Comparative Literature in India_ An Overview of its History.pptx

Comparative Literature in India: An Overview of its History
by Subha Chakraborty Dasgupta, Jadavpur University

1. Smt. Gardi Department of English M. K. Bhavnagar University -Subha Chakraborty Dasgupta, Jadavpur University Comparative Literature in India: An Overview of its History Date :3 January 2025

2. Presenters: Hemali Parmar Roll No: 09 Sem: 4 [M.A.] Batch: 2023-25 Divya Jadav Roll no: 07 Sem : 4 [M.A] Batch: 2023 - 25 Hardii Vhora Roll No.: 08 Sem:4 [M.A.] Batch: 2023-2025

3. Table of contents 01 Abstract 02 Key points 03 Key arguments 04 Core Content 05 Conclusion 06 References

4. Abstract: This essay traces the evolution of Comparative Literature in India, focusing on its inception at Jadavpur University under the influence of Tagore's vision of World Literature. While initially influenced by British literary studies, the department gradually decolonized, emphasizing Indian literature and Southern literatures. Shifts in approach are evident, moving from influence studies to cross-cultural relations and reception studies. T he field has expanded to encompass marginalized voices and non-hierarchical literary relationships.

5. How has the evolution of Comparative Literature in India addressed the dual challenge of decolonization and the need for interdisciplinary approaches, fostering inclusivity across marginalized and mainstream literatures within the global and local literary networks? Objectives: Research Problem : Trace the history and growth of Comparative Literature in India. Highlight its focus on Indian literary traditions and marginalized voices. Promote non-hierarchical and cross-cultural literary connections.

6. Interdisciplinary Approach combining literature, history, and social sciences. Case Studies on syllabi, workshops, and marginalized literatures. Reception Studies on adaptation and transformation of texts. Methodology : Key findings : Comparative Literature in India emerged as a response to colonial influences, aiming to establish indigenous and creative pedagogical practices.

7. Academic Background: Professor of Comparative Literature (Jadavpur University); Visiting Professor (University of Delhi). Research & Teaching: Co-ordinated research projects, edited the "Jadavpur Journal of Comparative Literature," and taught at Tokyo University of Foreign Studies. Specializations: Comparative Literature, Translation, Multilingualism in World Literature. Affiliations: Part of the International Comparative Literature Association's research team. Subha Chakraborty Dasgupta

8. # Key points: Origins and Development - Emerged in 1956 at Jadavpur University, influenced by Rabindranath Tagore’s concept of Visvasahitya (world literature). Decolonization Focus - Shifted from Eurocentric frameworks to indigenous approaches. Interdisciplinary Methods - Incorporated Translation and Cultural Studies . Inclusivity - Emphasized marginalized voices, oral traditions, and regional literatures. Global Connections - Promoted cross-cultural and non-hierarchical literary relationships .

9. Learning Outcome:- Understand the historical development of Comparative Literature in India. Analyze interdisciplinary methodologies like Translation and Cultural Studies. Explore the inclusion of regional, marginalized, and oral traditions. Appreciate the cross-cultural exchanges in global literary studies. Critically evaluate the pedagogical approaches in Comparative Lite rature.

10. # Key arguments:- Current goals involve mapping intercultural relations, seeking non-hierarchical connections, and understanding literature's role in diverse cultures. In essence, the field has dynamically evolved, emphasizing contextual engagement with both Indian and non-Western literatures. This Article is divided into seven Parts, 1. The Beginning 2. Indian Literature as Comparative Literature 3. Centres of Comparative Literature Studies 4. Reconfiguration of areas of Comparison 5. Research Directions 6. Interface with translation studies and Cultural studies 7. Non-Hierarchical Connectivity

11. Early Comparative Focus: Comparative aspects of literature in India existed before the formal establishment of Comparative Literature as a discipline, emphasizing inter-Indian and cross-cultural literary studies. Translation Activities in Bengal: Towards the end of the 19th century, Bengal witnessed large-scale translation activities and discussions about global literary connections, exemplified by Satyendranath Dutta's vision of fostering "relationships of joy" (1904). Rabindranath Tagore’s Contribution: Tagore’s 1907 talk, Visvasahitya (world literature), laid a conceptual foundation for Comparative Literature, focusing on human relationships and the communal creation of global literature. Establishment of Jadavpur University’s Department: The Department of Comparative Literature at Jadavpur University was established in 1956, rooted in the ideals of indigenous education as envisioned by the National Council of Education. The Beginnings:-

12. Buddhadeva Bose’s Perspective: Bose emphasized moving away from colonial British literature towards exploring French and Indian classical texts, marking the beginnings of a decolonizing approach. Significant Faculty: Eminent modern poets and translators like Sudhindranath Dutta were instrumental in shaping the creative and intellectual environment of the department. Creative Legacy: Early students and faculty of the department became influential poets and critics, fostering an environment of literary creativity. Colonial Influence in Pedagogy: Despite decolonizing impulses, the curriculum retained colonial frameworks, emphasizing European literary periods alongside Indian and Sanskrit literature. Comparative Epistemology: Early comparative studies focused on aesthetic systems, linking social structures with aesthetics, and fostering dialogues between texts like the Iliad and the Ramayana .

13. Challenging Curriculum: The 1956 syllabus included Greek, Latin, Sanskrit, Bengali, and European literature, emphasizing cross-cultural and historical comparisons. Focus on Ancient Texts: Greek and Sanskrit drama, analyzed through Aristotle’s Poetics and Bharata’s Natyasastra , were central to early comparative studies. Cultural Insight Through Differences: Comparisons highlighted both similarities and cultural differences, contributing to deeper understanding of aesthetics and ethics. Emergence of Comparative Reflections: Comparative studies facilitated ongoing engagements with questions of self, otherness, and cultural relationships. Jadavpur Journal of Comparative Literature: Established in 1961, the journal became a significant platform for literary studies in India.

14. 2. Indian Literature as Comparative Literature:- In the 1970s, new pedagogical perspectives brought Indian literature into the Comparative Literature syllabus at Jadavpur University. Indian literature's inclusion was not about asserting national identity but exploring interconnected literary networks. Comparative Literature studies at Jadavpur emphasized interdisciplinary approaches, blending literature with other cultural forms like painting, sculpture, and architecture. T.S. Satyanath introduced a theory integrating scripto-centric, body-centric, and phono-centric analysis of medieval texts.

15. The discipline began questioning universalist canons and prioritizing Indian literatures and Southern global literatures. Older definitions of Indian literature, focused on Sanskrit and canonical texts, were replaced with more inclusive approaches to multilingual and performative traditions. Comparative Literature addressed the dialectic of unity and difference within Indian literatures, as proposed by Aijaz Ahmad. The field explored the interplay between mainstream and marginalized, elite and popular, textual and performative traditions. Sisir Kumar Das spearheaded the creation of comprehensive, integrative three-volume histories of Indian literature. Interactions between Indian literatures and those outside geopolitical boundaries were included in the comparative perspective.

16. Delhi University’s Modern Indian Languages department integrated Comparative Indian Literature into its curriculum in 1974. A national seminar on Comparative Literature at Delhi University in 1977 marked a milestone in the field. The MA course in Comparative Indian Literature at Delhi University began in 1994. Comparative Literature pedagogy in Delhi benefitted from the diverse student body, including significant representation from India’s North-East. Research on Indian literature fostered pluralist epistemologies through historical, linguistic, and cultural intersections.

17. 3. Centres of Comparative Literature Studies:- Comparative Literature flourished in South India during the 1970s and 1980s, with centers in Trivandrum, Madurai, Kottayam, Pondicherry, and Bharathidasan University. Madurai Kamaraj University established a full-fledged Comparative Literary Studies department within its School of Tamil Studies. Kerala’s poet, author, and critic K. Ayyappa Paniker contributed significantly to Comparative Literature, especially in narrative traditions and literary theory. Classical Tamil texts were compared with Greek, Latin, and Japanese texts to explore cross-cultural literary traditions. In the 1980s and 1990s, Comparative Literature centers emerged in universities like Punjabi University, Dibrugarh University, and Dr. Babasaheb Ambedkar Marathwada University.

18. 4. Reconfiguration of areas of comparison:- In the 1980s, Jadavpur University expanded its syllabus to include One Hundred Years of Solitude and texts from African and Latin American literatures, focusing on resistance and colonial epistemological gaps. In the 1990s, Area Studies on African, Latin American, Canadian, Bangladeshi, Chinese, and Japanese literatures were introduced at Jadavpur University. Research on Chinese and Japanese studies in relation to Indian literature is being pursued at Jadavpur University. Area Studies Centers for African, Latin American, and Canadian literatures host research and annual seminars at Jadavpur University. Reception studies emerged as a focus, emphasizing how elements of foreign literature were adapted to local cultural needs.

19. Romanticism in Bengal reflected local values, favoring serenity and inner strength while critiquing certain European elements like Byron's sentimentality. Romanticism's reception in Bengal evolved, with Shelley gaining prominence during India's independence movement for his revolutionary ideals. Sisir Kumar Das highlighted varied receptions of Shakespeare in India, from Parsi theatre to political reinterpretations. Cross-cultural reception studies analyzed cultural exchanges, such as the influence of Sanskrit on German Romanticism and its subsequent return to India. Under Amiya Dev's guidance, Jadavpur University’s Master's syllabus emphasized genres, themes, and literary historiography, shaping Comparative Literature departments nationwide.

20. Reception studies examined both vertical (ancient to modern texts) and horizontal (inter- and intra literary relations) influences, including Buddhist, Jaina, and Vedic traditions. Courses like Cross-Cultural Literary Transactions explored texts like Kipling's Kim and Tagore's Gora to study the interplay of local and transnational forces. The introduction of the semester system at Jadavpur University merged Indian and Western literature courses for integrated understanding. Literary Transactions courses addressed themes like Reason and Rationalism in European and Indian literatures of the 18th and 19th centuries.

21. # Learning Outcome:- Subha Chakraborty Dasgupta's article provides an in-depth historical trajectory of Comparative Literature in India, with a focus on its decolonizing efforts and interdisciplinary evolution. The article highlights how the discipline emerged through pioneering institutions like Jadavpur University, influenced by Tagore’s idea of "world literature," and evolved from Eurocentric frameworks to embrace Indian and marginalized literatures. It emphasizes the shift from influence studies to cross-cultural reception, advocating for non-hierarchical, creative, and intercultural literary engagements.

22. 5. Research Direction:- In the late 1990s and early 2000s, Comparative Literature research expanded across India, thanks to the University Grants Commission’s Special Assistance Programme. This programme funded various university departments to study literature from a comparative perspective. Departments like those at Calcutta University, Saurashtra University, and Dibrugarh University explored literary relations between India and Europe, translated Indian authors, and documented folk traditions. These initiatives helped create an archive of Indian literature, encouraging research on East-West literary relations, Translation Studies, and Third World Literature.

23. The research also focused on redefining literary periods, like Romanticism, in the Indian context. The programme led to successful translation workshops, focusing on Indian languages without the use of English. These efforts gradually built a comprehensive collection of materials about Indian literature and its interactions with global cultures. An interdisciplinary approach emerged, emphasizing literature as a knowledge system, which became a major focus of later research. The study of oral traditions became a key area, with collaborations between researchers and grassroots artists. These oral texts were seen as valuable knowledge systems that could provide alternatives to modern urban life.

24. Dalit literature was also explored, examining how it subverts mainstream narratives and raises awareness about human suffering through performative elements. Research on the literary connections between India and its neighboring countries uncovered long-standing cultural exchanges. This led to an International Conference on South-South dialogues, which explored themes like travelogues, the portrayal of Burma in literature, and the connection between Perso-Arabic and South Asian literatures. This expanded the scope of Comparative Literature research beyond regional boundaries.

25. 6. Interface with Translation Studies and Cultural Studies:- Comparative Literature today engages deeply with Translation Studies, which helps understand literary relations through translation. Translation is also seen as a form of rewriting, enabling engagement with other cultures. Cultural Studies examines the relationship between literature and other forms of art, including the study of subcultures, gender, and identity politics. Courses in Comparative Literature also focus on urban-rural representations and the social functions of performance. These studies look at rituals, theatre, and everyday life, offering insights into social behavior and cultural practices. Interdisciplinary approaches are common, with literature remaining the core of the field.

26. 7. Non-Hierarchical Connectivity:- Comparative Literature today aims for non-hierarchical connectivity between cultures and regions. Concept of "co-construction" (Kumkum Sangari): Focus on subtle histories of translation, circulation, and extraction. Comparative Literature seeks to construct literary histories without dividing regions or traditions. Promotes civilizational gestures against divisive forces, fostering human creativity. Continuous effort in expanding the boundaries of knowledge through literature.

27. Conclusion:- Comparative Literature in India has evolved by integrating global literary theories with the country's rich linguistic and cultural diversity. The discipline emphasizes interdisciplinary approaches, such as translation studies and cultural studies, to promote a more inclusive and decolonized understanding of literature. It highlights the importance of exploring cross-cultural relations, marginalized voices, and non-hierarchical connections in future research.

28. Learning Outcomes:- Understand the historical emergence of Comparative Literature in India, especially its roots at Jadavpur University. Recognize the role of India's linguistic and cultural diversity in shaping the discipline. Learn how interdisciplinary approaches like translation studies and cultural studies enrich literary analysis. Explore the importance of decolonizing the discipline through indigenous theories and inclusive frameworks. Analyze evolving research directions, such as cross-cultural connections and the study of marginalized voices.

29. # References:- Ahmad, Aizaz. “Indian Literature.” Theory: Classes, Nations, Literatures. London: Verso. 1992. 243-285. Print. Datta, Satyendranath. “Samapti.” Satyendranath Kabyagrantha. Ed. Aloke Ray. Kolkata: Sahitya Samsad. 1984. Print. Dasgupta , Subha Chakraborty. “Comparative Literature in India: An Overview of its History.” The Promise and Premise of Creativity: Why Comparative Literature Matters , vol. 1, no. 1, 2016, p. 10. Comparative Literature & World Literature , http://www.cwliterature.org/uploadfile/2016/0711/20160711020042997.pdf . Accessed 2 January 2025.

30. R. Radhakrishnan. “Why compare?” New Literary History 40.3, Summer (2009): 453-71. Print. Sangari, Kumkum. “Aesthetics of Circulation: Thinking Between Regions.” Jadavpur Journal of Comparative Literature XLVX (2013-14):9-38. Print. Tagore, Rabindranath. “Visvasahitya.” Rabindra-Rachanabali Vol. 10. Kolkata: WBSG 1987. 324-333. Print.

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