I would take living in a country full of immigrants over a country full of racists any day of the week.
Immigrants enrich us and this country in innumerable ways. Racists enrich nothing and no one but their own pathetic imagined superiority complex.
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@zamyrha
I would take living in a country full of immigrants over a country full of racists any day of the week.
Immigrants enrich us and this country in innumerable ways. Racists enrich nothing and no one but their own pathetic imagined superiority complex.
I wanted to draw Mae as she was before she started a family and the tragedy that drove her mad! đ
illuminated illustration for @/shubss (bsky)
Iâve been spinning like a chicken on a spit ever since I heard about the whole âAI generated story places in renowned Commonwealth Writing Prizeâ scandal and now has come the time to regale you with my Opinionsâąïž about the matter, because itâs hit on some thoughts Iâve had for a while re: how I approach writing, both fanfic and original fiction⊠and thoughts Iâve had as a reader. long read, strap in.
tldr scandal speedrun: story by Trinidadian writer Jamir Nazir just won the Caribbean regional prize at the 2026 Commonwealth Short Story Prize ie one of the biggest short fiction awards in the world (almost 8000 entries this year) and was subsequently published on Granta's website, as all regional winners are. readers start flagging that something is off, and it quickly becomes clear that the story is almost certainly AI generated, and obviously the press and wank started up, media coverage, and my all time favourite part: Granta editor Sigrid Rausing uploads the story into an AI to ask if an AI wrote it and then puts out a statement that pretty much says âprobably, but guess weâll never know!â (SORRY THIS PART IS SOOOO FUCKING FUNNY TO ME LMFAO đ)
much of the earlyish discourse has focused on the AI detection question, what does this mean for literary prizes going forward, how do we verify human authorship. some responses have been very good/interesting (the Africa is a Country piece especially). what I want to yap about is what the judges' response to this story tells us about how postcolonial writing is read by the institutions that gatekeep it and readers who dismiss it (and this puts it perfectly with Arundhati Roy as an example), what the judging panelâs language reveals when read as a critical object in itself, and why the failure mode here is so damaging. tldr: the story is dogshit and so clearly AI generated you can even see the AIâs âthoughtâ process, but the mainstream reactions are slagging off the wrong thing, and for reasons that have little to do with AI.
it has been actually infuriating to watch a significant chunk of the online reaction use this nonsense piece of writing as a launching pad for a much broader dismissal. someone posts the bench-men sentence or the sunrise-over-a-sink sentence as evidence of AI, and then in the replies someone else will say some shit like "well this is just what postcolonial writing is like" or "I've read prize-winning stuff that reads exactly like this". and suddenly we're not talking about Jamir Nazir anymore, we're talking about whether this entire mode of writing, postcolonial literary fiction, global south prose âin generalâ, varied and distinct language plays associated with everyone from Roy to Walcott to Kincaid, as somehow inherently gaudy, unmoored, purple, a performance of profundity that collapses under scrutiny. sheer vim against styles of writing unfairly and lazily judged as âfloridâ and âoverwroughtâ, ie people calling for the clinical manicuring of prose through a lens of anti-AI progressivism.
WOW I CAN'T BELIEVE THIS IS MY FAVORITE TELEVISION SERIES OF ALL TIME (it's not out yet)
2016:
2026:
I'd like to think I improved a little bit over the last decade ;u;
encouraging the new qifling
Finders Keepers đŒ
Lines+Flats commission for LilBloo on bsky! :3
The most interesting question you can ask about any character is not what do they want. it's what do they believe they deserve. because those two things are almost never the same and the gap between them is where your entire story lives. a person can want love completely and believe they don't deserve it and that belief will destroy every good thing that comes toward them in ways they won't even notice they're doing. write the gap. the gap is the character.
Against a peculiarly Western allergy to the pleasure of the text SUMANA ROY
In the essays my students write, I have begun to notice a common pattern. They are structured almost like Aesopâs fables. A moral seems necessary at the end â a kind of wrapping up, whichever way one chooses to look at it, like a prayer of gratitude after a meal, or an antacid tablet to aid the digestive process. Occasionally, I notice this in their poems as well, how the concluding lines must justify the existence of the lines preceding them. I have begun calling it âmoralitis.â Without a textâs display of morality, we seem to be at a loss about how to justify its existence.
I offer these summaries as an outsider. I wasnât born in America or England, and I wasnât a participant in, or even a contemporary observer of, Anglophone literature departments. I am a postcolonial citizen reading the white world reading.
I notice what has been well-documented: How the creation of âarea studies,â its support coming from espionage funds of the American government, led to the incorporation of literatures from these unknown cultures into white literature departments. I use âwhiteâ in the most matter-of-fact, self-evident way, without anger. That was what it was, a crowd of white writers, primarily male, squatting on syllabi for decades. They had written about things that struck their fancy: elephants, women, mountains, wars, a cup of tea, a day in the life of an unremarkable person. The syllabus-makers had legitimized their wandering. It was all right, the white writer could write about anything.
The expectation of the nonwhite writers was different. They were to be tour guides to their cultures, burdened with satisfying the intellectual curiosity of the white world. As Amit Chaudhuri wrote in his essay âI Am Ramu,â published in n+1, âThe important European novelist makes innovations in the form; the important Indian novelist writes about India. This is a generalization, and not one that I believe. But it represents an unexpressed attitude that governs some of the ways we think of literature today. ⊠The American writer has succeeded the European writer. The rest of us write of where we come from.â
In India â where I now teach in the English and creative-writing department at Ashoka University, about 45 kilometers from the capital city of New Delhi â what began with Salman Rushdie and Amitav Ghosh and Vikram Seth performing their roles as researchers for this new reader soon turned into a habit. Rushdie had tried to bring the linguistic energy of a whole culture into his representation of the Indian nation; Ghosh a Stephen Greenblatt-influenced understanding of history into the historical novel; Seth a sentimental appraisal of an India that had now disappeared. They were ambassadors of the Indian nation, often thought to be ârepresentingâ India just as artists and performers represented it in Festival of India programs abroad.
This wasnât, of course, what Seth and Ghosh and Rushdie had set out to do; it was just how their work had been appropriated by this new and foreign readership. At the same time, any writer â or any text â that did not fulfill the purpose of national ambassador risked being ignored or rejected by the academics â whether in India or abroad â who were designing courses about postcolonial Indian literature.
The consequences of this are far-reaching. I looked at a sampling of English-literature question papers in Indian universities, primarily in the countryâs provinces, where an American understanding of Indian writing has been imported without any skepticism or unease â this despite professors teaching courses on power and imperialism. Courses have titles like âIndian Writing in English,â âPostcolonial Literature,â âIndian Literature in Translation,â âCommonwealth Literature.â The questions asked of the students are revealing. âAnalyze Amitav Ghoshâs The Shadow Lines as a critique of the nation-stateâ; âWrite a note on Velutha as a Dalit character in Arundhati Royâs The God of Small Thingsâ; âDiscuss Things Fall Apart as a postcolonial novel.â
By contrast, in the same departments, William Blake was being studied as âa precursor to the Romantics,â W.B. Yeats as âthe last Romantic,â John Donne as âa metaphysical poet,â Virginia Woolf as âa stream-of-consciousness novelist,â and so on. If the contrast in the pedagogical approaches to the âthird worldâ literatures and Euro-American literatures is still not evident, one can just jog down to the early British literature paper, and then to the Renaissance.
Postcolonial texts seem to have two jobs in these syllabi: They either negatively illustrate some form of moral or social misconduct, or they positively represent a âmarginalizedâ culture or geography. Ideally, they do both at once, often in the manner of a Live Aid concert. The genre chosen for such illustrative purposes is most often the Indian English novel and, occasionally, the Indian novel in English translation..
While academics often see themselves as correcting the oversights of mainstream publishing, in this case, the two have colluded, even if unconsciously. Just as Indian professors feel a responsibility to assign ârepresentativeâ texts, so within Indian English publishing, editors and publishers â beneficiaries of various kinds of privilege â have felt a moral responsibility to present and represent those they considered left out of their understanding of literature. That category included the Dalit, the Adivasi tribes, occasionally women. To publish these âunknownâ and âunheard storiesâ â phrases that attend many of the blurbs of books about these cultures and people â is their version of affirmative action, almost akin to wearing hand-loom textiles to register their support for the poor weaver.
This enterprise has had consequences besides the intended ones. The âAdivasiâ and âDalitâ writers these publishers championed became just that to the reading public: one picked up a book by such a writer to become a better person. Juries giving prizes followed the same path: By giving a literary prize to someone they had identified as a subaltern, they were in fact trying to give the prize to the community the writer came from. This is the neoliberalâs version of the subaltern-studies project.
I have heard from some of these writers about their dissatisfaction in being read as Dalit writers alone. Manoranjan Byapari, for instance, tells me that, although he has benefited from the largess of intent, he and others want to be read as writers, like upper-class and upper-caste writers are â not given attention solely because of their status as disadvantaged. It is not difficult to see that this was a mimicry of what had happened in the West: the Indian writersâ responsibility to represent their nation had metamorphosed, here, into âmarginalizedâ writersâ responsibility to represent their âlocal culture.â
Like the soldier fighting for the country, these writers are seen as fighting for their culture. (This attitude also explains why translation, a field ignored for decades, has suddenly become a moral mission â we must bring the âunderrepresentedâ into the range of vision, even if it is only the range of vision of the English-reading world.) Meanwhile, choosing what books to read becomes itself a moralistic enterprise, a form of atonement. One must read postcolonial literatures to pay the guilt tax. It is a reading toll that the student of the white-literature syllabus is not asked to pay.
But the proliferation of readers who seem to have become addicted to paying this tax has created a new kind of marginalized literature: literature that does not serve the didactic purposes of the postcolonial survey course. For one thing, the postcolonial-literature syllabus continues to remain parasitic on the novel â it is as if our histories could only be held in the form of the novel, usually a fat novel, its girth approximately proportionate to the size of the country. The poem and the essay have been rendered minor forms here. Fragmentary and whimsical in nature, personal and private in style, they offer no assistance in the information-supplying service that the postcolonial syllabus is expected to perform. The few poets who are studied, if at all, have been given a place on the syllabus for their founding-father status. Unlike the novel, where new work is regularly called for duty on the syllabus, contemporary poetry (say, Indian English poetry) might be imagined to have gone extinct.
The same question should be asked of the postcolonial syllabus. While the moralizing mission might appear admirable, these courses ignore all literature that does not fit its agenda. What else explains the utter absence of comic novels in the postcolonial course? How else to explain why Bibhutibhushan Bandyopadhyayâs novels, particularly Aranyak, are not taught? Or why Amit Chaudhuriâs novels, with their life-loving energy, do not find a place here? Or why stories and novellas about provincial life, such as we find in the magical writing of R.K. Narayan, have not yet been included? Literature about the moment, about the everyday, is rejected: Comedy, laughter, pleasure â the postcolonial subject must not be seen partaking of these contraband things. The syllabus often reminds me of what our hostel matron used to say: Donât smile and show your teeth when praying.
Here is the space where the syllabus remains to be decolonized â not through substitution, but addition. A course on British modernism will include a novel or two about a day in the life of a white man or woman, such as we find in James Joyceâs Ulysses and Virginia Woolfâs Mrs. Dalloway. But a young Indian studentâs life on a day in July â masturbating, thinking of becoming a âfamous poet,â walking around London with his uncle, eating at a restaurant and fighting with him, as we find in Amit Chaudhuriâs comic novel Odysseus Abroad â is judged too self-indulgent for a postcolonial course, even as it is not hard to see that this life in the novel, if anything, is the postcolonial subjectâs condition.
What I am seeking is for the postcolonial-literature reading list to be liberated from its current status as âminor literature.â I do not use this term like Deleuze does, but rather to describe the sense within English-literature departments that these are to be studied as Ur-manifestos and histories of repression and suffering, and that all other kinds of writing are to suffer the same fate as banned literature: to remain ignored and unread. A course on Modernism, for instance, should include writing and art from non-Western cultures, where books exist side by side, related by temperament, aesthetic, or form, and not because of a United Nations idea of representation.
Literature in the postcolonial syllabus should surprise the student, not just confirm and illustrate âtheories.â This, too, should be part of the decolonizing-the-syllabus mission: to dismantle the binary between postcolonial writers as content writers and Western writers as experimenters with form. Only then can we begin to address the âmoralitisâ of my students, which, although it might seem at first harmless, or even praiseworthy, turns out to entail a troubling indifference to pleasure and beauty, to ananda (joy and delight), which is often the backbone of Indiaâs modern literatures.
When in doubt, I draw them. My OCs Mikial and Serafina.
I donât think thereâs anything inherently wrong with relating to characters, âtheyâre literally meâ etc but if thatâs the only way you engage with stories youâre kinda missing the whole point of Characters being vehicles through which we can see perspectives outside of our own. and also youâre going to get upset when the Character acts in a way that is not Personally Relatable to You
doubly for shipping. at risk if biting the hand that feeds me, a well written fictional relationship should ideally be more than a didactic template for how to have a nice relationship
OH YEAH HEâS COMIIING đ¶
Are you guys ready?? For both S3 and!!! for the coolest Lestat pin youâve ever seen??? Run donât walk to deandrawsart âs acc to check how theyâll look- preorders start on Sunday! Aaand with every pin youâll also get a print of this artwork by yours truly đž
Once when I was in undergrad, someone described something as âproblematicâ in class and our professor was like, âThatâs cool, but âproblematicâ doesnât really mean anything. It means that the thing youâre describing has a problem, and in and of itself thatâs not bad. Art, especially, should always have problems, or else itâs not interesting and not art, either. It sounds like youâre trying to say that this is bad, but you donât want to say âbad.â Is that right?â
So from then on whenever one of us called something problematic, he would make us talk it out until we could name the âbadâ thing we were hinting at. In this particular class, 7/10 it was some type of oppression, and the remainder was like, âIâm uncomfortable because this is very new/confusing/pushing boundaries that made me feel safe.â
Once we stopped calling things âproblematicâ and stopping at that, class got way more interesting and... we all had to say, like, âthatâs racistâ or âthatâs misogynisticâ or âew capitalism grossâ out loud, which a lot of us had never done in a classroom before. Or we had to be like, âUhhh... Iâm not sure whatâs so bad?â and confront our own beliefs and that was maybe even more useful.
Anyway. Whenever I see the word problematic, I canât help but think of this professor being like, âGood starting point, now letâs get specific.â I think when we have to commit to saying âthatâs ___â it requires a lot more careful thought about the truth and impact and complexities of whatever weâre claiming. Sometimes there really is some bullshit afoot, and also sometimes itâs art, and it should be full of problems, because thatâs what art is.