ that
American [small-town] life fosters” (Minter, 1996, p. 102). In order to make sense of thefragments, Anderson intertwined his stories of George Willard, who becomes the confidant ofsilent and lonely individuals and their obliquely expressed desires; Wing Biddlebaum, who
nervously moves his hands as a sign of suppressed homosexuality and a dire need forexpression; Doc Reefy, whose “paper pills” are nothing but messages expressing a hunger for
expression; and Ray Pearson, who is married to a nagging wife but falls silent when he wants
to warn a friend not to marry. This story in particular shows the gap existing between what isbeing thought and what is being actually expressed. That is to say, Ray Pearson is unable toexplicitly contradict the traditional response that his friend should be a man of honor and marry
the young woman whom he got pregnant. Burdened by this contradiction, he says softly, “It’sjust as well. Whatever I told him would have been a lie” (p. 171).
All the characters in Winesburg, Ohio are cut off from one another as a result of “the social,
cultural, and spiritual desiccation” of the modern world (Minter, 1996, p.103). Their smothered
lives and stymied desires resulting from, Hilfer writes, “the conflict between [their] inner
imaginative subjective reality and outer socially defined reality […] Most of the central

148

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

characters,” concludes Anthony Hilfer, “feel excluded from the community” (p. 149). By
default George Willard thus becomes the medium of expression of their inner voices andyearnings breaking through the walls of social repression3.
Idealism versus Realism
Conflict between idealism and realism continues as a major theme in war-related novels of the
1920s. Initially the war enticed artists with the promise of adventure: “It provided splendid
experience for an aspiring writer, experience that could be had nowhere else” (Cohen, 2001, p.
9). Hemingway went to the war with other American writers because, Malcolm Cowley writes,
the war “creates in young men a thirst for abstract danger, not suffered for a cause but courted
for itself” (Exile's Return, p. 41). Lieutenant Henry, a version of Hemingway in A Farewell toArms (1929), is not sure about his real motives as to why he joined the war and approaches itwith a sense of detachment, when he is asked why he, an American, is “in the Italian front,” hesays, “I don't know…there isn't always an explanation for everything,” and he feels that thiswar " did not have anything to do with [him]. It seems no more dangerous to [him] than war in
the movies" (p. 39). Most of the writers who participated in the war, initially expected a brief
war marked by heroism, chivalry, and adventure. But, the reality of the war turned to be entirely
different from their expectations.
Hemingway was seriously wounded in the Italian front in 1918. This was the permanent woundthat stamped much of his art. Malcolm Cowley, in his 1932 review of Death in the Afternoon(1932), observes that “the war, to judge from his books, has been the central experience in his
career; he shows the effects of it more completely than any other American novelist” (Spanier,
1990, p. 82). Hemingway, thus, replays his war wound in a number of his characters: In In
Another Country (1927), the protagonist, a wounded American lieutenant in a hospital in Milan,
thinks, “I was very much afraid to die, and often lay in bed at night by myself, afraid to die andwondering how I would be when I went back to the front again" (Poore, 1953, p. 270). In Now
I Lay Me (1927), Nick reveals, “I myself did not want to sleep because I had been living for along time with the knowledge that if I ever shut my eyes in the dark and let myself go, my soul
would go out of my body. I had been that way for a long time, ever since I had been blown up
at night and felt it go out of me and go off and then come back” (Poore, 1953, p. 363). And, in
A Farewell to Arms, Frederic Henry, an American ambulance driver, is injured on the Italianfront by a mortar shell. Describing his experience, Henry says, “I went out swiftly, all of myself,and I knew I was dead and that it had all been a mistake to think you just died. Then, I floated,
and instead of going on I felt myself slide back” (p. 55). Surely, these stories are based on
Hemingway's traumatic wounding. In a letter to his parents in Oak Park, Illinois, he writes,“Wounds don’t matter. I wouldn’t mind being wounded again so much, because I know justwhat it is like” (Griffin, 1985, p. 90). Hemingway was convinced that his wounds werenecessary for his art; in fact, he told F. Scott Fitzgerald in a 1934 letter that we are all wounded“from the start […] but when you get the damned hurt, use it-—don’t cheat with it. Be as
faithful to it as a scientist” (Baker, 1981, p. 408). Hemingway learned to transform his firsthandexperience during the Great War into art.

3

The novel as a whole can be seen as a contradiction to the past in its form. By his emphasis on giving utterance
to the emotive, inner life of his characters, Anderson created a decentered form of narrative. Kazin postulates, in
On Native Grounds (1942), that Anderson was fascinated by freedom. He declared his “liberation [from the 19th
century straight forward narrative]” in the novel Winesburg, Ohio (Kazin, 1942, p. 210). Kazin concludes that
Winesburg, Ohio “broke with rules of structure literally to embody moments, to suggest the endless halts andstarts, the dreamlike passiveness and groping of life” (pp. 210, 214).

149

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

A Farewell to Arms reflects not only the author’s traumatic wounding in the war but also thecultural wound that in a sense allowed many writers and intellectuals at the wake of the Great
War to see through the illusion of the idealism of the previous generations. The novel captures
the experience of the Great War in the eyes of Frederic Henry who undergoes a gradualawakening to the reality of the war. In the dugout at the front, Henry and the other members of
the ambulance crew discuss the value of war. Henry naively says, “I believe we should get thewar over… It would not finish it if one side stopped fighting. It would only be worse if we
stopped fighting” (p. 51). His comrade, Passini, tries to persuade him that “there is nothing as
bad as war" (p. 51). A moment later, their trench is hit with an Austrian mortar shell. Passini isbrutally killed and Henry is injured. Soon thereafter, in the hospital, Henry tells the priest,“when I was wounded we were talking about it. Passini was talking” (p. 69). Henry adopts
Passini's attitude about the war. After a convalescing summer in Milan, Henry tells the priest,“it is in defeat that we become Christian,” suggesting that victory is worse than defeat because”
no one ever stopped when they were winning” (p. 164). Soon after, thinking of Passini, he says,"the peasant has wisdom, because he is defeated from the start” (p. 165). Witnessing thebrutality and the indignity of the war, eventually Henry realizes that “the whole bloody thingis crazy" (p. 192), and thus he has made his “separate peace.” Hence, saying “farewell” seems
to him as the only rational thing one can do in an irrational war.
Furthermore, Frederic Henry’s making his “separate peace” with the war expresses
Hemingway’s suspicion of the empty rhetoric by which the fashionable privileged society,from a safe distance, dignify the ugly carnage of war and the ugly meaning of war time deaths:“I was always embarrassed,” says Henry, “by the words sacred, glorious, and sacrifice.”
Compared to the sacrifice of the fallen, “abstract words such as glory, honor, courage, or hallow
were obscene” (p. 53). This notation spells out Hemingway’s distrust of the abstract values thatallowed the previous generation to blunder into the war.
The war created a conflict between past and present, a transforming context or “new force field”
that led many writers to reject established patterns of social order (Bradbury, 1983, p. 32).
During the 1920s this repudiation of the past contributed to a “profound alienation” (Kazin,
1942, p. 31). Aesthetic experimentation abounded during the decade. Writers tended to portraythemselves as “lonely explorers” whose art was socially disengaged and focused on what
Granville Hicks called the “margins of life” (Meyers, 2004, p. 213). In Radical Visions andAmerican Dreams (1973), Richard Pells describes the modernists as authors who “shutthemselves up in airless rooms to create great works” (p. 158). Accordingly, Margot Norrissuggests in “Modernist Eruption” that Ernest Hemingway’s works “seem escapist…” (Elliot,
1991, p. 322). Norris continues that, Hemingway used “a disciplined, muscular, classical style
to redeem the fragmentation, loss of value, and chaos both symptomized and produced by thewar” (Elliott, 1991, p. 318). The Sun Also Rises (1926) in particular reflects the post-war senseof despair and sterility about the end of civilization. David Minter notes that Hemingway
conveys in The Sun Also Rises (1926) “a sense of how indelibly the Great War had marked the
young who survived it” (Minter, 1996, p. 82). Jake Barnes’ wound reflects the sterility andpost-war confusion. He is forced to seek an entirely new way of life: that suits his condition. “I
did not care what it was all about. All I wanted to know was how to live in it. Maybe if you
found out how to live in it, you learned from that what it was all about” (p. 152). Clearlylearning to “live in it” describes efforts by the “lost generation”4 to find new values in a worldthat essentially was emptied by the Great War.
4

Used by Hemingway in an epigraph to The Sun Also Rises, the phrase has become a cultural tag for all those
who served in World War I. As Hemingway explains in A Moveable Feast (1964), his friend Gertrude Stein heard
the phrase used by a mechanic who was complaining about a young man working for him. The mechanic said to150

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

The Moneyed Class
Fitzgerald’s The Great Gatsby (1925) depicts conflict in the form of a fear of poverty and themanic search for success and wealth. The specific tension is between those born into ashen
poverty and those accustomed to careless wealth. Jay Gatsby, a veteran of World War I, lives
in a “materialistic, careless society of coarse wealth spread on top of a sterile world” (Bradbury,
1983, p. 87). On the other hand, George and Myrtle Wilson are described as ghosts; Laura
Hensley (2007) notes, they embody “the rootless working class. Wilson lives in the valley ofashes, an undeveloped, depressing area where nothing grows or prospers. This represents a
dumping ground for people who do not fit into an era made for the enjoyment of the elite” (p. 35).
What is special about Gatsby is that he has a “heightened sensitivity to the promises of life,” a“romantic readiness,” and a “gift of hope” (Gatsby, pp. 3-4). By following a regimented
schedule of self-improvement, Gatsby has succeeded in reinventing himself. Born as Jimmy
Gatz to “shiftless and unsuccessful farm people—his imagination had never really accepted
them as his parents at all,” he has become Jay Gatsby (Gatsby, p. 63). His self-reinvention
reflects the American promise of success and liberation from the past. However, the secretbehind his ultimate failure, writes Minter (1996), “lies in the fact that his world, which pretends
to be receptive to dreams, in fact protects those who have been born to riches and power” (p.
146). Gatsby’s story is thus one of little people who dream of entering the “privileged world ofwealth, power, and status,” but those who were born rich, like Daisy and Tom Buchanan, “haveno intention of relinquishing their hold on it” (Minter, 1996, p. 114).
In “The Rich Boy” (1926) Fitzgerald wrote, “[T]he very rich […] are different from you andme” (Fitzgerald, Diamond, p. 131). It has been often noted that Hemingway responded
sardonically, “Yes, they have more money,” but that was not what Fitzgerald had in mind. The
rich have something more than money that sets them apart: “They think, deep in their hearts,that they are better than we are because we had to discover the compensations and refuges oflife for ourselves” (Fitzgerald, Diamond, p. 131). “Having made themselves models to beemulated,” Minter (1996) contends, “they became expert in protecting themselves from thecompetition of those [who aspire to their lifestyle]” (p. 114). Tom, Daisy, and Jordan in The
Great Gatsby feel that wealth is simply another of their entitlements. They “assume the rightto spend vast sums of money without even pretending to make any. […] Tom epitomizes anaristocracy of such wealth and power that he can afford to be careless, as well as narrowly selfinterested” (Minter, 1996, pp. 114, 115). The poor, like George Wilson, live and work in thevalley of ashes. But, his wife Myrtle is similar to Gatsby. She dreams of escaping her drearylife and entering the ranks of the rich through her affair with Tom Buchanan. Unfortunately,
the glamorous world for which she longs not only exploits but also is indifferent to her. When
she tries to assert herself, "Tom Buchanan [breaks] her nose with his open hand” (Gatsby, p.
37). Both Gatsby, who thinks of wealth as a means of attaining a dream life with Daisy, andMyrtle pay a high price for wanting, as Daisy says of Gatsby, “too much” (p. 132).
Malcolm Cowley notes in “The Class Consumerism of Fitzgerald’s Life” that one of thenovel’s early titles was “Among Ash Heaps and Millionaires,” which more or less sums up its
dimension of class conflict (Johnson, 2008, p. 31). Such conflict coalesces in the assumptionthat “people like Jay Gatsby and Myrtle Wilson have been put on earth to entertain [people likeTom and Daisy], and people like George Wilson to run [the errands of people like Tom]”the young man, Hemingway writes, “You are all a génération perdue” (p. 61). The phrase, however, has become
an epithet for American expatriate writers. It has become a reference to the theme of the loss of innocence,
disenchantment, and spiritual malaise in the wake of the Great War.

151

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

(Minter, 1996, p. 115). Regarding Gatsby, Tom says to Nick Carraway: “[T]hat fellow had it
coming to him. [… H]e threw dust into your eyes just like he did in Daisy’s” (p. 114). Gatsby’s
death is engineered because he posed a threat to Tom’s status and power. In “Class and SpiritualCorruption,” John Brickell argues that Tom Buchanan is an
example of the upper-class Fascist, who, obsessed with fear that the black races may
overthrow “Nordic Supremacy,” sees himself “on the last barrier of civilization.” His
fear, however, sharpens his cunning, and his position in society gives him the opportunity
to use it. Not only does he lie to Myrtle Wilson, but with ruthless contempt, he exploits
her husband, George, as an instrument of revenge on Gatsby. Morally speaking, he is
Gatsby’s murderer (Johnson, 2008, p. 99).
In the end, Daisy remains married to her rich husband, abandons Gatsby, and does not evenattend his funeral, although Gatsby was murdered for something she did – namely, kill Myrtle
in a car accident. According to Hensley (2007), this plot outcome exemplifies the
oppressiveness of the moneyed class in toying with the lives of those below them in theeconomic scale and then “retreat[ing] back into their money or their vast carelessness [... andliving] safe and proud above the hot struggles of the poor” (p. 35)5.
Class Conflict
Conflict in the 1930s novel focused on class struggle and political tension as a necessary
ingredient in creating a fundamental social change. During this period the theme that freedom
can only be realized through collective action dominated the American social novel, which wasthen conceived of as a catalyst for changing the status quo by advocating a collectivist view ofhumanity. Toward this end, Granville Hicks indicates it is essential that a writer’s“identification with the proletariat should be as complete as possible. He should not merely
believe in the cause of the proletariat; he should be, or should try to make himself, a memberof the proletariat. […] The exploited masses were] the true nation, and the only theme of ourtime” (Robbins, 1942, p. 12). Cowley asserts that leftist writers found a purpose and “a senseof comradeship and participation in a historical process vastly larger than the individual” (“ArtTomorrow”, 1934, pp. 61–62). They defined themselves culturally as being opposed to themodernists, who saw importance in introspective projects and neglected social problems6. In
contrast, leftist writers brought the marginalized classes – the dispossessed – directly into their
5

Minter (1996) suggests another central conflict in The Great Gatsby: that between “an era in which the American[D]ream remained an enabling myth and one in which it often functions as a cultural lie” (p. 148). In the past
America was purported to be a place where poor people were inspired to dream and offered the opportunity,
ultimately, to realize those dreams. However, The Great Gatsby sees through that illusion and exposes a society
governed by the capitalist arrangements that “manipulate the hope-driven energies of the poor while offering themlittle or no chance of sharing its rewards” (Minter, 1996, p.148). This deflationary view of the American Dreamis not new. For example, Langston Hughes wrote in his 1935 poem "Let America Be America Again”: “I am theimmigrant clutching the hope I seek— / And finding only the same old stupid plan / Of dog eat dog, of mighty
crush the weak” (p. 4).
6

Michael Gold describes modernist writers in “The Writer in America” (1953) as “escapists, abstractionists,
Freudians, and mystics of art, foggy symbolists, clowns and trained seals and sex-mad pygmies of the pen” (MikeGold Reader, p. 183). In “Notes on Art, Life, Crap-Shooting, Etc.” (1929), he argues that modernism's concept ofautonomy was incapable of either adequately critiquing society or advancing human potential; instead, heclassifies modernism as fundamentally anti-social. However, Joseph Freeman regarded proletarian literature, as
Marcus Klein paraphrases in his “The Roots of Radicals,” as “what happened when modernism met depression”(Madden, 1968, p. 139). Thus, Klein considers proletarian literature a “literary rebellion within [the] literary
revolution [called modernism]” (Madden, 1968, p. 137).

152

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

works. They argued that art was a revolutionary tool and adhered to the communist slogan of
the John Reed clubs, the idea that art is a weapon. In his 1929 column “Go Left Young Writers,”
Mike Gold indicates that art was “one of the products of a civilization like steel or textiles. Nota child of eternity, but of time” (Mike Gold: A Literary Anthology, p. 186). Accordingly, writers
tried to produce work that was true to everyday experiences to make it, as Paul Lauter writes
in “American Proletarianism,” “an instrument for inspiring and shaping change” toward “anew, just, and therefore socialist future” (Elliot, 1991, pp. 335–36)7.
“Apocalyptic renewal,” notes Malcolm Bradbury (1983), “was indeed the decade’s great
preoccupation. […] Writers offered in their works] hopes for a violent upheaval that [would]
apocalyptically renew the city and American Dream” (p. 102). Toward this end, John
Steinbeck’s The Grapes of Wrath (1939) has, at its center, the pursuit of “a kind of ‘agrarian
utopia.’” (Bradbury, 1983, p. 109). The story seems to break away from selfish individualism
by showing the virtue of human solidarity and generosity, especially at the end of the novel
when Rose of Sharon nourishes the starving outsider with the breast milk meant for her stillborn
baby. Clearly, this act signifies, Paul Lauter observes, “incorporating outsiders into the moreor less traditional family” (Elliot, 1991, p. 343). The novel thus reflects the proletariat’s spiritof collectivism. In a 1933 letter to a friend, Steinbeck wrote, “The group has a soul, a drive, anintent, an end, a method, a reaction, and a set of tropisms, which in no way resembles the samethings possessed by the men who make up the group” (George, 2005, p. 25). His subject is “thephalanx of human emotions” (Bradbury, 1983, p. 109) 8 . Steinbeck’s demonstration of thiscollective soul culminates in the example of Rose of Sharon’s suckling the starving man, which
can be read as an attack on “the lore of liberal individualism” promulgated by capitalism(Bradbury, 1983, p. 2).
The transition from selfish individualism to collective consciousness is also reflected in
Hemingway’s works of the 1930s. Hemingway went through a kind of conversion in terms of
his cultural outlook. He had been maintaining his professional aloofness in the first half of the
1930s, and firmly believed that politics and art do not mix. In a 1932 letter to Paul Romaine,
Hemingway wrote, “I do not follow the fashions in politics, letters, religion etc. If the boys
7

Serving as an instrument of change was the practical value of art in the 1930s. Genevieve Taggard writes in“Life of the Mind, 1935” that “the words in the books are not true / if they do not act in you” (Hicks, 1935, p.
195). Thus, the political left viewed the artist as a public figure who should contribute meaningfully to his or hersociety.
8
When things become too dire, cooperative action becomes the only means for survival from a Darwinian pointof view. Here we come to the collective mentality that Steinbeck referred to as the phalanx or “the group man,”in which people come together to achieve a shared goal. In Dubious Battle (1936) explains how the group morality
and goal supersedes the individual morality and goal: “A man in a group isn’t himself at all; he’s a cell in an
organism that isn’t like him any more than the cells in your body are like you” (p. 113). In a letter, Steinbeck
wrote to a friend that “[t]he individuals in a group have thus surrendered their identities and wills to the collective
will of the mass” (Owens, 1996, p. 65). The group goal is ambiguous. It can be understood as not only a collective
action to advance a communist goal (the collective “we”) but also a mob action. In either case, it is a Darwiniansurvival mechanism, comparable to some extent to the late-nineteenth-century formation of corporatecollectivities such as trusts to drive smaller companies out of business. The phalanx as a mob action is clear in
Whittaker Chambers’ “Can You Make Out Their Voices?” (1931). The poor farmers in Chambers’ short story
have not yet learned anything about Marxism and communism except the negative attitudes toward communism
propagated by the bourgeoisie media: “‘I guess you Reds want everything free’ said Frank. ‘I guess you will, too,
before the baby’s dead.’ [replies Jim Wardell, a man who “spends too much time nights reading those (red) books
he has in the house” and who now is organizing the impoverished farmers] Hard and bitter to hammer it home”(pp. 6, 8). They learned from their miserable conditions how to rebel in order to save their starving children. These
farmers work collectively as a mob to seize food from store windows. The group man thus becomes capable ofresponding to the Darwinian struggle for survival.

153

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

swing to the left in literature you may make a small bet the next swing will be to the right andsome of the same yellow bastards will swing both ways. There is no left and right in writing.
There is only good and bad writing”(Baker, 1981, p. 363). His apparent move to the left,
perhaps driven by his awareness that his works had been out of touch with people’s suffering
during the Great Depression, started with the publication of “Who Murdered the Vets?” (1935)
in The New Masses, the magazine that epitomized the 1930s literary revolution. In this article,
he writes with indignation about U.S. Army veterans in the Florida Keys carelessly abandonedby the government to perish in a hurricane. Indicting the rich and those in power, Hemingway
observed: “[Y]acht owners know there would be great danger, unescapable danger, to theirproperty if a storm should come [hence you do not see them and their yachts in the Keys during
this season].” He continues, “[V]eterans are not property. They are only human beings. [... A]llthey have to lose is their lives” (p. 9). Although this was not a leftist article but only a scathing
complaint against the government, the leftist camp regarded it as indicating Hemingway’s
move toward the left. Granville Hicks wrote in 1935:
The passion of “Who Murdered the Vets?” not only strengthened my conviction; it
made me want to emphasize the good things that can be said about Hemingway, not thebad. This is not because I had any notion that Hemingway would become arevolutionary novelist if the “The New Masses” patted him on the back; it was because“Who Murdered the Vets?” had a quality that had been disastrously absent from his
previous work. […] “Who Murdered the Vets?” suggested that Hemingway was goingsomewhere (Meyers, 2004, p. 213).
In 1938, Herbert Solow, a critic for the Partisan Review, noted Hemingway's ascent within theleftist circles; he recognizes in his article “Substitution at Left Tackle: Hemingway for
Dospassos” that Hemingway started to “rise to ‘beatified’ heights for critics like Gold, Hicks,
and Cowley” (Cohen, 2009, p. 82).
Hemingway, however, portrays those veterans again in his 1937 novel, To Have and Have Not(1937), as battered individuals who drank away their meaningless lives under the auspices of acallous government. In this novel, he moves even closer toward social consciousness by writing
about proletarian group solidarity, the “brotherhood” of the “conchs,” and proletarian writers
such as Richard Gordon. Most importantly, Hemingway made this character, the dying Harry
Morgan, utter the message of solidarity conveyed by the book as a whole: “No matter how, a
man alone ain’t got no bloody f--ing chance.” The narrator adds, “It had taken [Harry] all his
life to learn” (p. 225) 9 . This message suggests what Philip Young (1966) refers to as “adeathbed conversion” (p. 99); it resonates with Tom Joad’s “I know now a fella ain’t no goodalone,” the most overt collectivist declaration in Steinbeck’s The Grapes of Wrath (p. 418).
Hemingway’s shift in the 1930s toward the theme of collectivism and solidarity suggests thatthe struggle for individualism and independence in the 1920s had been lost. Hemingway
became attracted to the CPUSA after its official announcement in August 1935, via “ThePopular Front,” by Georgi Dimitroff, that it would abandon its explicit revolutionary activitiesof the Third Period and join the progressive resistance against fascism. Hemingway viewed thecommunists as playing an important role in fighting fascism in Spain. He made it clear,
however, that the communist anti-fascist agenda was what attracted him rather than its
revolutionary ideology. For example, Harry Morgan, in To Have and Have Not (1937),
Essentially, one can see also in To Have and To have Not (1937) an acknowledgement of the have nots in thecharacters of Harry Morgan and Albert as well as Morgan’s divorce from individualism, a gesture that can berecognized as a turning towards group solidarity.

9154

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

regarded the revolutionary Cubans as a bunch of murderers: “What the hell do I care about his
revolution? F-- his revolution. To help the working man, he robs a bank and kills a fellow
works with him and then kills that poor damned Albert that never did any harm. That’s aworking man he kills” (p. 168). In addition, Robert Jordan, in For Whom the Bell Tolls (1940),
admits that he is only an “anti-fascist” (p. 66). Michael Reynolds (1997) posits that Hemingway
was “neither right nor left, but opposed to government of any sort. He trusted working-classpeople, but not those who would lead them to the barricades and not the masses en masse” (p. 211).
Hemingway’s The Fifth Column (1938) stresses the urgency of fighting fascism in Spain. His
protagonist Phillip demonstrates a strict dedication to the cause; therefore, Philip must get ridof his mistress, whom he intended to marry, because she takes him away from his duty: “We’rein for fifty years of undeclared wars,” he asserts, “and I’ve signed up for the duration” (p. 87).
Philip’s statement echoes Hemingway’s at the second American Writers Congress in June of1937 that “no true writer could live with fascism” (Reynolds, 1997, p. 270). In his preface to
The Fifth Column, Hemingway comments, “[I]t will take many plays and novels to present the
nobility and dignity of the cause of the Spanish people” (Kazin, 1942, p. 337). A parallel canbe drawn here to For Whom the Bell Tolls (1940), in which Robert Jordan devotes himself tothe cause of fighting the injustice epitomized by fascism. Jordan, Hemingway writes, is “not areal Marxist” (p. 305). He hates the imposition of arbitrary authority and believes in “Liberty,
Equality, and Fraternity […] and the Pursuit of Happiness.” He tells himself, “If this war is lost[,] all of those things are lost” (p. 305). Therefore, Jordan accepts “Communist discipline… [offollowing order and trying] not to think beyond them… for the duration of war” (p. 163). He
thus follows the Stalinist premise that the “end justifies the means.”
Hemingway saw a moral obligation to fighting Fascism, which adheres to a policy of terror.
He believed that to defeat Fascism, it was imperative to adopt the Fascist war tactics, without
infringing on the impunity of the civilians. In his 1937 speech, “Fascism is a Lie,” Hemingway
announced: “we must realize that… there is only one way to quell a bully and that is to thrashhim” (Hemingway & Matthew, 1986, p. 194). Hence, for the sake of serving a higher cause
and preventing greater evil, violence is justified. Accordingly, fighting alongside those who
are fighting for their freedom, Robert Jordan finds a need to kill in the battlefield.
For that, sacrifice is not “in vain.” The fancy words that “embarrassed” Frederic Henry in A
Farewell to Arms are now “quite satisfactory as mental sanctions for quietly heroic behavior”(Hoffman, 1951, p. 101). Hemingway recognized in justice and human dignity a noble cause
for which Jordan ultimately becomes a martyr. “War,” Hemingway writes in To Have and HaveNot, can thus be “a purifying and ennobling force” (p. 205). Jordan dies at the end of For Whom
the Bell Tolls to save the Pilar group. His death becomes – not absurd but – meaningful as asymbolic rebirth, a process of inclusion. In his death, Jordan is “completely integrated” withsome grander force that infiltrates the universe (p. 471). Hemingway writes in the spirit of theCatholic devotion of John Donne, “All mankind is of one Author, and is one volume… No man
is an island, entire of itself.”10 Jordan “felt an absolute brotherhood with the others who were
engaged in it” (p. 235). He enters into a complex mystical union with Maria, and with nature.
The novel’s conclusion stresses the theme that, in sacrifice and martyrdom, one enters into aspiritual oneness with the group and the universe: “One and one is one” (p. 379). Ray West, an
American literary critic, calls this remark “the end of despair and futility — the end of the lostThe opening lines of John Donne, “All mankind is of one Author…,” summarizes the era’s rejection ofindividualism and “the development of a new, collective self that acquires identity through relations with others”(Foley, 1993, p. 237).
10155

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

generation” (Hoffman, 195, p. 101)11. This is the ultimate lesson that the dying Jordan learns,
and he “wish[es] there was some way to pass [this lesson] on” (p. 467)12. It is the same lesson
Tom Joad learns from Casy in The Grapes of Wrath:
One time he went out in the wilderness to find his own soul, an’ he foun’ he didn’ haveno soul that was his’n. Says he foun’ he jus’ got a little piece of a great big soul. Says awilderness ain’t no good, cause his little piece of a soul wasn’t no good ‘less it was withthe rest, an’ was whole. Funny how I remember. Didn’ think I was even listenin’. But I
know now a fella ain’t no good alone (p. 418).
Both Hemingway and Steinbeck thus draw on Ralph Waldo Emerson's doctrine of theOversoul, the belief that we become whole and “holy” when we are finally connected to andparticipating in the collective soul. This is a vision of society that resonates with an ethos ofsolidarity in which salvation concerns the interest and support of the entire society.
Notably, in 1941, Mike Gold described Hemingway’s writing as “illuminat[ing] the poverty ofhis mind.” Hemingway, he went on to say, led the life of “a rich sportsman and tourist […] aspectator without responsibilities, who holds a box seat at the crucifixion of humanity.” For
Gold, “Hemingway country” was nothing but
a world of cafés; bullfighters; big game hunting; scotch, more scotch, absinthe; longlimbed, gallant, “aristocratic” women who succumbed easily; and expensive pleasurefishing; and expensive travelling hither and yon […] a colorful world and one completely
divorced from the experience of the great majority of mankind (The Hollow Men, p. 88).
Hemingway’s The Fifth Column (1938) offers a hint of what Gold refers to in Philip’s breaking
up with Dorothy – a self-indulgent figure who fails to identify with class struggle or denounce
injustice. Dorothy is, as Gold alleges about Hemingway, a sheer observer, a tourist who isdetached from the plight of humanity around her. For example, after the bombardment, Petratalks about the attack’s brutality and asks Dorothy, “Was the bombardment very bad here lastnight?”
Dorothy: “Oh, it was lovely.”
Petra: “Senorita, you say such dreadful things.”
Dorothy: “No, but Petra it was lovely.”
Petra: “In Progresso, in my quarter, there were six killed in one floor. This morning they
were taking them out and all the glass gone in the street […].”
Dorothy: “Here there wasn’t any one killed” (p. 20)
Hemingway’s politics in For Whom the Bell Tolls were applauded by the left. Daniel Aaron writes, in Writers
on the Left, that Hemingway had “become the party’s favorite literary name” (p. 351).
11

12

Jordan perceives the Spanish Civil War as part of his enlightenment: “It’s part of one’s education. It will bequite an education when it’s finished” (p. 135). He intends to write a book about the war and its human cost, butwhen the fascists kill him, they also cause the demise of his art and the suppression of the truth that would havebeen told in its pages. The fascists are depicted as the enemy of humanity, and Jordan perceives Fascism asequivalent to “the death of art…the death of everything that the artist values and needs” (Shams, 2002, p. 69).
Hemingway emphasized this view of the death of truth in art via Fascism in his 1937 speech, “Fascism is a Lie”:
Fascism is a lie told by bullies… It is condemned to literary sterility. When it is past, it will have no history except
the bloody history of murder that is well known… It is very dangerous to write the truth in war, and the truth isalso very dangerous to come by” (Hemingway & Matthew, 1986, p. 193). Thus, rather than simply indulging inacts of self-preservation, the Hemingway hero of the late 1930s became a sympathetic figure who is involved withthe plight of mankind.

156

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Dorothy’s reaction obviously indicates her indifference to the wreckage and carnage, thehuman cost, of the bombardment. Because she was not personally affected by thebombardment, her experience of it was “lovely.” In addition, echoing Frederic Henry’s desire
for a “separate peace,” she talks often about leaving this place of “war and revolution” for ahappier place, like “Saint-Tropez,” where she and Philip can lead a life of leisure (p. 23). In
contrast, Philip explains to her that he forsook everything he once had for the good of the cause.
Refuting Gold’s view that Hemingway was entirely out of touch with the proletariat because
he did not offer “a single portrait of a man at work”, Philip exhibits strong sympathy for theworkingman when he compares the amount of money Dorothy spent on foxes to the wages
paid to workers (The Hollow Men, p. 88)13. Consequently, when Max asks whether Dorothy isa “Comrade,” Philip firmly answers “No” to confirm that she still subscribes to the capitalist
worldview (p. 70). Finally, Philip rejects what Gold refers to as the “life of comfort” and offers
to help the injured, working under the leadership of communists and emphasizing that “mytime is the party’s time” (p. 70). Later Max tells him, “You do it so [that all people] can live
and work in dignity and not as slaves” (p. 79). Gold’s criticisms of Hemingway, therefore,
seem applicable only to works that predate “Who Murdered the Vets?”
The Struggle against Racial Inequality
Integrating racial conflict into the 1930s class struggle, communism brought for the oppressedBlack Americans the hope of equality and inclusion in the society from which they were barred.
In his 1972 autobiography titled Black Worker in the Deep South, Hosea Hudson, a communist
activist, describes a Black communist sharecropper named Al Murphy who believed that
Blacks were the most exploited group in America:[They] built not only the railroads and the factories, [but] they [also] had helped to build
the material wealth of the entire [S]outh with their toil and sweat and blood. Yet we
Negroes enjoyed practically none of the rights guaranteed American citizens by the U.SConstitution. [. . . R]ight here and now we blacks are the last to be hired and the first to
be fired. It was we, already existing on the crumbling edge of starvation. (p. 38)
Al Murphy sees in communism an answer to the so-called “Negro question.” Adopting thecommunist explanation of racism, Murphy asserts that the capitalist system “robbed the massesof people of a livelihood, that the only way the bosses could prevent the white and black massesof people from struggling together was to keep them divided. If they could spread the lie thatevery white woman was in danger of being raped by some black man, it helped to spread fearand disunity” (Hudson, 1972, p. 38)14.
13

Of note, Hemingway also shows that same sympathy for the economic suffering of the workingman in To Haveand Have Not when Harry Morgan realizes that his hard work makes no difference and that his family remains
hungry.
14
Murphy is alluding to the Scottsboro case in which nine Black men were falsely convicted by an all-White
male jury of raping two White women. The Communist Party did not consider the travesty as evidence of racial
prejudice. Instead, James S Allen, the Communist Party’s chief expert and strategist on Southern Blacks, in his
1933 “Scottsboro” describes it as “a struggle between two opposing class forces” (Fried, 1997, p. 151). Eight of
the nine young Black men were sentenced to death. The Communist Party saw this as a miscarriage of justice, “anexpression of the horrible national oppression of the Negro masses” (Maxwell, 1999, p. 132). Therefore, the Party
involved itself by appointing Samuel Leibowitz, who has been compared to Clarence Darrow in the 1925 Scopes
trial, as a defense attorney. The efforts of the Communist Party eventually saved the lives of those young men. As
a result, it gained popularity among Blacks. William Maxwell contends that “Scottsboro made Communism ahousehold word in African American clubs, beauty shops, and churches and added color to the party’s rank and157

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

The idea that capitalism exploits racism to keep the working class divided, incapable of acting
and too busy quarreling with one another, was also stressed in the 1931 Yokinen trial known
as “Race Hatred on Trial.” In this party trial, August Yokinen, Party Unit Leader of the Finnish
Workers Club, was found guilty of practicing “white chauvinism” that “aid[ed] the bourgeoisie
in bringing about disunity among the Negro and white workers” (Fried, 1997, pp. 146-47). In
this trial, racism was characterized as “crimes against the working class.” In his final statement
Yokinen declared, “I see now that this white chauvinism is not only an outrage against the
Negro workers, but is also a crime against the working class as a whole” (Fried, 1997, p. 149).
Echoing Al Murphy, he said as well that racism is a social phenomenon created by thecapitalists
to divert the working class from struggling against the vicious attack upon their classorganizations and their living standard; it is becoming ever more important for theworkers to solidify the class solidarity of the Negro and white workers. […] American
imperialism uses this artificial separation of workers into groups to further split themfrom each other by spreading its vicious doctrines of race and national prejudice byplaying the Negro and foreign-born and American white workers all against each other(Fried, 1997, pp. 149–50).
Of significance here is the fact that among the founding principles of the John Reed Club,
published in April of 1932 in the The New Masses under the title “Draft Manifesto,” was amandate for “fighting against white chauvinism” in cases of racial discrimination orpersecution (Fried, 1997, p. 177). In such Communist structure, the Blacks found a chance forself-expression and a hope for liberation from Jim Crow laws. In “To Negro Writers,”presented at the American Writers Congress in 1935, Langston Hughes declared: “We want a
new and better America, where there won’t be any poor, where there won’t be any more Jim
Crow, where there won’t be any munition makers, where we won’t need philanthropy, norcharity, nor the New Deal, nor Home Relief” (Hart, 1935, p. 141). Hughes saw the role of the
Negro writer as one of merging racial and class interests to create a sense of class brotherhood.
Much like Al Murphy, Richard Wright found in communism a rational solution for theirrational nightmare facing the African American he writes about in Native Son (1940). His
unabashed political convictions made him condemn Zora Neale Hurston’s Their Eyes Were
Watching God (1937) as a work “about nothing” because, as Rafia Zafar writes in her“Southern Daughter, Native Son: Hurston and Wright,” it does not concern itself with “theDepression-era black man” or his “never-ending oppression” (Bercovitch, 2002, pp. 343, 346).
For Wright, fiction has to deal directly with the writer’s contemporary social and racial scene.
Bigger Thomas, Native Son’s protagonist, is a dispossessed victim of the social arrangement
by which African Americans were second-class citizens constrained by Jim Crow laws. The
whole world for him thus is a prison. Enraged and frustrated, Davis comments in "Race andRegion," Bigger rebels and “attempts to alter power relationships” in a society that denies hishumanity (Elliot, 1991, p. 433). He consequently lives out the rest of his life in further fear andfile throughout the United States” (p. 133). Because of such support in the Scottsboro trial, Adam Clayton Powell,Jr., announced in a sermon that “the day will come when being called a Communist will be the highest honor thatcan be paid an individual and that day is coming soon” (Maxwel, 1999, p. 133). Along the same lines, John Dos
Passos wrote in “Scottsboro’s Testimony,” published in Labor Defender in July of 1931, that “As far as I can see,since the days of the old Abolitionists, no one has had the courage to publically face the problem until theInternational Labor Defense and the Communist Party came along with their slogans of equality and cooperation
between white and Negro workers. For that reason alone, I think those organizations deserve support, even byoutsiders who do not subscribe to their entire creed” (p. 131).

158

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

deprivation. Sentimentally, Mr. Max, Bigger’s attorney, tries to put Bigger into a larger social
context to show that Bigger is but a representative figure for the condition of a whole race. Max
explains how the impact of oppression, racial segregation, economic deprivation, and injustice
the black people have suffered could produce “the Bad Nigger” (Bell, 1987, p. 158). Therefore,
society, not Bigger, should be judged.
Conclusion
Conflict and change have profoundly molded and informed the American novel. Thus,
Bradbury (1983) surmised that the American novel is “a living genre.” It is regarded “aspredominantly a product of the culture out of which it is created, as deriving from a distinct
history, ideology, landscape, and cast of mind” (p. vii). The dialectical process of conflict andchange, Louis Menand (2001) contends, constitutes the open-endedness of modern society
where the culture is not confined to reproducing the values, customs, and practices of the past,
but chooses its new paths depending on emerging possibilities and circumstances 15 . This
process will always be reflected in the literature the culture produces, which itself underlies theconstant growth of the American fiction.

15

Reflecting on the pragmatism of the American Culture, Louis Menand writes in The Metaphysical Club (2001):“Modernity is the condition a society reaches when life is no longer conceived as cyclical. In a premodern society,where the purpose of life is understood to be the reproduction of the customs and practices of the group, and where
people are expected to follow the life path their parents followed, the ends of life are given at the beginning oflife. People know what their life’s task is, and they know when it has been completed. In modern societies, thereproduction of custom is no longer understood to be one of the chief purposes of existence, and the ends of life
are not thought to be given; they are thought to be discovered or created. Individuals are not expected to follow
the life path of their parents, and the future of the society is not thought to be dictated entirely by its past. Modern
societies do not simply repeat and extend themselves; they change in unforeseeable directions...” (p. 399).

159

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

References
Aina, A. J., Okunnu, H. O., & Dapo-Asaju, H. S. (2014). ICT integration for sustainable
development of Nigerian academic libraries: Issues and challenges. International
Journal of Information Research, 3(4), 334–345.
Aaron, D. (1977). Writers on the left. New York: Oxford University Press.
Abrams, R. A. (1969). Preachers present arms: The role of the American Churches andClergy in World Wars I and II with some observations on the War in Vietnam.
Scottdale, PA: Herald.
Allen, J. (1933). Scottsboro. The Communist (pp. 441–448).
Ambrosius, L. (1991). Statecraft: Theory and practice of Liberal Internationalism during
World War I. Lanham, MD: Rowman and Littlefield Publishers.
Anderson, S. (1997). Winesburg, Ohio. New York: Oxford University Press.
Baker, C. (1981). Ernest Hemingway: Selected letters, 1917-1961 (Ed.). New York: Scribner.
Bell, B. (1987). The Afro-American novel and its tradition. Amherst: University of
Massachusetts.
Bercovitch, S. (2002). The Cambridge History of American literature (Vol. 6: Prose writing,1910-1950). New York: Cambridge University Press.
https://doi.org/10.1017/CHOL9780521497312
Bicknell, J. (1954). Class and spiritual corruption. In Claudia Johnson (Eds.), Class conflictin F. Scott Fitzgerald's The Great Gatsby (pp. 97–100). New York: Gale.
Bishop, J. (1937). The Missing All. Virginia Quarterly Review (pp. 106–121).
Bradbury, M. (1983). The modern American novel. New York: Oxford University Press.
Chambers, W., & Teachout, T. (1996). Ghosts on the roof (Ed.). New Jersey: Transaction
Publisher.
Cohen, M. (2001). War medals for sale? Public bravery vs. private courage in Hemingway's
WWI writings. North Dakota Quarterly, 68, (nos. 2-3), 287–94.
Cohen, M. (2009). Beleaguered Modernists: Hemingway, Stevens, and the Left. In Kirk
Curnutt, & Gail Sinclair. D (Eds.), Key West Hemingway a reassessment (pp. 77–90).
Florida: University Press of Florida.
Cooper, J. M. (1983). The Warrior and the Priest: Woodrow Wilson and Theodore Roosevelt.
Cambridge, MA: Harvard University Press-Bellknap.
Cowley, M. (1956). The Class Consumerism of Fitzgerald’s life. In Johnson, C (Eds.), Class
conflict in F. Scott Fitzgerald's The Great Gatsby (pp. 31–35). New York: Gale.
Cowley, M. (1967). Art tomorrow. Think back on us: A contemporary chronicle of the 1930s(Ed.). Carbondale: Southern Illinois University Press.
Cowley, M. (1994). Exile's return: A literary Odyssey of the 1920s. New York: Penguin
classic.
Davis, T. (1991). Race and region. In Emory Elliot (Eds.), The Columbia history of theAmerican novel (pp. 407-436). New York: Columbia University Press.
Dos Passos, J. (1931). Scottsboro’s testimony. Labor Defender, 131.

160

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Elliot, E. (1991). The Columbia history of the American novel. New York: Columbia
University Press.
Fitzgerald, F. S. (1993). The Great Gatsby. Hertfordshire, UK: Wordsworth.
Fitzgerald, F. S. (1994). The diamond as big as the Ritz. Hertfordshire, UK: Wordsworth.
Foley, B. (1993). Radical representations: Politics and form in U.S. Proletarian fiction,
1929-1941. Durham: Duke University Press.
Fried, A. (1997). Communism in America: A history in Documents. New York: Columbia
University Press.
George, S. (2005). The moral philosophy of John Steinbeck. Lanham, Maryland: Rowman
and Littlefield.
Gold, M. (1929). Notes on art, life, crap-shooting, etc. The New Masses, 11.
Gold, M. (1941). The hollow men. New York: International.
Gold, M. (1953). The Mike Gold reader (Ed. Samuel Sillen). New York: International
Publishers.
Gold, M. (1972). Mike Gold: A literary anthology (Ed. Michael Folsom). New York:International Publishers.
Griffin, P. (1985). Along with youth: Hemingway, the early years. New York: Oxford
University Press.
Hart, H. (1935). American Writers Congress (Ed.), (pp. 193–141). New York: International
Publishers.
Hemingway, E. (1935). Who murdered the vets? A first-hand report on the Florida hurricane.
The New Masses, 17, 9–10.
Hemingway, E. (1937). To have and have not. New York: Scribner.
Hemingway, E. (1938). The fifth column. New York: Scribner.
Hemingway, E. (1940). For whom the bell tolls. New York: Scribner.
Hemingway, E. (1954). The sun also rises. New York: Scribner.
Hemingway, E. (1964). A moveable feast. New York: Scribner.
Hemingway, E., & Matthew, B. (1986). Conversations with Ernest Hemingway. Jackson:
University of Mississippi Press.
Hemingway, E. (1997). A farewell to arms. New York: Scribner.
Hensley, L. (2007). History in literature: The story behind F. Scott Fitzgerald’s The Great
Gatsby. Chicago: Heinemann.
Hicks, G. (1933). The crisis in American criticism. The New Masses, 5.
Hicks, G., Gold, M., North, J., Peters, P., Calmer, A., & Freeman, J. (1935). Proletarian
literature in the United States: An anthology. New York: International publishers.
Hilfer, A. (1969). The revolt from the village, 1915-1930. Chapel Hill: University of North
Carolina.
Hoffman, F. (1951). The modern novel in America, 1900-1950. Chicago: Regnery.
Hudson, H. (1972). Black worker in the deep South. New York: International.

161

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Hughes, L. (2004). Let America be America again and other poems. New York: Vintage.
Hynes, S. (1991). A War imagined: The First World War and English culture. New York:Atheneum.
Idema, H. (1990). III. Freud, religion, and the roaring twenties: A Psychoanalytic theory of
secularization in three novelists—Anderson, Hemingway, and Fitzgerald. Savage,
MD: Rowman.
Johnson, C. (2008). Class conflict in F. Scott Fitzgerald's The Great Gatsby (Ed.). New
York: Gale.
John, R. (1932). Draft manifesto. New Masses, 3-4.
Kazin, A. (1942). On native grounds: Modern American prose literature. New York:
Harcourt.
Keynes, J. (1920). The economic consequences of the peace. New York: Harcourt, Brace andHowe.
Klein, M. (n.d.). The roots of Radicals. In David Madden (Eds.), Proletarian writers of thethirties (pp. 134–157). Carbondale: Southern Illinois University Press.
Lauter, P. (1991). American Proletarianism. In Emory Elliot (Eds.), The Columbia history of
the American novel (pp. 331–356). New York: Columbia University Press.
Lewis, S. (1922). Babbitt. New York: Collier.
Madden, D. (1968). Proletarian writers of the thirties. Carbondale: Southern Illinois
University Press.
Marx, L. (1964). The machine in the garden: Technology and the pastoral ideal in America.
New York: Oxford University Press.
Maxwell, W. (1999). New Negro, old Left: African American writing and communism
between the Wars. New York: Columbia University Press.
Menand, L. (2001). The metaphysical club: A story of ideas in America. New York: Farrar,
Straus and Giroux.
Meyers, J. (2004). Ernest Hemingway: The critical heritage. London: Taylor.
Minter, D. (1996). A cultural history of the American novel: Henry James to William
Faulkner. New York: Cambridge University Press.
Norris, M. (1991). Modernist Eruption. In Emory Elliot (Eds.), The Columbia history of theAmerican novel (pp. 311–330). New York: Columbia University Press.
Owens, L. (1996). The Grapes of Wrath: Trouble in the promised land. New York: Twayne.
Pells, R. (1973). Radical visions and American dreams: Culture and social thought in the
depression years. New York: Harper.
Poore, C. (1953). Short stories of Ernest Hemingway. New York: Charles Scribner's Son.
Rainey, L. (2005). Modernism: An anthology. Malden, MA: Blackwell Publisher.
Reynolds, M. (1997). Hemingway: The 1930s. New York: Norton.
Rideout, W. (1956). The radical novel in the United States. Cambridge, MA: Harvard.
Robbins, J. (1942). Granville hicks in the New Masses. London: Kennikat.
Shams, I. (2002). Novels of Ernest Hemingway: A critical study. New Delhi: Atlantic.

162

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Spanier, S. (1990). Hemingway's unknown soldier: Cathrine Barkley, The critics, and thegreat War. New essays on A farewell to arms. Donaldson, Scott. New York:
Cambridge University Press.
Steinbeck, J. (1939). The Grapes of Wrath. New York: Viking.
Steinbeck, J. (1992). In dubious battle. New York: Penguin.
The Yokinin Affair, in Race Hatred on Trial (1931) (pp. 24–33). New York: Workers
Library.
Trilling, L. (1950). The liberal imagination. New York: Viking.
Wilson, E. (1948). The collected essays of John Beale Bishop (Ed.). New York: Charles
Scribner’s Sons.
Wright, R. (1940). Native son. New York: Grosset & Dunlap.
Young, P. (1966). Ernest Hemingway: A reconsideration. University Park: Pennsylvania
State University Press.
Zafar, R. (2002). Southern daughter, native son: Hurston and wright. In Sacvan Bercovitch(Eds.), The Cambridge History of American Literature Vol. 6: Prose writing, 19101950 (pp. 340-347). New York: Cambridge University Press.
https://doi.org/10.1017/CHOL9780521497312.039
Corresponding author: Majed Al-Lehaibi
Contact email: mallehaibi@jazanu.edu.sa

163

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Guide for Authors
Article Structure
Title
Ensure that your title accurately reflects the contents of your paper and is free of errors.
Abstract
A concise and factual abstract is required (maximum length of 250 words). The abstract should
state briefly the purpose of the research, the principal results and major conclusions. An abstract
is often presented separately from the article, so it must be able to stand alone. For this reason,
references should be avoided, but if essential, then cite the author(s) and year(s). Also, nonstandard or uncommon abbreviations should be avoided, but if essential they must be definedat their first mention in the abstract itself.
Keywords
Immediately after the abstract, provide a minimum of 3 and a maximum of 6 keywords.
Introduction
Present purposes of the study and provide background for your work.
Literature Review
Include a pertinent literature review with explicit international connections for relevant ideas.
Discuss the findings of published papers in the related field and highlight your contribution.
Methodology and Methods
Provide sufficient detail to allow the context of the work to be thoroughly understood and/or
for the work to be reproduced. Provide sufficient detail for readers to understand how you
engaged in your inquiry. Clear descriptions of your context and participants along withstrategies used to collect and analyze data should be described.
Discussion
This section should explore the significance of the results of the work, not repeat them.
Combining your results and discussion into a single section may be suitable. Returning torelevant literature from the introduction should show how your work connects with orinterrupts already published literature.
Conclusions
The main conclusions of the study may be presented in a Conclusions section, which can
include the main findings, the implications, and limitations.

164

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Appendices
If there is more than one appendix, they should be identified as A, B, and so on.
Acknowledgements
Collate acknowledgements in a separate section at the end of the article before the referencesand do not, therefore, include them on the title page, as a footnote to the title or otherwise. List
here those individuals who provided help during the research (e.g., providing language help,
writing assistance or proofreading the article, etc.).
Footnotes
Footnotes should be used sparingly. Number them consecutively throughout the article, using
superscript Arabic numbers.
References
Citation in text
Please ensure that every reference cited in the text is also present in the reference list (and viceversa). APA style to be used.
Reference style
Text: Citations in the text should follow the referencing style used by the American
Psychological Association (APA). References should be arranged first alphabetically and thenfurther sorted chronologically if necessary.
DOIs
Full DOI's need to be added, where available, to the referenced work (please see below).
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction.
Journal of Second Language Writing, 16(3), 148–164.
https://doi.org/10.1016/j.jslw.2007.07.005
Checklist* Times New Roman font (size 12)* Single-spacing throughout the document; paragraphs, justify.
* Double space (instead of indent) to designate a new paragraph or section* Page numbers at the bottom center of each page
* Margins: Microsoft Word "Normal" (2.54 cm)* Page that includes title, authors, their affiliations, their contact information, and the topic of
the submission* Authors and affiliations repeated at the beginning of the body of the paper* Manuscripts should be between 4,000 and 7,000 words in length; manuscript too short orincomplete will be rejected. However, if revisions and development are needed, articles may
be a little longer than 7,000 words in length.

165

IAFOR Journal of Literature & Librarianship

Volume 9 – Issue 1 – Summer 2020

Statement from Editor
While the Editor will make all reasonable efforts to publish the paper to the highest standards,
the author of the paper is solely responsible for his or her content; the author should not try to
deceive the editorial team by submitting a work previously published or containing any formof plagiarism. Please note that all submissions will be check for plagiarism with iThenticate
software.
More Information
Journal Homepage:https://iafor.org/journal/iafor-journal-of-literature-and-librarianship/
Editoral Board/Reviewers:
https://iafor.org/journal/iafor-journal-of-literature-and-librarianship/editors/
The IAFOR Publication Ethics Statement:
https://iafor.org/journal/iafor-journal-of-literature-and-librarianship/publication-ethics/
Style Guide:
https://iafor.org/journal/iafor-journal-of-literature-and-librarianship/author-guidelines/

166

the iafor

journal of literature & librarianship

ISSN: 2187-0608