Anglophone Cultural Studies I
A.Y. 2025/2026
Learning objectives
The main goal of Anglophone Cultural Studies I is to provide the basic methodological tools of cultural studies and apply them to understand and analyse cultures present in English-speaking countries.
To this end, the course aims to enable students to:
- understand a set of cultural practices and productions by adopting the methodological approach of cultural studies and post-colonial studies applied to the Anglophone contexts;
- use this approach to understand the key cultural concepts of the countries or areas being studied;
- read, analyse and interpret texts and cultural practices and productions related to the Anglophone contexts;
- understand the historical, political, social and cultural background related to the cultural practices studied;
- understand the colonial and decolonial history of the British Empire.
To this end, the course aims to enable students to:
- understand a set of cultural practices and productions by adopting the methodological approach of cultural studies and post-colonial studies applied to the Anglophone contexts;
- use this approach to understand the key cultural concepts of the countries or areas being studied;
- read, analyse and interpret texts and cultural practices and productions related to the Anglophone contexts;
- understand the historical, political, social and cultural background related to the cultural practices studied;
- understand the colonial and decolonial history of the British Empire.
Expected learning outcomes
By the end of the course, students will be able to:
- use the language and skills of cultural studies and post-colonial studies applied to the Anglophone contexts, in line with the professional profile to be trained during the three-year programme;
- apply this subject-specific language to mediation practices, in line with the professional profile to be trained during the three-year programme;
- use cultural skills to develop an aptitude for inclusion practices;
- read, summarise and compare cultural practices and productions in the Anglophone contexts studied;
- make intercultural and interdisciplinary connections, in line with the professional profile to be trained during the three-year programme.
- use the language and skills of cultural studies and post-colonial studies applied to the Anglophone contexts, in line with the professional profile to be trained during the three-year programme;
- apply this subject-specific language to mediation practices, in line with the professional profile to be trained during the three-year programme;
- use cultural skills to develop an aptitude for inclusion practices;
- read, summarise and compare cultural practices and productions in the Anglophone contexts studied;
- make intercultural and interdisciplinary connections, in line with the professional profile to be trained during the three-year programme.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
The course specifically analyzes the consequences of the decolonization processes connected to the gradual disintegration of the British Empire, with particular attention to the management of migration phenomena (Unit 2 - Australia) and to conflict situations that have had an impact on social justice and environmental balances (Unit 3 - Nigeria).
Unit 1 will be devoted to the methods of Cultural Studies as applied to the contexts of colonialism and postcolonialism. Through critical excerpts that will be made available online, key terminology and themes will be introduced, forming the primary theoretical framework for the analysis of the case studies.
Unit 2 will focus on Australia through two complementary perspectives: Australia as a former British colony (the history of British colonialism on the island) and Australia as a destination for migration flows (the management of the exemplary case of Behrouz Boochani).
Unit 3 focuses on writer and activist Ken Saro-Wiwa. His work and intellectual commibntment illuminate the complex transition of Nigeria to a post‑colonial nation marked by internal tensions and economic and environmental challenges.
Unit 1 will be devoted to the methods of Cultural Studies as applied to the contexts of colonialism and postcolonialism. Through critical excerpts that will be made available online, key terminology and themes will be introduced, forming the primary theoretical framework for the analysis of the case studies.
Unit 2 will focus on Australia through two complementary perspectives: Australia as a former British colony (the history of British colonialism on the island) and Australia as a destination for migration flows (the management of the exemplary case of Behrouz Boochani).
Unit 3 focuses on writer and activist Ken Saro-Wiwa. His work and intellectual commibntment illuminate the complex transition of Nigeria to a post‑colonial nation marked by internal tensions and economic and environmental challenges.
Prerequisites for admission
The course requires a general knowledge of how colonial processes developed, especially British ones, and the traces they left behind in decolonisation. No prior methodological knowledge of cultural studies is required. In terms of language skills, students are required to be able to understand simple texts in English, both written and video, and to have basic expressive tools, in English and/or Italian, to make the concepts they wish to express intelligible. A basic knowledge of Italian is desirable. No previous skills in digital storytelling are required.
Teaching methods
The lessons will mainly be lecture-based, but will also include collaborative activities, group work, guest lecturers and, occasionally, a participation in extra moenia events may be required. Students will be guided in the development of collaborative skills consistent with the professional profile they intend to acquire. The theoretical approach is accompanied by a short workshop on multimodal writing, which allows students to experiment with forms of critical reworking of the content covered.
Teaching Resources
Unit 1 - Cultural Studies e Postcolonial Studies
Historical background
https://www.britannica.com/place/British-Empire: fonte di informazioni generali sull'Impero britannico. Ulteriori letture saranno suggerite durante le lezioni
Cultural Studies -Theory
AAVV, Introduzione ai Cultural Studies, Carocci, 2016 (capitoli 1 e 5) 2016
S. Bertacco, O. Palusci, "Introduction" in Postcolonial to Multicultural. An Anthology of Texts from the Multicultural World, Hoepli, 2004 (pp. 1-12)
William Boelhower, "Borderline Stories: Migrants at the Center of World History", in Vallorani, Bertacco, Boelhower, The Bloomsbury Handbook of Anglophone Literature and Migration, Bloomsbury Academic, pp 25-38.
Unit 2 - Australia
History & Culture
S. Bertacco, "Invader-Settler Nations", in in Postcolonial to Multicultural. An Anthology of Texts from the Multicultural World, Hoepli, 2004. (estratti selezionati del capitolo 2 - 10 pagine in totale)
Stories of the stolen generation: https://humanrights.gov.au/bringing-them-home/
Haebich, Anna. "Forgetting Indigenous Histories: Cases from the History of Australia's Stolen Generations." Journal of Social History, vol. 44, no. 4, 2011, pp. 1033-46.
Books and poems:
Behrouz Boochani, No Friend but the Mountains (2018) (autobiographic reportage; excerpts)
Selected articles from Freedom, only freedom, by Behrouz Boochani (available online)
Chauka, please tell us the time: https://vimeo.com/2308c0000
Life on Manus: how Australia transformed a tropical island into a prison: https://www.youtube.com/watch?v=bF6EE74_XGE
Documentary short film on Manus by Angus McDonald https://vimeo.com/330785345
Unit 3
- Toyin Falola, Understanding Colonial Nigeria: British Rule and Its Impact, Cambridge, Cambridge University Press, 2024 (available on Minerva): Timeline + Ch. 2, 26, 27 +
- Ken Saro-Wiwa, Sozaboy: A Novel in Rotten English (any paperback edition)
- Í de Corley, Helen Falon. Laurence Cox (eds.), Silence Would Be Treason: Last Writings of Ken Saro-Wiwa (extracts on MyAriel)
- BBC Documentary Podcast, Silence Would Be Treason (available at bbc.com/audio)
Historical background
https://www.britannica.com/place/British-Empire: fonte di informazioni generali sull'Impero britannico. Ulteriori letture saranno suggerite durante le lezioni
Cultural Studies -Theory
AAVV, Introduzione ai Cultural Studies, Carocci, 2016 (capitoli 1 e 5) 2016
S. Bertacco, O. Palusci, "Introduction" in Postcolonial to Multicultural. An Anthology of Texts from the Multicultural World, Hoepli, 2004 (pp. 1-12)
William Boelhower, "Borderline Stories: Migrants at the Center of World History", in Vallorani, Bertacco, Boelhower, The Bloomsbury Handbook of Anglophone Literature and Migration, Bloomsbury Academic, pp 25-38.
Unit 2 - Australia
History & Culture
S. Bertacco, "Invader-Settler Nations", in in Postcolonial to Multicultural. An Anthology of Texts from the Multicultural World, Hoepli, 2004. (estratti selezionati del capitolo 2 - 10 pagine in totale)
Stories of the stolen generation: https://humanrights.gov.au/bringing-them-home/
Haebich, Anna. "Forgetting Indigenous Histories: Cases from the History of Australia's Stolen Generations." Journal of Social History, vol. 44, no. 4, 2011, pp. 1033-46.
Books and poems:
Behrouz Boochani, No Friend but the Mountains (2018) (autobiographic reportage; excerpts)
Selected articles from Freedom, only freedom, by Behrouz Boochani (available online)
Chauka, please tell us the time: https://vimeo.com/2308c0000
Life on Manus: how Australia transformed a tropical island into a prison: https://www.youtube.com/watch?v=bF6EE74_XGE
Documentary short film on Manus by Angus McDonald https://vimeo.com/330785345
Unit 3
- Toyin Falola, Understanding Colonial Nigeria: British Rule and Its Impact, Cambridge, Cambridge University Press, 2024 (available on Minerva): Timeline + Ch. 2, 26, 27 +
- Ken Saro-Wiwa, Sozaboy: A Novel in Rotten English (any paperback edition)
- Í de Corley, Helen Falon. Laurence Cox (eds.), Silence Would Be Treason: Last Writings of Ken Saro-Wiwa (extracts on MyAriel)
- BBC Documentary Podcast, Silence Would Be Treason (available at bbc.com/audio)
Assessment methods and Criteria
Unit 1 will be assessed through a computer-based exam, which is optional and mainly aimed at attending students; it will last 90 minutes. Those who wish to do so may take the traditional oral exam and be tested on the entire programme. The exam will be held in English. The assessment will also include the participation to two extra-moenia lessons at Casa di Cultura (Milano), planned for March 11 & 13, and in alla respects part of the course. They are not mandatory though strongly suggested
As for Unit 2 , for attending students, the preparation and presentation of the e-book contribute to 40% of the final assessment of Unit 2. The remaining part - the history of English colonial history in Australia - will be discussed orally on the regular exam dates.
Students attending Unit 3 may take a written test at the end of the module. Students who pass this test are exempted from sitting the oral exam for Unit 3.
As for Unit 2 , for attending students, the preparation and presentation of the e-book contribute to 40% of the final assessment of Unit 2. The remaining part - the history of English colonial history in Australia - will be discussed orally on the regular exam dates.
Students attending Unit 3 may take a written test at the end of the module. Students who pass this test are exempted from sitting the oral exam for Unit 3.
L-LIN/10 - ENGLISH LITERATURE - University credits: 9
Lessons: 60 hours
Professors:
Canani Marco, Vallorani Nicoletta
Educational website(s)
Professor(s)
Reception:
By appointment
OFFICE: English Studies, Piazza Sant'Alessandro, 1 (3rd floor); alternatively, via MS Teams (videocall)