{"title":"Reflections on Decoloniality from a South African Indian Perspective: Conceptual Metaphors in Vivekananda’s Poem “My Play Is Done”","authors":"Suren Naicker","doi":"10.25159/1947-9417/7819","DOIUrl":null,"url":null,"abstract":"Swami Vivekananda was an influential Indian saint, poet, philosopher and political revolutionary. His work can be seen as a conduit for South African Hindus who are part of the Indian diaspora, allowing them to connect with their historical, cultural and spiritual roots in the religious and conceptual world of India. The first step to decolonising those who have been subjected to colonial hegemony is to (re)connect them with their intellectual and spiritual roots, and it is argued here that this is precisely the zeitgeist behind Vivekananda’s life and mission in general. His poetry is particularly valuable because he wrote in English, instead of his native Bengali, and was thereby able to reach English-speaking Hindus all over the world. In 1936 Indians in South Africa decided to adopt English as a lingua franca, both as a language of teaching and learning, and as a home language. This article focuses on one of these poems, “My Play Is Done”, which Vivekananda composed in 1895 in New York. The poem presents the human condition from a Hindu perspective, which differs substantially from the Western way of thinking. This article explores these concepts within the framework of conceptual metaphor theory. With reference to metaphors used in the poem, various aspects of Hindu philosophical thought will be explored, showing how Oriental conceptual reality differs from Western thought. This provides a link to an ancient precolonial way of thinking, accessible to diasporas around the world. ","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education As Change","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.25159/1947-9417/7819","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Swami Vivekananda was an influential Indian saint, poet, philosopher and political revolutionary. His work can be seen as a conduit for South African Hindus who are part of the Indian diaspora, allowing them to connect with their historical, cultural and spiritual roots in the religious and conceptual world of India. The first step to decolonising those who have been subjected to colonial hegemony is to (re)connect them with their intellectual and spiritual roots, and it is argued here that this is precisely the zeitgeist behind Vivekananda’s life and mission in general. His poetry is particularly valuable because he wrote in English, instead of his native Bengali, and was thereby able to reach English-speaking Hindus all over the world. In 1936 Indians in South Africa decided to adopt English as a lingua franca, both as a language of teaching and learning, and as a home language. This article focuses on one of these poems, “My Play Is Done”, which Vivekananda composed in 1895 in New York. The poem presents the human condition from a Hindu perspective, which differs substantially from the Western way of thinking. This article explores these concepts within the framework of conceptual metaphor theory. With reference to metaphors used in the poem, various aspects of Hindu philosophical thought will be explored, showing how Oriental conceptual reality differs from Western thought. This provides a link to an ancient precolonial way of thinking, accessible to diasporas around the world.
期刊介绍:
Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.