White Space as Mpanelanelana: Developing the Poetics of Liminality

Lead Research Organisation: University of East Anglia
Department Name: Literature, Drama and Creative Writing

Abstract

A mpanelanelana (from the Malagasy word anelanelana, meaning 'between') is a go-between, catalyst or spiritual medium in Madagascar. Liminality (from the Latin word limen, meaning 'threshold') is a term emerging from anthropological discourse, but now used across disciplines when discussing in-between states or spaces. Through creative practice, teaching practice and critical analysis in an intercultural and interlinguistic context, this project explores the significance of liminality in our apprehension of the 'poetic' and in the writing, reading and criticism of poetry. Research time will be divided between spells in the UK and in Madagascar, both outside and inside the Academy (in the School of Literature, Drama and Creative Writing at the University of East Anglia, and in the English Department at the University of Antananarivo).

The creative thesis offers a lyric voice of fragments, traces and 'code-switching' between the English and Malagasy languages; inspired by techniques in contemporary Western painting and poetry - and by a form of communication via negative space that is omnipresent in Madagascar. There is an exploration of liminal poetics at a technical level, therefore, through experimentation with poetic form. At the same time, this component takes liminality in its myriad forms as a central concern thematically: how an atmosphere of 'low-intensity conflict' may be experienced with the senses; the role of silk in mediating relations between the living and the dead in Madagascar; ways of loving and expressing anger in different cultural contexts; the colouring of chameleons and camouflage as a concept; the behaviour of birds inside the eye of a cyclone; trespass, land tenure and notions of otherness on an island where most people never see the sea, etc.

The critical component engages with the work of Western critics and theorists like Craig Dworkin, Glyn Maxwell and Gaston Bachelard - and with the work of Malagasy critics and theorists like Elie Rajaonarison, Serge Henri Rodin and Hemerson Andrianetrazafy. It examines the creative work of Western poets from Sappho to Larry Eigner and Thomas A. Clark - and Malagasy literature from oral traditions like the Hainteny, to the work of contemporary writers like Michèle Rakotoson and members of the Faribolana Sandratra. It asks how far a heightened awareness of liminality might help in theoretical discussions of the poetics of place and, in particular, of 'radical landscape poetry'. For practical insights, it also looks to lessons from the teaching of creative writing at the University of Antananarivo and at UEA. This sets the thesis up for a re-examination of the poetics of in-betweenness and for advancing a new theory in the field of liminal poetics. It argues that white space may be used as a poetic technique not just for 'arbitrary' aesthetic effect as in the formal experimentalist tradition but, when rooted in a concrete socio-anthropological context, as a tool that offers us unique assistance across everyday boundaries: in the making of meaning, in our dialogue with sense and emotion; in voicing what could otherwise not be said.

Publications

10 25 50
 
Title Creative Thesis 
Description Half of my PhD is a work of poetry - a book-length poem, split into narrative strands 
Type Of Art Creative Writing 
Year Produced 2018 
Impact It is too early to describe notable impacts resulting from the development of the above - except insofar as my own practice has shaped my understanding of techniques adopted by poets discussed in my teaching work at the University of Antananarivo which, in turn, may have influenced students' own intellectual / creative development. I have noticed that conversations with certain Malagasy poets seem to have begun to affect the way they approach form in their writing. (As ever, contemporary Malagasy poetry remains primarily written for performance and so language is usually cut and arranged on the page in a way which is pretty arbitrary; an afterthought as part of the publication process.) 
 
Description I think it is a difficult thing to measure, but I am aware that my teaching (and, to a lesser degree for the moment, writing work) has an impact on the outlook, intellectual development and career decisions of certain students. I have been working with a number of students who wish to be writers themselves, who have reported a positive impact from our studies together on the development of their own thinking and professional trajectories and who may now, for example, seek to apply for further study in the UK as a result. My teaching is also a relatively unusual space for students to take the expression of feeling and creative endeavour seriously, in a society which does much to repress these. I am aware that my teaching work here does a fair amount to help the development of students' powers of critical thinking - which is again, arguably, not something which tradition culture encourages here. In some small way my research may be said to contribute towards Madagascar's development too, therefore, depending on one's view on the notion of development. I have also been discussing with students and writers spatial poetics as technique, which is almost entirely unheard of in Madagascar, a largely oral culture. I look forward to sharing the outcome of my research in UK academic and non-academic contexts more widely once it reaches more advanced stages.
First Year Of Impact 2018
Sector Education,Culture, Heritage, Museums and Collections
Impact Types Cultural,Societal

 
Title Poetic practice as research / teaching practice as research 
Description Given the specific context of my research project in Madagascar and in the Malagasy language; and my project's theoretical position - that critical enquiry along purely Cartesian lines is intolerably limiting - my method turns to uses of poetic language as a means of exploring territory which would otherwise be well beyond the reach of academic discourse. 
Type Of Material Improvements to research infrastructure 
Year Produced 2018 
Provided To Others? Yes  
Impact See entry under "Engagement Activities" 
 
Description Teaching as research 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Postgraduate students
Results and Impact My part time teaching work at the University of Antananarivo comprises three courses which feed into the development of the second section of my thesis: (a) a 20-hour L3 (third year) Creative Writing module (usually c.30 students); (b) two M1 (first year masters) classes on a 50-hour Gender Dynamics in Poetic Language module (10 students); and (c) a 50-hour M2 (second year masters) module Shaping Silences (usually 3-5 students). The purpose of (a) is to introduce students to the practice of writing fiction, non-fiction and poetry in English, including to challenge learning practices in the Malagasy education system (and, to an extent, culture) which do not foster critical thinking and individual creative expression. This year's L3 was a small group of four students, who responded well to classwork and produced a beautiful poetry project reflecting on the physical and psychological impact upon workers of their work in a quarry outside Antananarivo. The purpose of (b) was to explore what uses of language in everyday life as well as in contemporary literature may say about gender dynamics in contemporary Antananarivo and to introduce students to the notion of poetic practice as research method. The purpose of (c) was to explore what uses of language in everyday life as well as in contemporary literature may say about attitudes towards otherness in Madagascar, with a special focus on the language around ethnic difference. This course, too, foregrounds creative practice (prose as well as poetry) writing as research method. Students in (b) and (c) reflected largely positively on their experiences of the work involved, particularly on a workshop led by contemporary Malagasy writers Joey Aresoa and Na Hassi. There seemed to be a clear sense in both courses of opening up a space for reflection on areas of experience which would likely otherwise be difficult or impossible to critique.
Year(s) Of Engagement Activity 2017,2018,2019,2020