Assignment Paper 208- Comparative Literature & Translation Studies
Comparative Literature in India: An Overview of its History
Subha Chakraborty Dasgupta
Name - Hina Parmar
Batch - M.A. Sem 4 (2022-2024)
Enrollment no - 40692064202221
Roll no - 10
Subject code - 22415
Paper no - 208
Paper - Comparative Literature & Translation Studies
Email address - hinaparmar612@gmail.com
Submitted to - Smt.S.B. Gardi Department of English M.K.B.U.
Date of submission - 26 April 2024
Abstract -
The essay traces the development of Comparative Literature in India, with a focus on the departments at Jadavpur University and the University of Delhi. Jadavpur University's department started with inspiration from Rabindranath Tagore's ideas on World Literature and was founded by a poet-translator. Initially influenced by British approaches to literature, there was also a move towards decolonization and nurturing creativity. Over time, there was an increasing emphasis on Indian and Southern global literatures. The study methods evolved from focusing on influences to exploring cross-cultural relations and literary reception. Recently, Comparative Literature has expanded its scope to include marginalized cultural areas and non-hierarchical literary relationships.
Introduction -
Before Comparative Literature became a recognized discipline, there were texts in India that explored comparative aspects of literature. These texts looked at literature's connections with other global literatures, like Persian, Arabic, and English, as well as inter-Indian literary studies due to the country's multilingual context.
The concept of world literature started gaining traction in the late nineteenth century, especially in Bengal. This was marked by increased translation efforts and poets aiming to establish connections with global literatures. For instance, poet-translator Satyendranath Dutta in 1904 spoke of fostering "relationships of joy" through literature.
Rabindranath Tagore's 1907 speech titled "Visvasahitya" or "world literature" further promoted this idea. This speech served as a foundation for the establishment of the Comparative Literature department at Jadavpur University in 1956, the year the university began its operations. The National Council of Education, which was the university's parent body, was founded by intellectuals aiming to create an education system that was more aligned with the country's needs, distinct from the British educational system of that time. Tagore's use of the term "visvasahitya" played a pivotal role in shaping this new academic direction.
Tagore used the term "visvasahitya" to describe what is generally known as "comparative literature." His concept emphasized a global community of artists contributing to world literature, with literature deeply rooted in human relationships and aesthetics tied to human experiences. Buddhadeva Bose, a prominent figure in modern Bengali poetry, admired Tagore's vision but also emphasized the importance of modernity. Bose believed in connecting with global literatures, as seen in his translations of French and Sanskrit works. His works hinted at a move away from British colonial influences and an effort to bring ancient literature into the contemporary context.
Bose played a pivotal role in establishing the Comparative Literature department at Jadavpur University, hiring notable figures like Sudhindranath Dutta, known for his translations and expertise in both Indian and Western literature. The department's early students and leaders were influential poets and critics, aiming to create a creatively stimulating environment.
However, traces of colonial influence remained in the curriculum, with a significant focus on English literature and Western literary periods like the Renaissance, Enlightenment, Romantic, and Modern eras. Courses also covered Sanskrit and Bengali literature, but the pedagogic structure largely followed a colonial framework. The department's initial syllabus from 1956 was comprehensive, including sections on Sanskrit, Greek, Latin, Bengali, and European literature. The curriculum emphasized comparisons between different literary traditions, such as the Iliad and the Ramayana, and Greek and Sanskrit drama, exploring both similarities and differences to understand cultural nuances.
While the department didn't create a new field of knowledge, it initiated a reflective process on comparative literature. It encouraged ongoing discussions and explorations into the complexities of self and other, fostering a deeper understanding of relationships on various levels.
Indian Literature as Comparative Literature
In the 1970s, new pedagogical perspectives emerged in the field of Comparative Literature at Jadavpur University. Indian literature was incorporated into the curriculum not to emphasize national identity but because it naturally fit within the framework of comparative studies. This approach was also adopted by the Modern Indian Languages department at Delhi University, which introduced a post-MA course titled "Comparative Indian Literature" in 1974 and organized a national seminar on Comparative Literature in 1977.
By 1994, Delhi University launched an MA course specifically focused on Comparative Indian Literature. This shift towards Indian literature prompted a reevaluation of traditional canons and a move away from universalist perspectives on literature.
The increased emphasis on Indian literature brought about a broader understanding of its diversity, encompassing not just Sanskrit texts but also oral and performative traditions from various languages. This approach acknowledged the multilingual nature of Indian literature and its intersections with diverse social, historical, and linguistic contexts.
As Aijaz Ahmad pointed out, the task for comparatists was to explore the dialectic between unity and difference through various lenses, such as linguistic overlaps, material productions, ideological struggles, class dynamics, and cultural vocabularies.
Comparative studies in Indian literature also required examining the relationship between mainstream and popular literature, elite and marginalized voices, and different forms of expression like textual and performative traditions. It also involved exploring interactions with literature beyond national borders. This comprehensive approach to Indian literature was reflected in Sisir Kumar Das's three-volume histories of Indian literature. These volumes presented Indian literatures in dialogue with each other rather than as isolated entities, offering a more integrative and nuanced understanding of the subject. The department at Delhi University continues to evolve in its approach to Comparative Indian Literature, reflecting the dynamic nature of the field.
The department focused on creating teaching materials that explored various facets of Indian literature from a comparative viewpoint, covering language origins, manuscript cultures, performative traditions, visual arts, print culture history, and modernity. Emphasizing the interdisciplinary nature of Comparative Literature, the department developed theories like T.S. Satyanath's scripto-centric, body-centric, and phono-centric study of medieval texts. This approach encouraged researchers to explore pluralistic perspectives in studying Indian literature and culture. Located in Delhi, the department attracted students from diverse regions, including a significant number from North-east India. This diversity allowed for multiple perspectives and intercultural interactions, enriching the understanding of Indian literary traditions and their connections beyond national borders.
Centers of Comparative Literature Studies
During the 1970s and 1980s, Comparative Literature gained prominence in various centers across South India, including Trivandrum, Madurai Kamaraj University, Bharathidasan University, Kottayam, and Pondicherry. While many of these programs were initially integrated with English literature, Madurai Kamaraj University established a dedicated Comparative Literary Studies department within its School of Tamil Studies.
K. Ayappa Paniker, a renowned poet, author, and critic from Kerala, made significant contributions to the field, particularly in literary theory comparisons and his exploration of Indian narrative traditions.
In Tamil studies, Classical Tamil texts were often compared with Greek, Latin, and Japanese counterparts. As the field expanded, new Comparative Literature departments emerged across India, either independently or within existing language departments, such as Punjabi University, Dibrugarh University, Dr. Babasaheb Ambedkar Marathwada University, Sambalpur University, Jawaharlal Nehru University, and SNDT Women’s University, Mumbai.
In 1986, Veer Narmad South Gujarat University established a department focusing on Indian literatures in Western India, and in 1999, Dravidian University, Kuppam, introduced a department of Dravidian Comparative Literature and Philosophy. Additionally, comparative poetics became a central research area, particularly in the South, with the Visvanatha Kaviraja Institute of Comparative Literature and Aesthetics in Orissa leading the way. During this period, two national associations for Comparative Literature were formed: the Indian Comparative Literature Association at Jadavpur and the Comparative Indian Literature Association in Delhi. These merged in 1992 to form the Comparative Literature Association of India, which now boasts over a thousand members. The association's early years saw participation from both creative writers and academics, enriching the interdisciplinary nature of the field.
Reconfiguration of areas of comparison
In the 1980s, Jadavpur University expanded its Comparative Literature curriculum to include Latin American and African literatures alongside Indian texts. This shift aimed to explore themes of solidarity, resistance to oppression, and colonial history interventions. By the 1990s, the program incorporated Area Studies focusing on African, Latin American, Canadian, and Bangladeshi literatures, with emerging fields in oral traditions and Chinese and Japanese literature studies.
However, some critics argued that these Area Studies programs divided resources and diverted attention from key challenges, such as integrating Indian literature data and mapping intercultural relations with neighboring countries.
The 1980s also witnessed a shift from studying "influence" to "reception" in Comparative Literature. Scholars began to examine how foreign elements were received and transformed within local contexts, highlighting the dynamic interaction between literature and history. For example, the reception of romanticism in Bengal was influenced by both local values and political needs, leading to varied interpretations of European romantic poets like Burns, Wordsworth, Shelley, and Byron.
Meanwhile, Comparative Literature expanded its focus to cross-cultural reception and exchange. Studies began to explore how movements like Romanticism traveled between Europe and India, with translations playing a crucial role in shaping literary trends.
In the late 1980s, there was a call for a more structured approach to Comparative Literature. Under the guidance of Amiya Dev at Jadavpur University, a new Master's syllabus was developed, emphasizing genres, themes, and literary historiography. This model influenced the curricula of new Comparative Literature departments.
Reception studies remained a key focus, examining both vertical and horizontal literary impacts. The curriculum aimed to explore ancient and medieval influences on modern texts and to understand the interplay between Eastern and Western literature and thought. While initially dividing courses between Indian and Western literature, the semester system later allowed for a more integrated approach, exploring themes like cross-cultural literary transactions and the tradition of reason and rationalism across different literary traditions.
Research directions
In the late 1990s and early 2000s, Comparative Literature research saw significant growth across India, thanks to the University Grants Commission's Special Assistance Programme. This initiative funded various departments to conduct comparative studies, resulting in numerous publications and translations.
Calcutta University's English department researched 19th-century literary relations between Europe and India. Saurashtra University focused on the Indian Renaissance, translating Indian authors and studying early travelogs. Dibrugarh University's Assamese department published translations, rare texts, and folk forms documentation. Jadavpur University's Comparative Literature department explored East-West Literary Relations, Indian Literature, Translation Studies, and Third World Literature, emphasizing interdisciplinary research.
Under this program, Jadavpur also conducted inter-literary translation workshops across Indian languages and explored oral traditions. This effort aimed to build a comprehensive archive of Indian literature and its interactions with other cultures.
In 2005, Jadavpur's department was upgraded to a Centre of Advanced Studies, shifting its focus to demonstrate the relevance of literary studies amidst growing emphasis on technology and sciences. They explored literature as a unique knowledge system, emphasizing creativity, oral traditions, and marginalized communities' literatures.
The Centre also ventured into uncharted territories, examining literary interactions between India and its neighboring countries. Initiatives included an International Conference on South-South dialogues, research on travelogs to Asian countries, and projects exploring the image of Burma in Bengali and Oriya literature. Additionally, collaborations with the H.P. Biswas India-China Cultural Studies Centre led to a colloquium on Kolkata's Chinese connections and seminars on intercultural studies between India and China.
Interface with Translation Studies and Cultural Studies
In the 21st century, Comparative Literature in India has increasingly intertwined with Translation Studies and Cultural Studies.
The relationship between Comparative Literature and Translation Studies has deepened over time. Institutions like Hyderabad University have long been involved in translation studies, leading to the establishment of full-fledged centers dedicated to Comparative Literature and Translation Studies. Today, most Comparative Literature departments offer courses in Translation Studies. This field not only examines translation histories to map literary relationships but also delves into the act of translation to understand the characteristics of both source and target literary systems. At Jadavpur University, a Centre for the Translation of Indian Literatures exemplifies this focus.
Cultural Studies have always been integral to Comparative Literature, particularly in exploring literature's connections with various art forms. Contemporary Comparative Literature studies often incorporate intermediality. Additionally, modules in Comparative Cultural Studies juxtapose global texts with Indian counterparts. Jadavpur University's M Phil course delves into changing marginalities, subcultures, contemporary nationalisms, globalization, sexualities, gender, and identity politics. Interdisciplinary courses, like one at Delhi University, explore representations of human habitats, ecology in literature, and perceptions from ancient travelers.
Furthermore, courses like performance studies at Jadavpur University approach performance not merely as an art form but as a lens to study social behavior and processes. New Comparative Literature centers, especially in universities established during recent Five-Year Plans, have embraced diaspora studies. However, despite these interdisciplinary trends, literature remains at the core of Comparative Literature, with intermedial studies often integrated into this literary framework.
Non-hierarchical connectivity
Comparative Literature in India today is characterized by diverse objectives and perspectives, shaped by both local and global historical contexts. While several universities offer standalone M Phil programs in Comparative Literature, others integrate it with single literary studies. Like other humanities disciplines, Comparative Literature aims to promote civilizational values, resisting divisive forces that limit human potential. It seeks to establish non-hierarchical connections, emphasizing what Kumkum Sangari terms as "co-construction," rooted in intricate histories of translation, circulation, and extraction.
Comparatists recognize the ongoing challenges and the vast scope for constructing literary histories that highlight relationships between neighboring regions and broader contexts. This foundational endeavor aligns with the discipline's early pioneers' commitment to nurturing creativity, continuing as an underlying motivation in contemporary practices.
Resources
Ahmad, Aizaz. "Indian Literature." Theory: Classes, Nations, Literatures, London, Verso, 1992, pp. 243-285.
Datta, Satyendranath. "Samapti." Satyendranath Kabyagrantha, edited by Aloke Ray, Kolkata, Sahitya Samsad, 1984.
Radhakrishnan, R. "Why compare?" New Literary History, vol. 40, no. 3, Summer 2009, pp. 453-71.
Sangari, Kumkum. "Aesthetics of Circulation: Thinking Between Regions." Jadavpur Journal of Comparative Literature, vol. XLVX, 2013-14, pp. 9-38.
Tagore, Rabindranath. "Visvasahitya." Rabindra-Rachanabali, vol. 10, Kolkata, WBSG, 1987, pp. 324-333.
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