Monthly Archives: January 2016

Assignment 1.3: Are there Oral and Written Cultures?

  1.  Explain why the notion that cultures can be distinguished as either “oral culture” or “written culture” (19) is a mistaken understanding as to how culture works, according to Chamberlin and your reading of Courtney MacNeil’s article “Orality.

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The view that cultures can be separated into “oral culture” and “written culture” is a flawed conception of how culture works according to J. Edward Chamberlin in If this is Your Land, Where are Your Stories? and Courtney MacNeil’s Orality. Chamberlin defines “oral cultures” as those “whose major forms of imaginative expression are in speech and performance” (Stories 18) and “written cultures” are generally considered those that use alphabetic writing. MacNeil identifies that orality can be defined as the means through which we exchange information and as a media in competition with other forms. It is important to examine the rational arguments Western readers require to see the flaws in the concept so that they can begin to transition thinking away from use of the distinction to divide “them and us”, the “civilians and barbarians”. This blog will show how Chamberlin and MacNeil demonstrate the errors in the concept of separated cultures through illustration that many oral cultures are abundant in non-syllabic writing and many written cultures have oral traditions.

Chamberlin rejects the distinction between oral cultures and written cultures as a “misconception” (Stories 19) that entrenches the divide between peoples and dismisses as primitive those from cultures considered to be oral. To dispel the myth that there are exclusively oral cultures, he identifies the non-syllabic writing that take the same prominence in the society as written texts do for cultures using alphabetic writing. Such non-syllabic writing includes various weavings, carvings, masks, hats, and strings. Princeton Professor of linguistics Joshua Katz said that the majority of modern English texts use only twenty words, whereas Father Cobo in History of the Inca Empire: An Account of the Indians’ Customs and Their Origin, Together with a Treatise on Inca Legends, History, and Social Institution explains that indigenous Andeans from the Inca empire used quipos (made of rope) with an infinite number of knots and many colors to tell such complex and subtle histories that specialists, “quipo camayos” were required to maintain them and “read” them. The Incan Andeans were considered illiterate (and thus inferior) by the Spanish because they did not have an alphabetic language. As Chamberlin claims, “written” language can take many forms.

Chamberlin then identifies how European cultures, considered written cultures for several centuries, have well established, ritualized oral traditions for some of their most important institutions such as churches, parliaments, schools, and courts. In addition to these highly formalized oral traditions, he identifies the role of oral stories, songs, rhymes, anthems and myths in many cultures’ creation stories and ceremonies of belief. Furthermore, he identifies that “finding consolation requires ceremony” (Stories 102) as he talks about how many non-alphabetic and alphabetic cultures, including 20th century Americans, use dirges, poems, and songs for emotional support. Oral traditions form a fundamental part of many cultures, including those who use alphabetic written language.

MacNeil quotes Chamberlin as she agrees with him that “speech and writing are so entangled with each other in our various forms” (Orality) and advances his arguments through discussion of how the many technological advances, namely cyberspace, have demonstrated how natural this entanglement is for humankind. She also rejects the view that orality is primitive and that written language is key to the evolutionary process as espoused by those such as Walter Ong and Marshall McLuhan. (In this short video Ong argues that oral cultures are inferior because they cannot create scientific treatises: Walter Ong – Oral Cultures and Early Writing https://www.youtube.com/watch?v=uvF30zFImuo.) She says that their claims that orality is ephemeral is wrong as clearly demonstrated with audio files and the explosion of such applications as YouTube. Conversely, applications where written communications will disappear after reading such as Snapchat belie the permanence of the written word! This explosion of integration of the oral and written shows the natural way that cultures work.

MacNeil, like Chamberlin, expands upon the use of orality as a broad human way of “accessing collective memory or innate human truth” (Orality) in such forms as laments, dirges, or slam poetry. She defines these forms as part of meschonnic orality, the fundamental way that humans access an interior drive toward interaction and connection. In many cultures, even those with extensive written language, orality is still the overriding art form and an essential part of the arts. MacNeil concludes that despite evolution and modernization, most of us use orality as the main means of communication.

Chamberlin and MacNeil illustrate how cultures are both oral and written and how digital and non-digital cultures weave both together. Understanding this allows us to step back and question our interpretation of the written word as “the truth” and the spoken, sung, or chanted word as inferior. McLuhan predicted in 1965 that “world connectivity” would bring us to “wholeness” (The World is Show Business: https://www.youtube.com/watch?v=NNhRCRAL6sY).  As Tom Pettit says “print literacy is an exception in a much longer trajectory of human thought, which may be in the process of restoring earlier modes of communication based on speech and instantaneity rather than space and time-delay” (After Ongism 207).

Works Cited

Chamberlin, Edward. If This is Your Land, Where are Your Stories? Finding Common Ground. Toronto:  AA. Knopf, 2003. Print.

Cobo, B. History of the Inca Empire: An Account of the Indians’ Customs and Their Origin, Together with a Treatise on Inca Legends, History, and Social Institutions. University of Texas Press, 2010.  Web 11 Nov 2015.

Courtney MacNeil, “Orality.” The Chicago School of Media Theory. Uchicagoedublogs. 2007. Web. 19 Feb. 2013.http://lucian.uchicago.edu/blogs/mediatheory/keywords/orality/

Hartley, John. “After Ongism, the Evolution of Networked Intelligence” Orality and Literacy, London: Taylor and Francis, 2013. Ebook Library. Web. 21 Jan. 2016.

McLuhan, Marshall. The World is Show Business: https://www.youtube.com/watch?v=NNhRCRAL6sY

Ong, Walter.  Oral Cultures and Early Writing https://www.youtube.com/watch?v=uvF30zFImuo

 

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Hello, Oh Canada! team for Winter 2016

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Hello Dr. Paterson and fellow students of “Oh, Canada …. Our Home and Native Land?”.  I look forward to working with you over the next few months, as we embark on our scholarly study of Canadian literature.

In the course we will explore historical literature of Canada, which will include literature of those of European heritage and the aboriginal people of Canada.  Before Christmas, I completed History 104, which included a few units about the history of Canada, and British Columbia specifically, that really emphasized to me the critical importance of understanding who is telling the narrative and the social contacts and history of the narrator.   I gained a greater appreciation for the European narrative of Columbus’ “discovery” of the Americas and civilization of the indigenous peoples.   In meetings of Europeans and First Nations, the narrative of colonization and imperialism came into contact with the oral story-telling narrative of the First Nations.

I expect differences in the literature of those of European heritage and the aboriginal people of Canada that we will study in this course because of a difference in the history of each.  European settler literature is impacted by the literary canon and history of the people.  European literature includes a narrative of colonization and settlement – domination over land, and “discovery’ of the land and “civilizing” of its peoples.  Aboriginal literature is impacted by the experiences of a settled people and oral traditions of communicating and storytelling.

In History 104 we read some First Nations literature, Thomas King’s A Coyote Columbus Story, to see how King “re-presented” the story of Columbus’ arrival using the oral and story-telling traditions of his culture. This narrative was in sharp contrast with Christopher Columbus’ official log of the “discovery”.  King’s literature has some points of similarity with European literature in the cultural “contact spaces” where Europeans and First Nations met in North America.  For example, King is presenting written work (a more traditional European medium of story-telling) with illustrations.  King himself (and his illustrator) are of mixed European and aboriginal heritage.

I expect to enhance my skills in hearing the narrative voice of colonization and racism in European settler literature, and enhancing my appreciation for the storytelling traditions of First Nations literature.  I would also like to see where these two have “contact spaces” and how that reflects the literature.  In History 104 we also reviewed the history of multiculturalism in Canada and the failure to consider First Nations in legislation and the continued history of marginalization into the 21st Century.

As Captain Cook and the Europeans “discovered” the West Coast of Canada, they renamed many of the places with Christian names, or names that worked better in English, further dominating the land.  Cook renamed  all aboriginal people on Vancouver Island “Nootkans” Daniel Clayton documents in Reading Beyond Words: Contexts for Native History.  Like Nicholas, my family grew up in close proximity with a number of First Nations bands.  My father was born in Port Alice, and his childhood home in Port Hardy was in the Kwakiutl traditional territory and on the water right next to the reserve.  My mother grew up in Port Alberni next to the traditional territories of the Tseshaht and Hupacasath.  Her parents later moved to Nanaimo, traditional territory of the Snuneymuxw.  Despite my childhood visits to these areas rich in First Nations history, I heard no aboriginal stories, and grew up with a love of very traditional English literature and a longing to visit the birthplace of Chaucer, Shakespeare, Austen, and Forster.  As I take my last course for graduation from U.B.C. with a B.A. majoring in English Literature, it is fitting that I learn more about the literature of my home … and borrowed land?  The map below shows Vancouver Island – as named by the Europeans and First Nations.

https://dancingwithintegrity.files.wordpress.com/2013/02/first-nations-map-of-island-gov-map.jpg

A little more about me…I am finding it quite interesting reading about everyone else, so I thought I would add this in….Danielle, you are not old.  My B.A. is my second degree, which I am completing entirely out of a love of learning.  I have a very satisfying career as a C.F.O. of a software company (as a result of my first degree in business from U.B.C. and a lot of exams in accounting and business valuations after).  I will finish my degree as my oldest daughter finishes first year in Engineering at Princeton (and is on the varsity field hockey team) and my second daughter finishes grade 11.  It is great to see all of the athletic women in the class!  I love lots of sports and play a lot of tennis, ski, etc. (but do not have the talent to play in the NCAA or for UBC!!).  The big question I will face after I post my last blog in English 470 – where do I go next for a great learning experience?

Some resources for anyone who is interested:

An interesting video on the topic of whose home is this anyway?  While the film explores multiculturalism, a key theme is the importance of fitting in with English, white culture.  Professor Dixon (History 104) had us question who is represented, who is absent?  There are no First Nations people and few Chinese Asians in the news report.  The first people of Canada are not even shown or discussed in the film! In the History 104 class, many people felt that ideas had changed with their generation.  However, we also learned that this “enlightenment” was more prevalent in the “contact zones” of Vancouver and Toronto – not necessarily in rural Canada.

 

Who is a Real Canadian (click on the link)

Who is a Real Canadian Part II (click on the link)

Works cited:

Thomas King and William Kent Monkman, A Coyote Columbus Story (Toronto and Berkeley: Groundwood Books, House of Anansi Press, 1992) ISBN: 9780888998309.

Daniel Clayton, “Captain Cook and the Spaces of Contact at ‘Nootka Sound,'” in Jennifer S. H. Brown and Elizabeth Vibert, eds., Reading Beyond Words: Contexts for Native History (2nd edition; Peterborough, ON: Broadview Press, 2003), pp. 133-162. ISBN 1551115433.
“Prime Time News: Who is a Real Canadian? (Canadian Broadcasting Corporation, filmed Surrey, BC, 1995).