SR: Blog on a Chimamanda Ngozi Adichie Talks

Chimamanda Ngozi Adichie Talks

Hello, this blog is written as part of a Sunday reading task assigned by Dilip Sir. In it, we will explore the key ideas shared by Chimamanda Adichie in her talks. For further details, click here.

Who is Chimamanda Ngozi Adichie?

Chimamanda Ngozi Adichie (born September 15, 1977, in Enugu, Nigeria) is a celebrated Nigerian writer known for her incisive and influential contributions to contemporary literature. Her body of work—including novels, short stories, and nonfiction—explores themes such as feminism, postcolonialism, and identity. 

She is particularly regarded as one of the most influential voices in contemporary African literature and has been described by critics as a “global feminist icon.” 

Video 1 : Talk on importance of Story / Literature 

Introduction

Chimamanda Ngozi Adichie, a renowned Nigerian novelist and storyteller, delivers her powerful TED Talk “The Danger of a Single Story.” In this talk, she explores how stereotypes are formed when only one narrative about a people, culture, or place is repeated. Through personal anecdotes and cultural observations, Adichie warns us about the dangers of incomplete stories that shape perception and reinforce power imbalances.

Summary 

Adichie begins by sharing her childhood experience of reading only British and American books, which led her to believe that literature could not represent her own Nigerian reality. This shifted when she discovered African writers like Chinua Achebe. She illustrates the “single story” through examples: her childhood perception of her houseboy’s family as only poor, her American roommate’s narrow view of Africa as catastrophe, and her own biased assumptions about Mexicans. Adichie stresses that stories are tied to power and that the problem with stereotypes is not that they are false, but that they are incomplete.

Analysis

Adichie’s talk is effective because she uses storytelling as both method and message. By narrating personal experiences—childhood writing, her American roommate, and her trip to Mexico—she draws her audience into her world while illustrating the dangers of single narratives. Her tone is conversational, humorous, and reflective, which makes complex ideas accessible. Laughter is strategically used to disarm while reinforcing her critique of ignorance. She also frames her ideas through cultural contrasts—Africa seen as catastrophe, Nigeria reduced to poverty, Mexicans as illegal immigrants—showing how stories are shaped by historical and political power structures.

Reflection

Adichie’s talk resonates deeply in today’s globalized world where media often amplifies one-sided portrayals. As a student of literature, I see how texts can either reinforce or resist stereotypes. For example, colonial narratives often depicted Africans as “half devil, half child,” while postcolonial writers like Achebe corrected this imbalance. In society today, the “single story” persists through news headlines that define groups only by war, poverty, or crime. This talk challenges me to question whose voices are missing and to value multiple perspectives in understanding cultures, histories, and even individual identities.

Conclusion

Adichie leaves us with a crucial reminder: “Stories matter. Many stories matter.” The danger lies not in stereotypes being false, but in their incompleteness. By rejecting the single story, we restore dignity and embrace the fullness of human experience. The takeaway is simple yet profound—never settle for just one narrative. Instead, ask: Whose story have I not yet heard?

Video 2 : We Should All Be Feminist 

Video 3 : Talk on importance of Truth in Post-Truth Era

The Reluctant Fundamentalist

 The Reluctant Fundamentalist

A. Pre-Watching Activities 

1. Critical Reading & Reflection 

1.Read excerpts from Ania Loomba on the “New American Empire” and Michael Hardt & Antonio Negri’s Empire. How do these theories reframe globalization beyond the center–margin dichotomy?

Ans : Ania Loomba’s analysis of the New American Empire and Michael Hardt & Antonio Negri’s Empire collectively shift our understanding of globalization away from a simplistic, hierarchical center–margin model. Instead of seeing global dynamics as a unidirectional flow from dominant centers (the West) to passive peripheries (the Global South), these theories emphasize diffuse networks of power, deterritorialized authority, and hybrid identities.

1. Loomba’s “New American Empire”

Ania Loomba critiques postcolonial narratives that still rely on dated binaries—civilized vs. uncivilized, center vs. margin—and she highlights how the rise of a “New American Empire” complicates such binaries. In particular:

Post-9/11 globalization intensified the urgency of postcolonial critique, as the U.S. aggressively projected power not merely through overt territorial control, but through ideological, military, and cultural dominance—often operating equally across so-called centers and margins.

This imperialism is not a simple top-down imposition; it emerges through bilateral encounters, discourse, and cultural framing—making marginal positions both influenced by and complicit in the global system.

2. Hardt & Negri’s Empire

In Empire (2000), Hardt and Negri propose a transformative view of sovereignty and control:

They argue that contemporary global power no longer resides in fixed nation-states but in a decentered Empire: a network of transnational institutions, legal orders, corporations, and media that exercise power globally.

Empire operates by shaping subjects and managing affective flows across all territories—whether traditionally understood as center or periphery—thus collapsing hierarchical binaries.

Their subsequent works, Multitude (2004) and Commonwealth (2009), expand on how resistance emerges not just from the margins but within the global system itself, highlighting collective subjectivities and shared spaces of power and resistance.

The Reluctant Fundamentalist

This reframed understanding of globalization enriches our reading of both the novel and film adaptation:

Changez operates within hybrid identities—educated at Princeton and working on Wall Street—embodying both center and margin.

His disillusionment shows how corporate and state forms of power converge across geographies.

The story becomes a reflection of a global network of influences, not a binary East-versus-West conflict.

Loomba’s framework helps us see how suspicion, mimicry, and mistrust are not peripheral phenomena but are shaped by engagement with Empire.

Hardt & Negri’s concept of Empire helps unpack the film’s visual metaphors that link religious fundamentalism and corporate fundamentalism, suggesting both are expressions of systemic power.

2.Reflect in 300-word responses: How might these frameworks illuminate The Reluctant Fundamentalist as a text about empire, hybridity, and post-9/11 geopolitics? 

Ans : 

Ania Loomba’s concept of the New American Empire and Hardt & Negri’s theory of Empire together reveal The Reluctant Fundamentalist as a narrative deeply embedded in global power networks rather than a simple East–West opposition. Loomba reminds us that post-9/11 politics intensified an already-existing imperial logic where the United States exerts ideological, military, and cultural influence far beyond territorial boundaries. Hardt & Negri further argue that power is deterritorialized and networked, sustained by corporations, media, and transnational law.

In Mohsin Hamid’s novel and Mira Nair’s film, Changez’s trajectory from Princeton and Wall Street to Lahore exemplifies this interconnected imperial web. His professional success at Underwood Samson situates him within the corporate “fundamentalism” of profit-maximization—a form of Empire that mirrors the rigidity of religious extremism. Post-9/11 suspicion and racial profiling disrupt his sense of belonging, revealing how imperial power operates even in the so-called centers of globalization.

Hybridity, as Bhabha theorizes, is central to Changez’s identity. He inhabits a “third space,” shaped by both Pakistani cultural roots and American elite institutions. This hybridity is not a harmonious blending but a site of tension, where mimicry of Western norms coexists with growing disillusionment. His relationship with Erica serves as a metaphor for the asymmetrical romance between the U.S. and its “others”—marked by longing, exoticization, and ultimate estrangement.

Barad’s discussion on globalization and postcolonial studies clarifies that such narratives must be read within broader systems of deterritorialized empire, where resistance and complicity coexist. Changez’s “reluctance” is not just toward terrorism but toward all absolutist ideologies—whether military, religious, or corporate. The text thus illuminates how post-9/11 geopolitics are shaped by overlapping empires, producing fractured identities and spaces for both compliance and resistance.

2. Contextual Research  

1.Investigate Hamid’s background and the timeline of writing the novel. Note how the 9/11 attacks reshaped his narrative.

Ans : 

Mohsin Hamid was born in Lahore, Pakistan, in 1971 and educated partly in the United States, attending Princeton University and later Harvard Law School. His career included work at the New York office of the corporate consultancy McKinsey & Company, giving him firsthand experience of elite corporate culture—an experience that deeply informs the character of Changez.

Hamid began drafting The Reluctant Fundamentalist in the late 1990s, before the September 11, 2001 attacks. His original focus was on a cross-cultural romance between a Pakistani man and an American woman, exploring themes of identity, alienation, and belonging. However, after 9/11, the geopolitical climate and cultural discourse shifted dramatically. As Ania Loomba’s notion of the “New American Empire” and Hardt & Negri’s Empire suggest, the attacks intensified global suspicion, racial profiling, and securitization—especially toward Muslim and South Asian identities.

Hamid rewrote the novel to embed this altered political reality. Changez’s personal disillusionment becomes inseparable from the larger post-9/11 environment: his Wall Street career is recast against the backdrop of a hyper-nationalist, security-obsessed America; his relationship with Erica becomes a metaphor for the fractured ties between the U.S. and the Muslim world. The narrative also adopts a dramatic monologue format, heightening ambiguity and reflecting the mutual mistrust characteristic of post-9/11 geopolitics.

This shift transformed the novel into a more overtly political and postcolonial text, interrogating not only terrorism and counter-terrorism but also the “fundamentalism” of global capitalism and imperial power. As Barad (2022) notes, such reconfigurations in storytelling align with the postcolonial urgency to challenge monolithic global narratives and expose the complex, hybrid identities shaped by deterritorialized Empire.

2.Write a short summary (150 words): What is the significance of Hamid having begun the novel before 9/11 but completing it thereafter? 

Ans : 

 

Mohsin Hamid began drafting The Reluctant Fundamentalist in the late 1990s, originally focusing on a cross-cultural love story exploring identity and belonging. However, the September 11, 2001 attacks radically altered the global political and cultural climate, especially for Muslim and South Asian identities in the West. In response, Hamid rewrote the novel to reflect this shift, embedding themes of post-9/11 suspicion, racial profiling, and the politics of the “War on Terror.” The protagonist, Changez, now embodies both the allure and alienation of globalization—thriving in the corporate world yet disillusioned by its moral emptiness. By starting pre-9/11 and finishing post-9/11, Hamid captured a world in transition, where personal relationships and global geopolitics became deeply entangled. This transformation gave the novel its political edge, enabling it to interrogate not just religious extremism but also the “fundamentalism” of corporate capitalism and deterritorialized empire.

B. While-Watching Activities 

1. Character Conflicts & Themes 

1.Father/son or generational split: Observe how corporate modernity (Changez at Underwood Samson) clashes with poetic-rooted values—though more implicit, think via symbolism or narrative tension.

Ans : 

In both Mohsin Hamid’s novel and Mira Nair’s adaptation, the generational split is subtly expressed through the tension between corporate modernity and poetic-rooted cultural values. Changez’s career at Underwood Samson represents the Empire’s corporate fundamentalism—profit maximization, efficiency, and global market dominance (Hardt & Negri, 2000; Stiglitz, 2002). This world values analytical detachment and instrumental logic, stripping life of emotional or cultural resonance.

By contrast, Changez’s father, a man of literary taste and refined aesthetic sensibilities, embodies the poetic, humanist values of Lahore’s intellectual tradition. He resists the lure of material wealth, viewing dignity and cultural heritage as markers of a meaningful life. Ania Loomba’s postcolonial framework helps explain this as a resistance to the “New American Empire,” where global capitalism erodes local identities.

The symbolism is implicit: Changez’s expensive suits and corporate success in New York contrast with his father’s modest lifestyle and poetry-filled home. Istanbul becomes a cinematic metaphor—its layered history and cultural hybridity challenge the monoculture of Wall Street. The film emphasizes these contrasts visually: warm, earthy tones in Lahore and Istanbul versus the cold, sterile palette of New York’s corporate interiors.

This generational tension also mirrors a larger postcolonial split: younger elites drawn into the Empire’s networks, and older generations grounded in cultural memory and skepticism toward Western modernity (Barad, 2022). Changez’s eventual rejection of corporate life signals a return to his father’s values, blending them with his own post-9/11 political awakening.

Thus, the father–son dynamic, while understated, is central to the narrative’s critique of globalization. It frames Changez’s journey as not only personal but emblematic of a postcolonial subject negotiating between the seductions of global capital and the pull of cultural rootedness.

ThAct: Midnight's Children

Midnight's Children by Salman Rushdie

This blog is created as part of the thinking activity on Midnight’s Children, guided by Dr. Dilip Barad Sir.

Video 1: Characters |

Midnight's Children

Characters of Midnight’s Children

Salman Rushdie’s Midnight’s Children has a large cast of characters, but each of them represents a symbolic aspect of India’s post-independence journey. The central narrator is Saleem Sinai, born exactly at midnight on 15 August 1947, the moment India became independent. His life is deeply connected to the nation’s history, and his special telepathic powers link him to hundreds of other “Midnight’s Children.” These children, all born in that magical first hour of independence, have unique abilities, symbolising the diversity and possibilities of the new nation.

Saleem’s life is shaped by a mix-up at birth. The nurse Mary Pereira, trying to help her lover, switches two newborn babies — Saleem, the child of a wealthy family, and Shiva, the child of a poor street entertainer. Saleem grows up in comfort but is not truly the Sinai’s biological son. Shiva, in contrast, grows up in poverty, but has incredible physical strength and becomes a soldier. Their fates represent the contrasts of post-independence India — privilege versus struggle, intellect versus brute force.

Other key characters include Parvati-the-Witch, a magical young woman who befriends Saleem and later marries him, giving birth to Aadam Sinai, fathered by Shiva. Parvati represents magic, hope, and resilience. Padma, Saleem’s listener, acts as the traditional sutradhaar (narrator’s companion) in Indian storytelling, questioning his account and keeping him grounded. Saleem’s grandparents, Dr. Aadam Aziz and Naseem Ghani, symbolise the clash between Western education and conservative traditions.

Through these characters, Rushdie blends personal and national history, showing how individuals carry the burden of political events, cultural change, and historical memory.

Key Points

Saleem Sinai – Narrator; born at midnight, has telepathy, symbolises India’s identity.

Shiva – Switched-at-birth; physical strength; represents aggression and military power.

Parvati-the-Witch – Magical powers; marries Saleem; mother of Aadam Sinai.

Aadam Sinai – Parvati and Shiva’s son, raised by Saleem; symbol of India’s future.

Mary Pereira – Nurse who switches babies; symbol of fate and guilt.

Padma – Saleem’s audience; traditional sutradhaar.

Dr. Aadam Aziz – Grandfather; symbolises modernity vs. tradition conflict.

Naseem Ghani – Grandmother; very traditional.

Learning outcome

I understand how Midnight’s Children uses magical realism and traditional Indian storytelling to connect personal lives with India’s post-independence history. I learn how characters like Saleem and Parvati represent social, political, and religious issues, and how events like the Partition and the Emergency of 1975 shape their journeys. I also see how the novel explores identity, freedom, and oppression, making me read it not just as a story but as a deep commentary on India’s postcolonial reality.

Film Screening—Deepa Mehta's Midnight's Children

This blog is created as part of the academic activity for Paper 202: Indian English Literature – Post-Independence, guided by Dr. Dilip Barad Sir. For more details, please refer to the course material. Click Here.

Film Screening—Deepa Mehta's Midnight's Children

1. Pre-viewing Activities

1. Who narrates history — the victors or the marginalized? How does this relate to
personal identity?  

Traditionally, history is often narrated by the victors — those in power who control the dominant narrative. This official history tends to emphasize their version of events, celebrating their triumphs and sidelining or silencing marginalized voices. Such a top-down approach to history usually presents a linear, singular story aligned with political or cultural hegemonies.

However, Midnight’s Children challenges this by foregrounding the marginalized narrator — Saleem Sinai, who represents a personal and fragmented perspective that counters the official histories of postcolonial India. Saleem’s narration reveals the gaps, silences, and contradictions left out by dominant narratives. His story blends personal memory with national history, showing how the past is subjective and multifaceted.

This shift in narration highlights that history is not monolithic; it can be reclaimed by the marginalized to reshape identity and collective memory. In postcolonial contexts, the act of narrating history becomes a political and cultural assertion against colonial and elite domination.

Relation to Personal Identity:

Saleem’s personal identity is deeply intertwined with the narration of history because:

He embodies the nation’s fractured identity — born at midnight of India’s independence, Saleem’s life symbolizes the hybrid, contested, and fragmented postcolonial identity.

His story shows how personal and national histories intersect; his identity is shaped by political upheaval (Partition, Emergency) and cultural dislocation.

By telling his own story, Saleem reclaims agency over his identity, resisting imposed narratives that try to categorize people strictly by religion, class, or politics.

This reflects the postcolonial theme that personal identity is constructed through multiple voices and histories, especially those marginalized by dominant discourse.

Summary:

History is often narrated by victors, but Midnight’s Children empowers the marginalized narrator.

This alternative narration reveals the complexity of history and identity.

Personal identity is linked to who controls the narrative, and marginalized voices can reclaim identity by telling their own stories.

Conclusion: 

In Midnight’s Children, history is reclaimed from the victors by a marginalized narrator, revealing hidden truths. This challenges dominant, official accounts and highlights multiple perspectives. Saleem’s personal identity is inseparable from the national story, showing how individual and collective histories shape each other. The film emphasizes that identity is complex, hybrid, and often fractured in postcolonial societies. Ultimately, narrating history becomes a powerful act of resistance and self-definition.

2.What makes a nation? Is it geography, governance, culture, or memory? 

A nation is not defined by a single element; rather, it is a complex construct shaped by multiple factors — geography, governance, culture, and collective memory.

From a political perspective, geography and governance create the framework of a nation: defined borders, political systems, and state institutions. However, from a postcolonial and cultural perspective, a nation exists as much in the minds of its people as in physical territory. Benedict Anderson calls this an “imagined community”, where members may never meet but share a sense of belonging.

In Midnight’s Children, the idea of the nation goes beyond physical boundaries. India’s identity is shown as fluid, hybrid, and contested — shaped by religious diversity, linguistic plurality, and historical traumas like Partition and the Emergency. For Saleem Sinai, the nation is not merely land or governance but also the collective memory of its people: their struggles, celebrations, and shared stories.

This makes culture and memory central — they bind people together across geography and political divisions. Yet, the film also questions whether a single, coherent national identity is possible in a postcolonial state where memory is fractured and identities are hybrid.

Summary Points

Geography: Gives physical borders but doesn’t guarantee unity.

Governance: Creates laws and order but may not represent all groups equally.

Culture: Shared traditions, language, and art unify people emotionally.

Memory: Collective experiences — even painful ones — shape identity.

In postcolonial contexts, memory and culture often outweigh geography and governance in truly defining the nation.

Conclusion

A nation is a blend of land, governance, shared culture, and collective memory. In Midnight’s Children, India’s nationhood is fluid, diverse, and often fragmented. Geography and governance provide structure, but culture and memory give meaning. Saleem’s story shows how personal memories mirror national history. Ultimately, a nation lives as much in its people’s shared imagination as in its physical borders.

3. Can language be colonized or decolonized? Think about English in India.

Language can be colonized when it is imposed by a dominant power as a tool of control, often replacing or marginalizing native languages. In colonial India, English became the language of administration, education, and law, intended to create a class of people aligned with colonial values. This imposition often carried cultural dominance, privileging English over local languages and shaping access to power.

However, language can also be decolonized through appropriation and transformation. Postcolonial thinkers argue that once a language is taken up by the colonized, it can be reshaped to reflect their own experiences, idioms, and cultural realities. In this sense, English in India has evolved far beyond its colonial origins. It is now a language spoken, written, and adapted by millions, infused with Indian vocabulary, rhythms, and cultural references.

This transformation reflects linguistic hybridity — the creation of a “third space” (Homi Bhabha) where language no longer belongs to the colonizer or colonized alone, but becomes a shared, adaptive medium. Thus, while language can be colonized, it can also be reclaimed and redefined by those who use it.

Conclusion

Language can be a tool of colonization, enforcing cultural and political dominance. In India, English was once such a tool under British rule. Over time, Indians have appropriated and reshaped it to fit local realities. This process turns a colonial language into a hybrid form of expression. Decolonizing language means making it serve the speaker’s identity rather than the colonizer’s authority.

 

An Introduction By Kamala Das

This task is based on a group discussion about the poem An Introduction by Kamala Das. The task was assigned by Prakruti Bhatt ma'am.

Question which discussed by group

1.Is “ An Introduction” by Kamala Das a personal or a universal  poem? Justify your opinion.

2.Comment on the writing style of Kamala Das.

3. is there any personal connection between An Introduction poem and Kamla Das's life ?
     
4. Thematic and critical study of An Introduction poem ?
     
5. Kamla Das as confessional poet.

We also discussed the poem An Introduction in terms of escape and protest.

Name	Need Improvement	Good	Very Good	Excellent	Attendance
Shruti Sonani				✅	Present
Khushi Raviya			✅		Present
Jyoti Mer	✅				Present
Divya Paledara			✅		Present
Rozmin Pathan		✅			Present

Shruti guided the discussion, and each member participated equally. We took turns addressing every question thoughtfully, making sure everyone was involved. As a group, we covered all the important aspects of the topic in detail.

1.Is “ An Introduction” by Kamala Das a personal or a universal  poem? Justify your opinion.

“An Introduction” by Kamala Das is both a personal and a universal poem. It begins with her own life story, but the message she shares applies to many women in society.

Personal Aspects:

The poem is personal because the poet talks about her own childhood, marriage, emotional struggles, and her desire to write freely. She uses her life experiences to show how she felt restricted by rules made by society. The emotions in the poem come directly from her own journey, making it deeply personal.

Universal Aspects:

At the same time, the poem is universal because it speaks about problems faced by many women. It shows how society tries to control women’s behavior, choices, and identity. The poem raises important questions about gender roles and the right to speak and express freely. These issues are not only faced by the poet, but by women all over the world.

Conclusion:

So, the poem is personal in its expression but universal in its message. Kamala Das uses her story to represent the voice of many women, making it meaningful to a larger audience.

2.Comment on the writing style of Kamala Das.

Kamala Das’s writing style is bold, emotional, and highly personal. She writes with honesty and courage, often breaking traditional rules of poetry and language to express her inner feelings and struggles.

Confessional Tone:

Her style is confessional, which means she openly shares her private experiences, emotions, and pain. This makes her poems feel very real and powerful, as she talks about love, identity, body, and loneliness.

Simple and Direct Language:

She uses simple and clear language, which helps readers easily understand her message. Even when she talks about complex feelings, her words are direct and full of emotional depth.

Free Verse and No Fixed Structure:

Kamala Das often uses free verse, which means her poems do not follow regular rhyme or rhythm. This gives her freedom to express thoughts naturally, just like a conversation or diary entry.

Personal and Universal Themes:

Though her poetry is based on her personal life, her themes—such as gender roles, self-expression, and emotional suffering—connect with readers everywhere.

Conclusion:

In short, Kamala Das’s writing style is honest, fearless, and emotional. Her use of simple language and free verse makes her voice strong and unique in Indian English poetry.

3. is there any personal connection between An Introduction poem and Kamla Das's life ?

Yes, there is a strong personal connection between An Introduction and Kamala Das’s own life. The poem reflects her personal experiences, emotions, and struggles as a woman and a writer in a traditional Indian society.

Autobiographical Elements:

Kamala Das shares real details about her childhood, her early marriage, and her desire to express herself through writing. These are all based on her own life, which makes the poem autobiographical.

Struggle for Identity:

She writes about the pressure to follow society's rules for women and how she wanted to find her own identity. This struggle was a big part of Kamala Das’s real-life journey as a female poet in a male-dominated world.

Search for Freedom:

Her wish to speak freely, to write in her own voice, and to live life on her own terms is taken directly from her personal experiences. She faced criticism for speaking openly about topics like love, body, and desire.

Conclusion:

So, An Introduction is deeply connected to Kamala Das’s life. It is not just a poem, but also a reflection of her real feelings, challenges, and fight for self-expression.

4. Thematic and critical study of An Introduction poem ?

An Introduction by Kamala Das is a powerful poem that explores several important themes related to identity, womanhood, and freedom. It also holds an important place in Indian English literature because of its bold and personal style.

Thematic Study:

1. Search for Identity:

One of the main themes is the poet's search for her true self. She questions the roles given to her by society—like being a wife, a woman, or someone who must follow rules. She wants to create her own identity, not one given to her by others.

2. Rebellion Against Patriarchy:

The poem strongly challenges patriarchal rules that tell women how to speak, behave, or dress. Kamala Das expresses her anger against these social norms and demands the right to make her own choices.

3. Language and Expression:

Language becomes a symbol of freedom in the poem. The poet wants to write in her own way, using the words she feels comfortable with. This shows her fight to express her thoughts without restrictions.

4. Female Body and Desire:

The poem also deals with the theme of the female body and emotional desires. Kamala Das writes openly about love, pain, and physical experience, which was very bold and uncommon for her time.

Critical Study:

An Introduction is written in free verse, without any fixed rhyme or rhythm, which reflects the poet’s desire to break away from limitations.

The confessional style makes the poem very honest and emotionally strong. She does not hide her pain or confusion but shares it directly with the reader.

Critics appreciate the poem for its boldness and originality, especially in the context of Indian society where such topics were often silenced.

Some readers see this poem as a feminist text because it gives a strong voice to the struggles of women and calls for personal freedom and equality.

Conclusion:

An Introduction is a deeply personal yet universal poem. It talks about the poet’s real experiences while also reflecting the common struggles of many women. The poem is important for its strong themes of identity, rebellion, and expression, making it a significant work in modern Indian English poetry.

5. Kamla Das as confessional poet.

Kamala Das is widely known as a confessional poet because she writes about her private life, personal emotions, and inner conflicts with honesty and courage. Her poems, including An Introduction, focus on subjects that were considered taboo in Indian society, such as female desire, marital unhappiness, loneliness, and identity.

What is Confessional Poetry?

Confessional poetry is a style of writing in which the poet openly talks about personal experiences, including mental pain, relationships, and emotional struggles. It is intimate, self-revealing, and often very intense.

Why Kamala Das is a Confessional Poet:

1. Personal Subjects:

She writes about her own life—her childhood, early marriage, emotional suffering, and search for love and acceptance. These topics come from her personal journey.

2. Emotional Honesty:

Her poetry does not hide anything. She speaks freely about her feelings of sadness, desire, anger, and confusion. This openness is a key feature of confessional poetry.

3. Focus on Female Experience:

She honestly describes the challenges faced by women—like loss of freedom, pressure to behave in certain ways, and emotional neglect. Her poems give voice to what many women feel but cannot say.

4. Use of First-Person Voice:

She often uses “I” in her poems, which shows that the speaker is directly talking about herself. This personal voice makes her poetry feel raw and real.

Conclusion:

Kamala Das is rightly called a confessional poet because of her fearless way of expressing her private thoughts and emotions. She turned her personal life into powerful poetry, helping to create space for female voices in Indian English literature.

Maharaja: Analysing Editing and Non-linear Narrative

Maharaja: Analyzing Editing and Non-linear Narrative

This blog is created as part of the studio activity for the unit Introduction to Film Studies, guided by Dr. Dilip Barad Sir. For more details, please refer to the course material. Click Hear

PART A: BEFORE WATCHING THE FILM

1. What is Non-Linear Narration in Cinema? 

Answer : Non-linear narration in cinema is a storytelling technique where the events of the film are presented out of chronological order. Instead of following a straight timeline from beginning to end, the narrative jumps between different time periods—using flashbacks, flash-forwards, or fragmented scenes. This technique is often used to create suspense, reveal important information gradually, or reflect the psychological state of characters.

For example, in Christopher Nolan’s Memento (2000), the story unfolds in reverse order, mirroring the main character’s short-term memory loss. Similarly, Pulp Fiction (1994) presents different stories non-sequentially to add complexity and engagement.

2. How Can Editing Alter or Manipulate the Perception of Time in Film? 

Answer :  Editing allows filmmakers to reshape the flow of time in a film by compressing, expanding, or rearranging events. Techniques like flashbacks take the viewer into the past, while flash-forwards show future events. Ellipses skip over time to move the story forward quickly. Cross-cutting and parallel editing show two or more actions happening at the same time in different locations, creating tension or comparison. These techniques help control how the audience experiences the passage of time, making storytelling more dynamic and emotionally impactful.

PART B: WHILE WATCHING THE FILM

Scene/Sequence	Approx. Timestamp	Time Period	Visual / Editing Clues	Narrative Purpose
Maharaja reports missing dustbin	00:23:00	Present	Real-time pacing, no dramatic music	Introduces mystery and Maharaja’s calm but serious attitude
Flashback: Maharaja’s wife killed in accident	00:06:30	Past	Faded colors, slow motion	Reveals deep trauma and past loss
Cobra seen entering house	00:17:00	Symbolic / Present	Sudden close-up, fast cut	Represents rebirth, revenge and rising tension
Flashback: Daughter Jothi assaulted	01:42:00	Past	Desaturated tones, fragmented shots	Adds emotional weight and shows reason for revenge
Parallel: Police mock Maharaja’s complaint	00:25:00	Present	Cross-cut with flashbacks	Highlights disconnect between Maharaja and others
Police fake return of dustbin	01:55:00	Present	Bright lighting, comedy tone	Distracts from real crime, irony in narrative
Flashback: Maharaja kills Dhana	01:10:00	Past	Handheld camera, fast cutting	Reveals moral shift, justifies vigilante justice
Reveal: Selvam is Jothi’s biological father	02:14:00	Present	Close-ups, dramatic lighting	Adds twist and emotional complexity
Climax: Selvam jumps off building	02:17:30	Present	Long take, background score fades	Provides resolution, tragic end of villain

PART C: NARRATIVE MAPPING TASK 

1.Construct a Timeline of Events as They Occur Chronologically (Story Time)

Section A: PAST EVENTS

Section B: PRESENT EVENTS

Order	Event	Description
1	Maharaja Reports Missing Dustbin	In the present, Maharaja visits the police station to report that his red dustbin “Lakshmi” is missing. He behaves calmly but firmly, creating confusion among officers.
2	Police Investigate	The police dismiss his complaint at first but gradually realize the dustbin may be connected to a serious crime.
3	Maharaja’s Revenge Unfolds	As investigation progresses, flashbacks reveal Maharaja’s actions and motives. Selvam panics and ultimately commits suicide, unable to face justice.
4	Truth is Revealed	In the end, the audience learns that Maharaja’s “missing” dustbin was never about an object—it symbolized the trauma, justice, and memory of his past.

2. Create a Second Timeline of How Events Are Revealed to the Audience (Screen Time)

Order	Event (as shown on screen)	Narrative Technique	Purpose
1	Maharaja reports a missing dustbin at the police station	Starts in the middle (in media res)	Creates mystery — why is a dustbin so important?
2	Police mock his complaint and ignore him	Real-time sequence	Builds tension and curiosity about Maharaja’s character
3	Flashback of Maharaja cleaning the dustbin and worshipping it	Flashback / symbolic imagery	Suggests emotional attachment; builds symbolic meaning
4	Flashback: Death of Maharaja’s wife in an accident (very brief)	Fragmented flashback	Adds emotional depth and hints at a tragic past
5	Police try to return a random dustbin to Maharaja	Irony / black comedy	Continues misleading the audience, builds absurdity
6	Flashback to Jothi being assaulted (revealed partially at first)	Delayed flashback, montage	Begins to unravel the true motive behind Maharaja’s pain
7	Maharaja is shown cleaning blood, killing Dhana (revealed slowly)	Slow-reveal flashback	Twist moment: he is not just a grieving father, but has taken revenge
8	Selvam grows paranoid and attempts to flee	Parallel editing	Raises stakes — audience now suspects Selvam’s deeper involvement
9	Flashback: Jothi is revealed to be Selvam’s biological daughter	Major flashback twist	Deepens emotional conflict and moral ambiguity
10	Climax: Selvam jumps from the building	Present timeline / Real-time	Provides closure to narrative and resolves central conflict

3.Brief Reflection (150-200 words)

What effect does the editing have on your understanding of the characters and events?

Answer : The editing in Maharaja (2024) creates suspense and slowly reveals the truth about the characters. At first, Maharaja seems like a strange man upset about a missing dustbin. But through flashbacks and non-linear scenes, we learn about his painful past, his daughter’s assault, and his hidden plan for revenge. This changes our view of him completely. The editing also hides Selvam’s true nature until later, making the story more powerful and emotional.

Did any reveal surprise you because of how it was edited?

Answer : Yes, the biggest surprise was the reveal that Maharaja's daughter, Jothi, had been assaulted and that the missing dustbin actually contained the body of her attacker, Dhana. The editing delayed this truth using flashbacks and misdirection, making the dustbin seem like a silly obsession at first. When the flashbacks slowly revealed the trauma and Maharaja’s revenge, it was shocking and emotional. The editing made the twist more powerful by hiding key events until just the right moment.    

Would a linear narrative have had the same emotional or intellectual impact?

Answer : No, a linear narrative would not have had the same emotional or intellectual impact. In Maharaja (2024), the non-linear structure creates suspense and keeps the audience guessing about Maharaja’s true motives. If the story had been told in order, the mystery around the missing dustbin and his calm behavior would be lost. The emotional shock of Jothi’s assault and the depth of Maharaja’s revenge are more powerful because they are revealed gradually through edited flashbacks.

PART D: EDITING TECHNIQUES DEEP DIVE

Scene	Editing Technique	Impact on Viewer	Notes
Police try to return a random dustbin to Maharaja	Parallel editing, reaction shots, quick cuts	Adds irony and dark humor; keeps the audience guessing	The editing contrasts the seriousness of Maharaja with the cluelessness of the police, creating tension and subtle comedy.
Selvam’s final moments and suicide	Long take, silence, dramatic pacing	Builds emotional intensity and delivers cathartic release	The extended shot without dialogue creates a heavy, tragic mood, making Selvam’s end feel inevitable and impactful.

References 

Barad, Dilip. “ANALYSING EDITING and NON-LINEAR NARRATIVE IN MAHARAJA.” Research Gate, July 2025, www.researchgate.net/publication/393653801_ANALYSING_EDITING_NON-LINEAR_NARRATIVE_IN_MAHARAJA.

Maharaja. Directed by Nithilan Saminathan, Passion Studios, Think Studios, The Route, 2024. Netflix.

Netflix India. “Maharaja | Hindi Trailer | Vijay Sethupathi, Anurag Kashyap, Mamta Mohandas.” YouTube, 17 July 2024, www.youtube.com/watch?v=n3ttNeXKPHg.

Unit - 4 Crime and Punishment by R.K.Narayan (ThA)

Crime and Punishment by R.K.Narayan

  This blog compares R.K. Narayan’s short story Crime and Punishment with the film Sitaare Zameen Par, focusing on education, discipline, and empathy. Both highlight flaws in the education system and the impact of teachers and parents on a child’s growth. While the story shows a teacher misusing authority, the film shows a teacher who learns to understand and support differently-abled students. The film gives a strong message about love, patience, and inclusive learning. It made me realize that real education comes with empathy, not punishment.

About R.K.Narayan

Rasipuram Krishnaswami Iyer Narayanaswami, popularly known as R. K. Narayan, was born on 10 October 1906 in Madras (now Chennai), India, and died on 13 May 2001. He was one of the most celebrated Indian writers in English, known for his simple and realistic stories about middle-class Indian life. Most of his works are set in the fictional town of Malgudi, which he created. His first novel, Swami and Friends (1935), introduced his unique style of storytelling. Other major works include The Bachelor of Arts, The Guide, and Malgudi Days. His writing is marked by gentle humour, deep insight into human nature, and a clear, simple use of English, making him one of the key figures in Indian English literature.

About Crime and Punishment

Crime and Punishment is a short story by Indian author R. K. Narayan, first published in his 1945 collection An Astrologer's Day and Other Stories. Set in the fictional South Indian town of Malgudi, the story revolves around a strict, proud school teacher who gives private tuition to a boy. When the child fails to perform well in studies, the teacher becomes frustrated and beats him. However, when the boy's father arrives and humbly pays the fees without mentioning the incident, the teacher is overwhelmed with guilt. The story explores themes of morality, human conscience, discipline, and the gap between authority and humility. Narayan's simple narrative style and ironic tone make this a powerful tale that questions the ethics of punishment and the teacher’s own internal conflict.

About Sitaare Zameen Par

|

Sitaare Zameen Par (2025) is a Hindi-language sports comedy-drama film directed by R. S. Prasanna and produced by Aamir Khan, who also stars as Gulshan, a disgraced basketball coach assigned to train a team of intellectually disabled and neurodivergent adults as part of his community service. A spiritual successor to Taare Zameen Par (2007), the film is an official adaptation of the 2018 Spanish film Champions. As Gulshan initially takes on the task unwillingly, the journey gradually transforms both him and the players, highlighting themes of inclusion, empathy, and personal growth. The film also stars Genelia Deshmukh and features ten debutant actors as the players. With music composed by Shankar–Ehsaan–Loy and lyrics by Amitabh Bhattacharya, the movie was released on June 20, 2025, and became a critical and commercial success, grossing over ₹220 crore worldwide. Celebrated for its emotional depth, humor, and powerful social message, Sitaare Zameen Par stands as a heartwarming tale of redemption, belonging, and the true spirit of teamwork.

1.How does the movie portray the education system?

Introduction:

The film Sitaare Zameen Par (2025), directed by R.S. Prasanna, sheds light on the education system, especially its treatment of differently-abled individuals. While the story centers on a basketball coach working with neurodivergent adults, it makes a powerful commentary on how educational institutions often ignore inclusivity, emotional development, and individual needs.

1. Lack of Inclusive Education

The film highlights how traditional education systems often fail to accommodate students with special needs. Most schools focus on academic excellence and discipline but ignore emotional intelligence, creativity, and diverse learning styles. The neurodivergent characters in the film are shown to be misunderstood, underestimated, or even excluded from mainstream learning environments.

"Our system teaches competition, not compassion." — A key message from the movie.

2. Misjudgment Based on Abilities

Teachers and schools are often quick to judge students based on their performance in fixed academic frameworks. The film shows how society labels individuals as "unfit" simply because they do not conform to traditional standards. It criticizes the "one-size-fits-all" model and calls for recognizing multiple intelligences and talents.

3. The Role of Empathy in Education

Through the character of the coach (played by Aamir Khan), the film promotes an alternative approach to education—one that is based on empathy, patience, and understanding. The coach becomes a mentor who believes in the potential of every individual, which contrasts with the rigid and indifferent attitude of most institutions.

4. A Call for Reform

The film indirectly urges educators and policymakers to rethink the system. It advocates for:

Inclusive learning spaces.

Teacher training in handling special needs.

Emotional support alongside academics.

Conclusion:

Sitaare Zameen Par serves as a mirror to the current education system. It reveals its limitations and urges us to build a system where every child, regardless of ability, is given a chance to shine. The film reminds us that education should not just be about grades, but about growth, dignity, and humanity.

2.What message does the movie give about the role of teachers and parents?

Introduction:

Sitaare Zameen Par (2025) presents a strong emotional message about how teachers and parents shape the lives of children and individuals with special needs. The film challenges the traditional mindset and promotes a more understanding, compassionate, and supportive role for both teachers and parents.

1. Teachers as Mentors, Not Just Instructors

The movie shows that a good teacher is not just someone who delivers knowledge but someone who understands each student’s potential. Aamir Khan’s character, the basketball coach, becomes a mentor and friend to his neurodivergent team.

He gives them confidence and dignity.

He adapts his teaching style to suit their needs.

He does not judge them by their limitations, but encourages their strengths.

"A real teacher brings out the hidden star in every student." — This is the film’s central belief.

2. Parents Must Be Supportive, Not Pressurizing

The film subtly criticizes how some parents force their own dreams and expectations on their children. Instead of supporting their children’s unique journeys, many parents in the film are shown as either overprotective or indifferent.

Parents are reminded to listen, accept, and trust their children.

Emotional support is shown to be more important than pressure for success.

The film encourages parents to focus on their children’s happiness, not just their achievements.

3. Joint Responsibility for Emotional Growth

The movie gives the message that both teachers and parents are equally responsible for the emotional well-being of a child or student. It is not enough to just educate or feed them; they need love, understanding, and acceptance.

Teachers and parents must work together to support a child’s growth.

They should create a safe space for children to fail, learn, and improve.

Conclusion:

Sitaare Zameen Par powerfully conveys that teachers and parents must shift from being authority figures to becoming empathetic guides. Only then can children and neurodivergent individuals truly grow, express themselves, and become confident members of society.

3.How does it compare with the story?

Introduction:

Both Sitaare Zameen Par (2025) and R.K. Narayan’s short story Crime and Punishment explore the theme of education and the treatment of young learners. While the film focuses on neurodivergent adults in a sports setting, and the story portrays a schoolboy under academic pressure, both works deliver powerful critiques of rigid teaching methods and highlight the importance of empathy in education.

1. Teacher's Role: From Authority to Mentor

In Crime and Punishment, the teacher is a young home tutor who uses fear and punishment to make the boy obedient. He slaps the child when he lies about his homework, showing how education is used as a tool of discipline.

In contrast, Sitaare Zameen Par portrays a coach (teacher) who is gentle, patient, and encouraging. Instead of punishing his players, he builds trust and guides them by understanding their individual needs.

Message:

While Narayan criticizes harsh discipline, the film promotes empathy-based teaching.

2. Parental Pressure and Expectations

In Narayan’s story, the boy’s father expects strict discipline and good academic performance. He hires the tutor to make sure the child performs well, ignoring his mental and emotional well-being.

In Sitaare Zameen Par, some characters also represent parents who judge children by success or failure. But the film eventually shows how accepting and loving parenting can bring out the best in children, especially those with special needs.

Message:

Both texts criticize parental pressure and show how it can harm a child’s confidence and growth.

3. Emotional Needs Over Academic Performance

The boy in Crime and Punishment is intelligent and playful, but the focus on marks and strictness kills his curiosity and joy. The tutor later realizes this and regrets his harsh methods.

In Sitaare Zameen Par, the coach understands that emotional safety comes before performance. The neurodivergent characters learn best when they feel valued and free from judgment.

Message:

Both stories highlight the importance of emotional well-being over academic or athletic performance.

Conclusion:

Both Crime and Punishment and Sitaare Zameen Par deliver a similar moral: Education must be rooted in empathy, not fear.

R.K. Narayan shows how punishment can harm children, while Sitaare Zameen Par offers a hopeful model where love, understanding, and flexibility help individuals shine.

Together, they urge teachers and parents to nurture, not control, those in their care.

4.What did you feel or learn after watching the movie?

Watching Sitaare Zameen Par was not just a movie experience — it was an emotional journey that changed how I think about education, ability, and human dignity. It made me realize the importance of empathy, patience, and acceptance, especially toward those who are differently abled.

The film beautifully teaches us that everyone has the right to dream, grow, and be respected, regardless of their learning speed or social behavior. It questions the idea of "normal" and shows that being different is not a weakness but a unique strength.

One of the most powerful dialogues that stayed with me was:

"Tum sab sitare ho… bas zameen par ho. Chamak toh tumhari bhi kisi se kam nahi."

(You are all stars… just placed on the earth. Your shine is no less than anyone else’s.)

This line reminded me how labels like 'slow', 'useless', or 'mad' are unfair. People need love, not judgment.

Another moment that deeply moved me was when the coach gently says:

"Main tumse kuch alag nahi chahata… bas itna chahata hoon ki tum khud par bharosa karna seekho."

(I don’t want anything special from you… I just want you to learn to trust yourself.)

Through his journey with the neurodivergent team, we see that true teaching is not about correcting mistakes, but about building confidence.

The movie also criticizes the pressure placed on children by society. One meaningful dialogue was:

"Kab tak hum apne sapne in bachchon par thopte rahenge?"

(How long will we keep forcing our own dreams on these children?)

This line made me think about how both parents and teachers often forget to listen — they only instruct. The film gently teaches us that real education is not in books alone, but in building human connection, showing compassion, and recognizing inner talent.

In conclusion: 

Sitaare Zameen Par taught me that everyone deserves a chance to shine, and that the role of teachers and parents is not to force success, but to guide, support, and believe. It left me with hope — that if society changes its mindset, even the most neglected stars can light up the sky.

References

Narayan, R. K. Malgudi Days. Indian Thought Publications, 1982. Accessed 13 July 2025.

Prasanna, R S. “Sitaare Zameen Par.” Wikipedia, Wikimedia Foundation, 12 July 2025, en.wikipedia.org/wiki/Sitaare_Zameen_Par.