Today’s class discussion focused mainly on ideas about the enforcement of colonialism, in various ways and means:
1. We discussed the threat posed by children of mixed parentage to the ‘rule of colonial difference’,
2. the ways the colonial state manipulated laws to justify its actions, and
3. the position and portrayal of the reluctant coloniser.
The first part of the discussion looked at Stoler’s article, where we considered the treatment of metis children as illustrated by the Sieur Icard case. Here, we discussed the ways in which ‘whiteness’ becomes problematised by the existence of the metisse, which blurs the lines between ‘white’ and ‘native’. At the same time, we also considered how colonial law and lawmakers were still able to exert their power by enforcing arbitrary definitions of ‘whiteness’ (in both a demonstration and assertion of their superiority). For example, not only did the colonial court have the ‘last say’ in the legal treatment of the metisse, it also tried to control the situation by enforcing laws that ‘decided’ on the status of metis children as white or native.
We then moved on to think about the links between the Stoler article and Burmese Days. Here, we discussed how Flory could be seen as a metis figure himself, because of his birthmark, which makes him half ‘dark’. We then considered various ways of reading Orwell’s portrayal of the two Eurasian characters in the novel, and how this reflected his attitudes towards them. Firstly, his portrayal of them as lowly clerks, and his likening of them to dogs possibly reflected his low regard of them. (“The two Eurasians had sidled up to Flory and cornered him like a pair of dogs asking for a game.” Chapter 10)) At the same time, some of us felt that his portrayal of them was rather sympathetic, and read this in two ways. (“Elizabeth had, in fact, decided to snub the Eurasians. She did not know why Flory was allowing them to hold him in conversation. As she turned away to stroll back to the tennis court, she made a practice stroke in the air with her racquet, to remind Flory that the game was overdue. He saw it and followed her, rather reluctantly, for he did not like snubbing the wretched Francis, bore though he was.” (Chapter 10)). Firstly, this could be Orwell’s deliberate denunciation of the imperialist actions that resulted in the existence of these metis children, and another angle from which to criticise colonialism. Secondly, that Orwell himself did not know how to portray these figures, as they were too ‘sensitive’ an issue. Considering this led to a discussion on where we hear Orwell’s voice in the text, and whether or not Flory can be seen as Orwell’s mouthpiece. While we considered that Flory, as the reluctant colonialist, could be Orwell (as the narrator in Shooting an Elephant could have been), this brought up the question of why, if Flory represents Orwell, he dies in the novel. This led to a consideration of Orwell’s guilt in having taken part in the colonial enterprise, and Burmese Days as his way of coping with that guilt. Looking at Flory as a reluctant colonialist, we compared him with Fielding, and also discussed why Orwell creates all these unsympathetic characters in the text, which led to questions about whether Elizabeth could be the real protagonist in the text, and how all this affected conveying Orwell’s message to the reader.We then considered that perhaps Flory is not Orwell’s mouthpiece, and that Orwell’s voice is not heard in the text, but rather, Orwell chose to show a ‘reality’ of the colonial situation, leaving it up to the reader to read what meaning we chose into the text.
Connections with Other Topics from Other Weeks
As mentioned above, this week’s discussion continued the consideration of the figure of the reluctant coloniser that was also present in Passage to India and Shooting and Elephant. Furthermore, we also used the idea of rule of colonial difference brought up in the Chatterjee article to consider the place and portrayal of the metisse in Stoler’s article. We also considered how Orwell is quite different in style from previous writers in the module, as rather than giving a clear message the way Forster did in Passage to India, he leaves it rather open to the reader to make meaning of the text. Furthermore, unlike Conrad, women are not silenced in this text, (consider the fact that some of us consider Elizabeth the ‘real’ protagonist). Orwell presents a fairly different picture of colonialism compared to Forster and Conrad, for the focus of the novel is clearly the reluctant coloniser and the problems that come with that position.