Repositioning Renaissance studies in South Africa: strategic thinking or 'business-as-usual

Abstract

Increasingly, in many leading South African tertiary departments of literature, early modern studies have a fairly slim hold on the core curriculum. More and more, departmental offerings concentrate on nineteenth and twentieth century literature, perhaps in the belief either that today’s students are so poorly prepared that they will never be able to cope with the mental shifts necessary to appreciate pre-industrial literature and its language, or, worse, that nothing before the C19 colonial incursion into South Africa can really matter very much to undergraduates. Whatever the reason, in such departments, it is no longer possible to get to grips with the contribution of the renaissance to the formation of the modern world. The significance of the broader nomenclature, early modern studies, doesn’t appear to strike home, especially the point that, if students want to understand the world we live in, they have to know this period particularly well. Indeed, they need to have some idea of the interaction between early modern Europe and the literature and ideas of the ancient civilizations of Rome and Greece. If we fail them in this regard, as I believe we are doing to an increasing extent, the result will be generations of intellectual sleepwalkers, denizens of mental landscapes they are responding to, or ‘reading’, in terms of an inner life unaware of important historical continuities and disjunctions; cut off, moreover, from understanding essential features of modernity.