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Teaching English Literature in the 'Contact Zone': Speaking back to 'Official Nationalism'

机译：在“联络区”中教授英语文学：谈到“官方民族主义”

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The concept of a national identity is 'dialogical' (Bahktin, 1981) emerging out of a heteroglossic environment, and so means different things to different people. This means that nationalism is not something natural, as though a feeling of national identity and belonging simply inheres within people, but that it is constructed through language. When Suharto and his regime were still ruling Indonesia, they applied what Anderson (1991) called 'official nationalism' in order to suceeed his 'unity in diversity project'. The implementation, however, was full of contradictions because it was in conflict with the nature of the heterogeneity that made up the Indonesian communities. The New Order's nationalism project was clearly an attempt to maintain order and security in order to shore up his power rather than to explore or understand the differences that make up this vast diverse nation. The fall of Suharto in 1998 was then greeted as opening up the possibility to create a free and democratic society. Suharto's resign was also seen by people working within English literary studies in universities in Indonesia as a momentum to grapple further with alternative discourses of identity. Teaching English literature in this context should then mean providing our students with wider opportunities to study in 'the contact zone' (Pratt', 2008), allowing learning at the interfaces between languages and cultures in order to transcend and to speak back to the hierarchies implied by the dominance or hegemony of global English and its colonial legacy.
机译：国家身份的概念是“对话”（Bahktin，1981）出现在杂页段环境中，因此对不同的人来说意味着不同的东西。这意味着民族主义不是自然的，仿佛是民族认同和归属的感觉只是在人民内部遗产，但它是通过语言构建的。当苏哈托和他的政权仍然统治印度尼西亚时，他们申请了Anderson（1991）名为“官方民族主义”，以便在他的“多样性项目中的统一”。然而，实施充满了矛盾，因为它与弥补印度尼西亚社区的异质性的性质相冲突。新订单的民族主义项目显然是为了维持秩序和保障的企图，以便抵消他的力量而不是探索或理解构成这种巨大各种国家的差异。然后，苏哈托于1998年的秋季被迎接开辟了创造自由民主社会的可能性。在印度尼西亚大学英语文学研究中，苏哈托的辞职人员也在英语文学研究中看到了一个努力进一步努力的身份争吵。然后在这种情况下教授英语文学，然后意味着为我们的学生提供更广泛的机会在“联络区”（Pratt'，2008）中学习，允许在语言和文化之间的接口中学习，以便超越和谈论阶层由全球英语及其殖民遗产的主导地位或霸权暗示。

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