Teaching Indo-Islamic poetry: Sexuality in the global classroom

Abstract

The article argues that a critical encounter with pre-modern literatures from the national past is long overdue under the impact of a globalized discourse of sexuality. Its effects are already felt at the level of both pedagogy and literary reading, one reconstituting the other, in the ‘global classroom’, a self-conscious pedagogical space imagined by the new educational policy to bring about a globally accredited cultural homogeneity. The case study comes from teaching erotic poetry at an Indian university, from the joint literary complex of Hindi and Urdu in South Asia, a theme uncomfortably located in national culture not just because of its sexuality but its association with non-national linguistic elements which the article terms ‘Indo-Islamic’. The overlapping of the sexual modern with the Indo-Islamic resurfaces a tension in the nationalized body of literary writing in Hindi/Urdu, the major ‘national’ languages of South Asia. This encounter of erotic poetry in old Hindi and Urdu with globalized sexuality, the article shows, offers a chance to reflect on how literary studies are being reshaped by the assumptions of a monolingual, monocultural global sexuality in our nationalist times.

Pengaruh Model Pembelajaran Kontekstual terhadap Kreativitas Menulis Puisi Siswa Kelas 5 Sekolah Dasar

“…Penelitian ini menitikberatkan pada perkembangan kreativitas menulis puisi pada tingkat kelas 5 Sekolah Dasar, sebuah masa perkembangan yang krusial di mana siswa mulai menggali ide-ide kreatifnya sendiri (Duffy, 2018;Guttesen, 2022;Jusslin, 2021;Sui, 2019;Ugwuanyi, 2020). Dengan merinci pertanyaan penelitian seputar pengaruh MPK terhadap kreativitas menulis puisi dan perbandingannya dengan pembelajaran konvensional, penelitian ini bertujuan untuk mengidentifikasi dampak positif MPK pada tingkat ini (Bhansari, 2023;Fedianina, 2021;Fishman, 2021;Kähkölä, 2021;Mood, 2018;Moya-Méndez, 2022;Naved, 2021;Sgro, 2021;Soldani, 2022;Wolf, 2018).…”