人文学部ゼミブログ

2014.05.25

  • 人文学部
  • 英語英米文化学科

The Challenges of Discussing Kureishi in a Japanese University Seminar

ブログ投稿者:英語英米文化学科 准教授 ポール・ミンフォード

Front cover of the novel’s first edition, published by Faber & Faber, 1990
Front cover of the novel’s first edition, published by Faber & Faber, 1990
The opening chapters of Hanif Kureishi’s 1990 novel The Buddha of Suburbia pose some special challenges for a new seminar group just getting to know one another at the start of the academic year. Although the novel’s young protagonist, Karim, is relatively close to Japanese university students in age, he inhabits a world which seems very different to theirs. Describing himself as a “new breed” of Englishman (p.3), he is what in Japan would be known as a “half”: his father is a well-educated middle-class Indian Muslim from Bombay; his mother a working-class white Englishwoman. Living in suburban South London through the 60s and 70s, Karim has grown up with a casual and widespread racism that he has not yet learnt how to confront: “If people spat at me I practically thanked them for not making me chew the moss between the paving stones” (p.53). His favorite uncle, a quiet hen-pecked husband who is always kind to Karim himself, is nevertheless a secret hooligan who spends his Saturday afternoons smashing up public property and hurling racist abuse at the “niggers” in Brixton (p.43). Perhaps it is not surprising that the novel begins with the seventeen year-old Karim experiencing something close to a crisis of identity. In a haze of marijuana smoke at the house of a family friend, Karim witnesses his father having an adulterous affair with their hostess; afterwards, he goes upstairs for some adolescent sexual experimentation with her son, a popular older boy from his school who plays in a band and epitomizes everything that Karim wishes to be.
The 1993 BBC dramatization stars Naveen Andrews and Roshan Seth, and has a soundtrack by David Bowie.
The 1993 BBC dramatization stars Naveen Andrews and Roshan Seth, and has a soundtrack by David Bowie.
This is not easy material for Japanese university students to digest. The novel asks them to think about these events from the narrator Karim’s perspective. Karim is untroubled by the idea of some light recreational drug use, which is normal behavior in the music-loving youth culture to which he belongs. Nor does he think of his own sexual activity in terms of “heterosexuality” or “homosexuality”: these are labels applied by other people and they simply do not interest him. What is most upsetting to Karim in this first chapter of the novel is the growing realization that his father and mother are fallible individuals who may no longer be happy together and who, like him, need to experiment and make changes in their lives if they are to be happy again.
Needless to say, seminar students often have somewhat different perspectives on these matters. Moreover, it is not easy to talk candidly about issues such as adultery, drugs and sexuality with classmates who may be older or of the opposite sex. The challenge, therefore, for both teacher and students alike, is to generate a relaxed atmosphere in the classroom where such conversations become possible. And for that to happen, there are two key prerequisites. First, everyone must make the effort to participate. Every student must overcome that initial urge to choose silence as the safest option; they must be willing to say what they think. Second, students must also be able to listen respectfully to the opinions of others. Listening respectfully does not mean, of course, that you have to agree with the opinion expressed. But it does mean that you have to give the speaker the space to express their thoughts and feelings without interruption. It means giving them the confidence that their words are being taken seriously; that you are interested in them and value what they have to say; that you are willing to consider things from their perspective, without pre-judging.

 

This year, to be honest, we are not quite there yet. But I have been impressed by the efforts of some members of the seminar group to overcome their own initial embarrassment and awkwardness by giving their opinions frankly, as well as encouraging others to give theirs. I feel sure that these efforts will bear fruit and that before long we will have achieved the respectful and mutually supportive attitude that is not only the basis of the successful university seminar but also the cornerstone of a wider communicative competence and outward-looking, cosmopolitan awareness.