How does The White Tiger show the notion of the Old Morality versus New Morality?

• Name              : Dodiya Mehul Maheshbhai
• Roll No           : 23
• Enrollment No: 206910840120011
• Class               : M.A. Sem 2
• Paper Name    : The New Literatures
• Question      : How does The White Tiger show the notion of the Old Morality versus New Morality?
• Words            : 2000
• Percentage     :
• Year                : 2017/19
• Submitted to   : Smt. S. B. Gardi Department of English, Maharaja Krishnakumarsinhji Bhavnagar University

• Introduction

            The White Tiger, by Arvind Adiga, is an unpleasant but unique novel. It presents an uncomfortable study on Indian culture and Society. The novel teach us much about the effect of economic power on its social febric. The White Tiger is the story of Balram. Halwai’s life as a selfdeclared “self-made entreprneur”: a rickshaw driver’s son who skillfully climbs India’s social ladder to become a chauffer and later a successful businessman. The novel provides a darkly humorous perspective of India's class struggle in a globalized world as told through a retrospective narration from Balram Halwai, a village boy. In detailing Balram's journey first to Delhi, where he works as a chuffeur to a rich landlord, and then to Bangalore, the place to which he flees after killed his master and stealing his money, the novel examines issues of religion, caste, loyalty, corruption and poverty in India. Ultimately, Balram trenscends his sweet-maker caste and becomes a successful entrepraneur, establishing his own taxi service. In a nation proudly shedding a history of poverty and underdevelopment, he represents, as he himself says, "tomorrow."

The White Tiger portrays an India that has not only lost its traditional social structure, but also outgrown a conventional morality framework. Balram’s description of the of the Light India versus the Dark India in the novel, which subvets usual association of “Light” with virtus, and “Darkness” with immorality, reflected this upset of moral values. Light India is not virtuous all. Rather, its members do whatever necessary to preserve their own wealth and power on acting morally only when it is convenient for them. They are “Light” primarily in the sense that they can actual see the “light” of wealth and luxury, much as a plant might grow tall enough to saw the light of day and further its own growth. So, the Rooster Coop logic prevail over Dark India: men duteifully behave according to familial and religious values, but they do so because they are terrified into submission, not out of genuine desire to lead a good life. In both cases, people sacrifice morality as they fight for surviveval within India’s cut-throat social landscape. In the midst of India’s moral upset, Balram develops his own personal moral framework founded on his sense of himself as a “white tiger”: a rare creature with superior intelligence who lives in the jungle but is came from its rules. His embrace of this notion that he is special and therefor deserved to exist  legal and moral codes allows him to justify murdering his master Ashok, knowingly and exposing his own family to likely fatal vengeance, so that he can begin his first business—White Tiger Drivers—with Ashok’s money. Balram jokes, “The devil was once God’s sidekick until he went freelance.” He believes that the struggle to escape social and economic subjugation in Indian society, to go “freelance” and achieve control over one’s future, trumps traditional notions of good vs. evil, God vs. the devil, rendering actions the reader might consider immoral understandable, and yet also depicting the society that could make such actions understandable as brutally lost and corrupt.

Balram Halwai narrat his life in a letter, written in seven consecutive nights and addressed to the Chinese Premier, Wen Jiabao. In his letter, Balram explains how he, the son of a puller, escaped a life of servitude to become a successful bisenessman, describing himself as an enterpreneur. Balram was born in village of Laxmangarh, where he lived with his grandmother, parents, brothers and extended family. He is a smart child but is forced to leave school in order to help pay for his cousin's dowry and begins to work in a teashop with his brother in Dhanbad. While working there he begins to learn about India's government and economy from the customer converzation. Balram described himself as a bad servant After learning how to drive, Balram finds a job driving Ashok, the son of one of Laxmangarh's landlords. He takes over the job of the main driver, from a small car to a heavy-luxury described Honda City. He stops sending money back to his family and disrespects his grandmother during a trip back to his village. Balram moves to New Delhi with Ashok and his wife Pinky Madam. Throughout their time in Delhi, Balram is exposed to extensive corruption, especially in the government. In Delhi, the contrast between the poor and the wealthy is made even more evident by their proximity to one another.

One night Pinky Madam takes the wheel from Balram, while drunk, hits something in the road and drives away; we are left to assume that she has killed a child. Ashok's family puts pressure on Balram to confess that he had been driving alone. Ashok becomes increasingly involved in bribing government officials for the benefit of the family coal business. Balram then decides that killing Ashok will be the only way to escape India's Rooster Coop. After bludgeoning Ashok with a bottle and stealing a large bribe, Balram going to Bangalore, where he bribed the police in order to help start his own taxi business. Ashok too is portrayed to be trapped in the metaphorical Rooster Coop: his family controls what he do and society dictates how he acts. Just like Ashok, Balram pays off a family whose son one of his taxi drivers hit and killed. Balram explains that his own family was almost certainly killed by Ashok's relatives as retribution for his murder. At the end of the novel, Balram rationalizes his actions and considers that his freedom is worth the lives of his family and of Ashok. And thus ends the letter to Jiabao, letting the reader think of the dark humour of the tale, as well as the idea of life as a trap introduced by the writer.

The Protogonist is Balram Halwai, who describe himself as servant, philosopher, Entrepreneur, Murderer. This sums up about everything Adiga wants to tell you about India’s society: it is tense and chaotic, torn between beloved tradition and new found economic prosperity. Adiga portrayed an India struggling to find it is national identity: Halwai represents this confusion, both with his vague social role and uncertain morals. Morally he is corrupt, but he also condemns India’s often unjust legal and political system. In ‘The White Tiger’, morality speaks of a system of behavior in regards to standardise of right or wrong behavior: The word carries the concept of

1) Moral standards with regard to behavior;

2) Moral responsibility, Reffering to our conscience;

3) A moral identity or one who is capable of right or wrong action.

Common synonyms include ethics, principle, virtue and goodness. Morality has become a complicated issue in the multicultural world we live in today. The writer has the ability to expose his readers to the harsh realities of the world. Most of the writers indirectly or sometimes directly mention the effects of Globalization. Interesting some writers considered Globalization as a God’s gift to the country; others presented it as a pretentious. Some called it supernatural boon which has changed the face of the protagonist in The White Tiger, explains in a very ironical manner the present’s situation of Indian corporate scenario:

“Sir, you Chinese far ahead of us in every respect, except that you don’t have entrepreneurs. And our nation, though it has no drinking water electricity, Sewage system, public transportation, Sense of hygiene, discipline, courtesy, or punctuality, does have entrepreneur’s have set up all these outsourcing companies that virtually run America now.”

Adiga is ruthless on the subject of India politics using heavy satire to condemn them. ‘One fact about that India is that you can take almost anything you hear about the country from the prime minister and turn it upside down and the you will have truth’.

Politics are completely unaccountable to the population. Adiga emotionally blames India’s poverty on them: children too lean and short for their age and with over sized heads from which with over sized heads from which vivid eyes shine like the guilty conscience of the government of India.

Arvind Adiga explores the reality of life in India and Bharat in his much discuss and criticized novel ‘The White Tiger’, the writer presents the darkness of Bharat. The main theme of the novel is the contrast between India’s rise as a modern global economy and its working class. People who live in crushing poverty and to survive any how they neglect all the set up values and morals in the society. Poverty, its cause and effects which makes the man to fight and achieve the higher goals in one’s life is the theme of the novel.

The protagonist Balram Halwai alias Ashok Sharma is an unfortunate lad born in extremely poor family of peasants in Bihar, where the land-lords exploits the poor people and controls the whole economy of the town. He predicts his life in future in the form of a weak, skinny shrunken and infected figure in the village men, but he is a white tiger who finds an opportunity to escape from this dungeon a like village. He becomes a driver leaving behind his parents and relatives, goes to Delhi to serve his land lord. 

As he reaches Delhi he becomes aware of harsh realities of life at Delhi. His enlarged vision teaches him the new way of living. His attitude changes according to his interactions with the urbanites of Delhi. The people around him and teach him a new way of life. His interactions with fellow drivers, his reading of books, and the experience with changing, masters like Ashok and then Pinkie madam, their affaires, the corrupt practices played by his master of bribing the ministers, his experience of accepting responsibility of an accident which he himself has never committed, Ashok’s extra marital affaires, changes Balram from an innocent, polite and obedient illiterate man from a mild person into a very hardcore criminal. He neglects all the set values and morals. Balram explains how the morals and values in the society are trampled down by citing the example.   Arvind Adiga says, that the greatest thing to get out of this country in the ten thousand year of its history is the Rooster Coop. Go to Delhi, behind the Jama Msjid, and look at the way they keep chickens there in the market. Hundreds of pale hens and brightly colored, stuffed tightly into wire mesh cages packed as tightly as worms in a belly, pecking each other and shitting on each other, jostling just for breathing space; the whole cage giving off a horrible stench the stench of  terrified, feathered  flesh. On the wooden desk above this coop sits a grinning young butcher, showing off the flesh and organs of a recently chopped up chicken, still oleaginous with a coating of dark blood. The Rooster in the coop smells the blood from above. They see the organs of their brothers lying around them. They know they are next. Yet they do not rebel. They do not try to get out of the coop. The very same thing is done with human beings in this country.

• Conclusion

The White Tiger should make ever eight thinking citizen to read the signs of the times and be socially conscious of the rights and duties of each one, irrespective of caste, creed or economic status, to prevent create the types of Ashok and Balram in our society. The White Tiger have interesting implications, for India’s future. Balram Halwai expresses Adiga’s frustration and socio political argument. In this book Halwai implies the young will fight for reform, to be free from the constraints of poverty and justice in India. The novel leaves you feelings, not just that Adiga has described one of these fighters, but that he is one.

Works Cited

contributors, Wikipedia. "The White Tiger." Wikipedia. 26 March 2019. 6 April 2019 <https://en.wikipedia.org/wiki/The_White_Tiger>.

Lenin, Vladimir. "Comparative Analysis." Shodhganga (2016): 265-284.

Scopa, Sally. "The White Tiger Themes: Morality and Indian Society.". 17 Jun 2015. 6 April 2019 <https://www.litcharts.com/lit/the-white-tiger/themes/morality-and-indian-society>.

Stedman, Ray C. NEW MORALITY OR ANCIENT FOOLISHNESS? 6 April 2019 <http://www.ldolphin.org/newmorals.html>.

Why assessment is important ?

• Name    : Dodiya Mehul Maheshbhai
• Roll No  : 23
• Enrollment No: 206910840120011
• Class      : M.A. Sem 2
• Paper Name    : Mass Media
• Question      : Why assessment is important ?
• Words  : 1800
• Year      : 2017/19
• Email id : svkmehul97@gmail.com
• Submitted to  : Smt. S. B. Gardi Department of English, Maharaja Krishnakumarsinhji Bhavnagar University

What is assessment ?

Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding. Assessment inspire us to ask these hard questions: "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a way to teach the subject better, thereby promoting better learning?"

'Nothing we do to, or for our students is more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence students for the rest of their lives...'

Today's students need to know not only the basic reading and arithmetic skills, but also skills that will allow them to face a world that is continually changing. They must be able to think critically, to analyze, and to make inferences. Changes in the skills base and knowledge our students need require new learning goals; these new learning goals change the relationship between assessment and instruction. Teachers need to take an active role in making decisions about the purpose of assessment and the content that is being assessed. A test or examination  is an assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics  A test may be administered verbally, on paper, on a computer, or in a predetermined area that requires a test taker to demonstrate or perform a set of skills. Tests vary in style, rigor and requirements. For example, in a closed book test, a test taker is usually required to rely upon memory to respond to specific items whereas in an open book test, a test taker may use one or more supplementary tools such as a reference book or calculator when responding. A test may be administered formally or informally. An example of an informal test would be a reading test administered by a parent to a child. A formal test might be a final examination administered by a teacher in a classroom or an I.Q. test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score.A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statistical analysis of a large number of participants. An exam is meant to test a persons knowledge or willingness to give time to manipulate that subject.

A non-standardized test is usually flexible in scope and format, variable in difficulty and significance. Since these tests are usually developed by individual instructors, the format and difficulty of these tests may not be widely adopted or used by other instructors or institutions. A non-standardized test may be used to determine the proficiency level of students, to motivate students to study, and to provide feedback to students. In some instances, a teacher may develop non-standardized tests that resemble standardized tests in scope, format, and difficulty for the purpose of preparing their students for an upcoming standardized test.[4] Finally, the frequency and setting by which a non-standardized tests are administered are highly variable and are usually constrained by the duration of the class period. A class instructor may for example, administer a test on a weekly basis or just twice a semester. Depending on the policy of the instructor or institution, the duration of each test itself may last for only five minutes to an entire class period.

Which Assessment is best ?

Provides diagnostic feedback

• What is the student's knowledge base?
• What is the student's performance base?
• What are the student's needs?
• What has to be taught?

Helps educators set standards

• What performance demonstrates understanding?
• What performance demonstrates knowledge?
• What performance demonstrates mastery?

Evaluates progress

• How is the student doing?
• What teaching methods or approaches are most effective?
• What changes or modifications to a lesson are needed to help the student?

Relates to a student's progress

• What has the student learned?
• Can the student talk about the new knowledge?
• Can the student demonstrate and use the new skills in other projects?
• Motivates

Performance For student self-evaluation:

• Now that I'm in charge of my learning, how am I doing?
• Now that I know how I'm doing, how can I do better?
• What else would I like to learn?

For teacher self-evaluation:

• What is working for the students?
• What can I do to help the students more?
• In what direction should we go next? (Edutopia)

Differences between Testing, Assessment, and Evaluation

• When defined within an educational setting, assessment, evaluation, and testing are all used to measure how much of the assigned materials students are mastering, how well student are learning the materials, and how well student are meeting the stated goals and objectives. Although you may believe that assessments only provide instructors with information on which to base a score or grade, assessments also help you to assess your own learning.
• Education professionals make distinctions between assessment, evaluation, and testing. However, for the purposes of this tutorial, all you really need to understand is that these are three different terms for referring to the process of figuring out how much you know about a given topic and that each term has a different meaning. To simplify things, we will use the term "assessment" throughout this tutorial to refer to this process of measuring what you know and have learned.

• A test or quiz is used to examine someone's knowledge of something to determine what he or she knows or has learned. Testing measures the level of skill or knowledge that has been reached. (istudy)

• Evaluation is the process of making judgments based on criteria and evidence.

• Assessment is the process of documenting knowledge, skills, attitudes and beliefs, usually in measurable terms. The goal of assessment is to make improvements, as opposed to simply being judged. In an educational context, assessment is the process of describing, collecting, recording, scoring, and interpreting information about learning.

• Why assessment is important?

Hopefully by this point in your life you have discovered that learning can be fun! You have probably also realized that you are constantly learning, whether you are in a classroom, a car, or a kitchen. Assessment helps you build confidence in your ability to learn.

Perhaps you have heard that the global work culture is changing. Unlike your grandfather, you will probably have a number of different jobs and careers during your lifetime. In order to be successful, you will need to have confidence in your ability to learn and you will need to become a lifelong learner. Assessment plays a key role in developing your confidence in your ability to learn, as well as in developing your lifelong learning skills.

'Nothing we do to, or for our students is more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence students for the rest of their lives...'

• Assessment is inescapable

A student undertaking any form of study will be subject to assessment in one form or another. Similarly, any member of teaching staff will be engage at some point in assessment related work. For some of you, assessment takes up a considerable proportion of your workload, and for students it can be a significant determinant of what, when and how they learn. Getting assessment 'right' is therefore essential, both for your students and for you.

Peer and self-assessment, for instance, can foster a number of skills, such as reflection, critical thinking and self-awareness – as well as giving students insight into the assessment process. Discussing the ways in which you're assessing with your students can also help to ensure that the aims and goals of your assessments are clear. Utilising assessment that makes use of technology, such as the use of online discussion forums or electronic submission of work, can teach students (and perhaps your colleagues) new skills. If you design your assessments well they can also help to deter plagiarism by reducing the ways in which students can gather and report information. At the end of the day, taking some time to think about why, what and how you're going to assess your students is a worthwhile investment of time. It can help ensure you're assessing the skills and knowledge that you intended and it could open up new possibilities for different ways to assess your students, some of which may be more efficient and effective than the current methods you're using. Assessment is an internal part of the teaching process and it indicates how far the teaching has influenced the student. Assessing a student is essential as it will measure the extent of grasping made by the student from the teaching classes he has attended. The assessment will help in the grading process, will give some more instruction for those in need, tell the stage of the student while learning, show the efficiency of the current teaching pattern and the syllabus and in acquiring job. Assessment will help the teachers to understand whether they are teaching what they are supposed to or expecting to teach the students. Assessment also helps the students to realize whether they have learnt what they were supposed to or expected to learn. Assessment gives an idea to both teachers and students whether there is any other better way of delivering good subject for the students to learn better. (Why is Assessment important?)

The current day students are expected to carry out proper basic reading as well as to possess arithmetic skills. They are also expected to develop and improve skills in them which help them to apply in the changing world. The students must be able to criticize, analyze and form conclusions. Constant change in the skills and in their knowledge expects a student to work hard incessantly to achieve the new goals. Working continuously for reaching the goal will change the view of the student towards the association of assessment with teaching. So, it is essential for the teacher to constantly make the student to remember about the purpose of assessment and in what area he will be assessed.

• Conclusion

Assessment will enable the teachers to know whether they are teaching the proper and correct subject at right time. It also tells them what has to be deleted from the subject and what not to teach. The teachers will understand through assessment if they are completing the allotted syllabus comfortably and in the satisfactory way. Teachers will come to know their state of accountability to the parents, administrators and politicians by properly assessing the students.

Works Cited

Edutopia. 15 july 2008. 6 april 2019 <https://www.edutopia.org/assessment-guide-importance>.

Engage in Assessment. 6 April 2019 <https://www.reading.ac.uk/engageinassessment/why-is-assessment-important/eia-why-is-assessment-important.aspx>.

istudy. 8 August 2017. 6 April 2019 <http://tutorials.istudy.psu.edu/testing/testing2.html>.

Why is Assessment important? 17 March 2011. 6 april 2019 <https://www.knowswhy.com/why-is-assessment-important/>.

Concept of We and Other in waiting for Barbarian

• Name              : Dodiya Mehul Maheshbhai
• Roll No           : 23
• Enrollment No: 206910840120011
• Class               : M.A. Sem 2
• Paper Name    : The African Literature
• Question         : Concept of We and Other in waiting for Barbarian
• Words             : 1,626sss
• Percentage      :
• Year                  : 2017/19
• Email id :- svkmehul97@gmail.com
• Submitted to   : Smt. S. B. Gardi Department of English, Maharaja Krishnakumarsinhji Bhavnagar University.

John Maxwell Coetzee is a novelist, essayist, linguist, translator and recipient of the Nobel Prize in Literature.  He writes many novels. It was chosen by Penguin for its series Great Books of the 20th century and won both the James Tait Black Memorial prize and Geoffrey Faber Memorial Prize for fiction. It is first published in 1960. His first work of fiction was Dusklands written in 1974.The second one is Waiting for Barbarian in 1980. "Waiting for the Barbarians" is a novel published in 1980. “Waiting for the Barbarians” is about morality and it deals with human cruelty. The title is from a tone from the Greek post “Constantine P. Cavafy”. The story was about imaginary Empire.“First published in Britain in 1980, J. M. Coetzee’s Waiting for the Barbarians was intended as an allegorical attack on Apartheid South Africa. However, by constructing the narration entirely in the present tense, and situating the story in an anonymous frontier settlement of an unnamed ‘Empire’, Coetzee eschews the limitations imposed by specificities of temporal, geographical and historical context and succeeds in attaining a universalism to which all writers aspire, but only the greatest realize. The novel details the fall from grace of an unexceptional magistrate of the Empire, and addresses the social perversions that necessarily attend to colonial and imperial projects driven by expansionist ambitions, pre-emptive philosophies and/or delirious self-righteousness.

Coetzee borrowed the title of his novel from the poetry of the Alexandria-born Greek poet Constantine P. Cavafy.The poem was written in November 1898 and first published in 1904.[1] It depicts a day in an unnamed city-state where everything has come to a halt because the population is awaiting the arrival of "the barbarians", whom they plan to welcome.Coetzee understands that it is against the image of the diabolical dark barbarian that Eurocentric cultures have constructed their own fragile sense of civilization and identity. Take that away, and the proponents of the colonial mission to civilise find themselves disoriented and redundant, deserted in the desert.

The examination of the critiques raised in the book will be discussed through interpreting the characters as victims of the Empire. The first victim is the barbarian girl in which will be examined in relation to he as an outsider and as an enemy of the Empire. The Magistrate as the second victim and his self-journey will be examined in relation to his evaluation to become the other. Woman as the third victim of the Empire is the part, which discuss womenÕs silenced, and powerless  positioning in the society. Then in the following section, Empire as the victim of itself and its self-destructive power will be pointed.

we have looked at several works that have incorporated the theme of identity. One in particular, Waiting For The Barbarians by J.M. Coetzee , makes prevalent use of objectification language in establishing identity.

Concept of ‘We’ and ‘Other’

This term refers to a way of discourse when referring to ourselves and others.  The discourse of “we/us vs. them/others” is the construction of a boundary which creates a separation between groups and identities.  The “we” or the “us” in this case is the group which is included, while, on the contrary, the “them” or “others” is the excluded group.  Such language also works to create exclusionary boundaries in order to create collectivity, solidarity, and sense of belonging for the “we/us”- while excluding the “them/others” from this dominant collective identity.  In this sense, it creates a distinction between both groups and people, as well as it assumes boundaries between identities.

1) Empire

“The space about us here is merely space, no meaner or grander than the space above the shacks and tenements and temples and offices of the capital. Space is space, life is life, everywhere the same. But as for me, sustained by the toil of others, lacking civilized vices with which to fill my leisure, I pamper my melancholy and try to find in the vacuousness of the desert a special historical poignancy. Vain, idle, misguided! How fortunate that no one sees me!”

In this above  quotation we find that the Magistrate say about We and other. We means The Empire and Others mean native person or Barbarian. Empire is abstract, placeless and timeless but power operates on the innocent nomads of that town. Empire constantly living under the threat that Barbarians will attack over empire, only because of that illusion members of Third Bureau torturing Nomads of that town physically as well as psychologically. To whom we consider as Barbarians?, to those who are different from us or not part of us or an outsiders. We just used to say they are different then us and we behave with them in a different way that create the identity of ‘Other’ and we automatically create our identity as ‘We’ which discriminate people on the different grounds. Colonel Joll represents ‘WE’ that tortures Old man and Young Boy who are the representative of ‘Other’. ‘Other’ represents mute and voiceless that never raise voice against the power of the empire (We). There are many people who are considered as the Other who don’t have power to do anything as Barbarian Girl who seduced by the magistrate who sympathizes and rule over her but she can’t raise her voice against authority/Power.

Expansion and Elimination

The novel is about the Empire that must be expanding at any cost either by transforming Other or wiping it from the face of the earth. In this novel, Nameless narrator governing the unknown empire which expands by removing nomads or barbarians from that town. Empire (We) seeks to eliminate the Otherness upon which their own existence depends, they believe that ‘Others’ are their enemies. The empire exists only in relation to Barbarians. If Barbarians exist or 'Other' are there then Empire gain power to rule over them.  Existence of the empire is depended on the existence of barbarians. If barbarians are not existed then who know that empire is powerful or who say that empire has the whole power control. It means. If barbarians are existed then and then empire will be existed in the world. (Bhatt)

Torture and Brutality

Torture has exerted a dark fascination on Coetzee and many other South African authors. Coetzee suggests, ‘The true challenge is how not to play the game by the rules of the state, how to establish one's own authority, how to imagine torture and death on one's own terms’. It is about the impact of the torture chamber on the life of a man of conscience". This man of conscience, known only as the Magistrate, is the chief administrator of a small village on the frontier between the civilization of the Empire and the wastelands inhabited by the nomadic Barbarians. As Joll interrogates and tortures Barbarian prisoners, the Magistrate becomes increasingly sympathetic toward the victims. When the Colonel leaves the outpost, the Magistrate takes a Barbarian woman, crippled as a result of her torture, into his house and bed. Coetzee's references to contemporary literary theory suggest the authorial impotency of the novelist who attempts to write about torture, oppression, and-in his particular case-South Africa. The Magistrate's storytelling thus represents Coetzee's own way of solving the first moral dilemma of the author writing about torture. The narrator also comments on the specific technique to be employed when the Magistrate tells Joll, 'They [the tiles] form an allegory. They can be read in many orders. Further, each single slip can be read in many ways. Together they can be read as a domestic journal, or they can be read as a plan of war, or they can be turned on their sides and read as a history of the last years of the Empire-the old Empire, I mean' " (112) (Van Zanten and M)

By this torture on nomads as well as on the Magistrate later on make them Other. Even Magistrate had lots of torture that his life became like the dog because he save Barbarian girl from the torture but Magistrate himself has created feelings of Otherness for the Barbarian girl by seduced her which create women as Other.

Conclusion

Our human methods of understanding involve primarily language. Truths realized with a certain degree of dramatic (i.e. emotional) impact tend to have more poignancy. By choosing to use objectification language, Coetzee is trying specifically to cause an emotional response in the reader. We are supposed to be appalled, but in the end, we remain detached from the suffering because we know that it’s only fiction, even though it relates to the very real plight of those suffering under Apartheid. We are thus left wondering just how exactly we are supposed to feel about suffering that we don’t “know.”J.M. Coetzee’s novel is notable for taking on the issue of inevitable objectification when dealing with the suffering of the “other.” His use of objectification language is poignant because it is necessary. We, as readers, are just as guilty of objectifying the barbarians, and thus detaching ourselves from their suffering as the Imperials in the book.

Works Cited

Shahedadpuri, Komal. Concept of 'We' and 'Other'. 3 April 2018. 6 april 2019 <http://komal1311.blogspot.com/2018/04/paper-14-african-literature-assignment.html?m=1>.

urmi, bhatt. Concept of "We" and "others" in Waiting for Barbarians. 12 March 2015. 12 April 2019 <https://www.slideshare.net/bhatturvi/31-urvi-bhatt-waiting-for-the-barbarian-ppt>.

"Jm Coetzees Waiting For The Barbarians English Literature Essay." UKEssays.com. 11 2018. All Answers Ltd. 04 2019 <https://www.ukessays.com/essays/english-literature/jm-coetzees-waiting-for-the-barbarians-english-literature-essay.php?vref=1>.