Ali Salami
Ali Salami, PhD, is an accomplished scholar with a distinguished career in the field of literature. He is currently an Associate Professor at the University of Tehran, where he is widely recognized for his exceptional teaching and research on Shakespeare, postcolonial literature, and the intersections between gender and discourse. Dr. Salami has also gained international acclaim for his contributions to these areas of study, publishing extensively in leading academic journals and delivering keynote speeches at prestigious conferences around the world. Dr. Salami’s expertise in Shakespearean studies and lexicography has made him a sought-after commentator on these subjects, with media outlets frequently seeking his insights on matters related to the Bard’s work.
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Papers by Ali Salami
colonization of Africa in an objective manner and through an innovative language which aims at providing a pathology; a pathological reading meant to draw on the pre-colonial and colonial history without any
presumptions so as to present the readers with possible alternative African discourses in future. His first novel Things Fall Apart can be taken as the best representative of such a penchant in Achebe. The present study seeks to approach Things Fall apart by reflecting on those discursive features which have provided the ground for constructing such a pathological reading and an alternative to the colonial discourse. To this end, some key terms introduced by Homi Bhabha and Mikhail Bakhtin such as ‘hybridity’, ‘otherness’ and ‘polyphony’, constitute the cornerstone of this study. Presumably, such an innovative reading of Achebe’s Things Fall Apart is to lead to a better understanding of his discourse and the efforts made by him to help the African readers figure out how to piece together what once fell apart; what they can rely on for building an independent future in the so-called postcolonial era.
world in which she has forged her very identity. Yet in order to come in terms with the confusion of identities, to resolve the problem of being drawn toward both countries, she balances her dual-identities. Therefore, she resolves her fractured identity, negotiates borders, emerges as a successful woman and alters her roles and her identity and better to say assumes a new identity. In other words, she experiences the so-called hybridity and in-betweenness. A study in the light of Homi Bhabha's insights seeks to demonstrate that being positioned in the Third space and experiencing unfixed identities pave the way for her liberation.
the cultural representation of disability in school textbooks in Iran and
England. The paper argues that whilst inclusive education could
facilitate the incorporating of disabled pupils into mainstream schools,
there needs to be deeper examination as to how this transition should
take place for children aged 3–13. The paper suggests that in such
examinations, school textbooks might be of significance in familiarising
non-disabled pupils, teachers and authorities with the issues related to
disability and disabled pupils.
colonization of Africa in an objective manner and through an innovative language which aims at providing a pathology; a pathological reading meant to draw on the pre-colonial and colonial history without any
presumptions so as to present the readers with possible alternative African discourses in future. His first novel Things Fall Apart can be taken as the best representative of such a penchant in Achebe. The present study seeks to approach Things Fall apart by reflecting on those discursive features which have provided the ground for constructing such a pathological reading and an alternative to the colonial discourse. To this end, some key terms introduced by Homi Bhabha and Mikhail Bakhtin such as ‘hybridity’, ‘otherness’ and ‘polyphony’, constitute the cornerstone of this study. Presumably, such an innovative reading of Achebe’s Things Fall Apart is to lead to a better understanding of his discourse and the efforts made by him to help the African readers figure out how to piece together what once fell apart; what they can rely on for building an independent future in the so-called postcolonial era.
world in which she has forged her very identity. Yet in order to come in terms with the confusion of identities, to resolve the problem of being drawn toward both countries, she balances her dual-identities. Therefore, she resolves her fractured identity, negotiates borders, emerges as a successful woman and alters her roles and her identity and better to say assumes a new identity. In other words, she experiences the so-called hybridity and in-betweenness. A study in the light of Homi Bhabha's insights seeks to demonstrate that being positioned in the Third space and experiencing unfixed identities pave the way for her liberation.
the cultural representation of disability in school textbooks in Iran and
England. The paper argues that whilst inclusive education could
facilitate the incorporating of disabled pupils into mainstream schools,
there needs to be deeper examination as to how this transition should
take place for children aged 3–13. The paper suggests that in such
examinations, school textbooks might be of significance in familiarising
non-disabled pupils, teachers and authorities with the issues related to
disability and disabled pupils.