Introduction
It has long been debated on whether or not Kipling’s Kim is an intentionally racist text. In terms of teaching this textbook is limitless on possibilities for class discussions and activities. An instructor can choose to focus on the racist undertones, the imperialistic attitudes, the Great Game, the overtly masculine tone, imperialism in religion, cultural identity vs. physical identity, or even the British Empire’s lack of cultural understanding as it led to the Indian Mutiny. Focusing on the themes of imperialism and racism allows the instructor to hone in on the concepts of cultural constructs and its relationship to cross ethnic texts such as Kim and to introduce Edward Said’s controversial opinion on Kipling.
The Audience:
In imagining a class where the students are current or potential secondary education English teachers, it would be good to begin the class with asking the students to open to the first page and ask them to give their various opinions about what the meaning of the first two paragraphs.
The first two paragraphs of the novel, begin with:
He sat, in defiance of municipal orders, astride the gun Zam Zammah on her brick platform opposite the old Ajaib-Gher—the Wonder House, as the natives call the Lahore Museum. Who hold Zam-Zammah, that ‘fire-breathing dragon’, hold the Punjab, for the great green-bronze piece is always first of the conqueror’s loot. There was some justification for Kim—he had kicked Lala Dinanath’s boy off the trunnions—since the English held the Punjab and Kim was English. Though he was burned black as any native; though he spoke the vernacular by preference, and his mother-tongue in a clipped uncertain sing-song; though he consorted on terms of perfect equality with the small boys of the bazar; Kim was white—a poor white of the very poorest. (Kipling 1)
Depending on student answers, the discussion would then move to the discussion of Kipling’s introduction of Kim. Why did Kipling choose to describe Kim in that way, so soon? It would be a hope that students would identify the privilege that Kipling is bestowing upon Kim and then the discussion would progress towards the why. How does that privilege bleed into other themes of the novel?
The Process
Imagine, if you will, a two part class that gives the students the opportunity to unpack the
basics of three literary theories (Marxism, reader-response, and historicism/cultural studies) and learn how to teach students to apply them contextually. The students could first write an opinion piece using scholarly articles that would open their minds to the content and intent in the novel and then create a short group multimedia presentation that would combine their impressions of the novel with a literary theory of their choice. The hope and purpose of this would be they would be a
ble take away a personal connection with the text that would allow them to view the text from different viewpoints that would translate into an objective classroom lesson for their students. Two of the most important aspects of teaching in the secondary aspects are inclusion of all backgrounds, races, and ethnicities and cross curricular inclusion which can occur with a lesson like this as race and ethnic studies comes up in the context of cultural constructs and inclusion of the discussion of history social studies as well the obvious study of literature.
Conclusion and Lesson plan:
The study of Kipling’s Kim if presented in unbiased manner can be a great discussion learning tool for looking past our own lenses and seeing someone else’s perspective. Teachers can become even become even better at inclusive teaching when they are able to show students the different lenses in which to view a novel from.
Below is a 2 day suggested lesson plan for the above text.
Pedagogical Approaches to Contemporary Literature Plan final
Kipling, Rudyard. Kim. Lexington: Simon & Brown, 2011. Print.
Literary Criticism Teaching and Lesson plans (standard and EFL) 