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Record W2601911473

Reading the War's Colonialism: E. M. Forster and Mohammed El Adl

2014· article· en· W2601911473 on OpenAlexaboutno aff
Claire Buck

Bibliographic record

Venuenot available
Typearticle
Languageen
FieldSocial Sciences
TopicAfrican Sexualities and LGBTQ+ Issues
Canadian institutionsnot available
Fundersnot available
KeywordsColonialismQueerContext (archaeology)Spanish Civil WarPower (physics)HistoryGender studiesSociologyLiteratureArt
DOInot available

Abstract

fetched live from OpenAlex

E. M. Forster does not belong within the canon of British First World writers, nor did he have any desire to be there.1 Yet Forster spent most of the war in Egypt, working as a Red Cross researcher whose job it was to tour the hospitals of Alexandria interviewing about their missing comrades.2 For most critics the central event of Forster's life in Alexandria was his intimate relationship with Mohammed El Adl, an Arab Egyptian (Martin and Piggford 13).3 Ever since Sara Suleri proposed that homosexual desire was key to British colonial power in India, Forster's work has played a significant role in postcolonial and queer literary studies (Singh 39). His cross cultural, same-sex relationship with El Adl has been folded into debates about colonialism and homosexuality, but neither postcolonial nor queer studies scholars have attended to the war context of the relationship or of Forster's Egyptian writings. Only Forster's recent biographer Wendy Moffat has pointed to the importance of his war experience for Forster's philosophy of intimacy between men (106). Yet, by virtue of his struggle to represent the interconnections among war, colonialism, and same sex desire, Forster invites us to read his Alexandria writings across the lines that separate war writing colonialism. Reading across these lines, however, requires us to integrate the methods and insights of First World studies into analysis of mainstream twentieth-century literature.A welcome feature of the war's centenary has been a wider acknowledgment that Britain's Great War was a global war fought by an imperial nation in the context of a changing world order. The impetus for this reconsideration of Britain's imperial war story has come scholars such as Santanu Das, Rozina Visram, Richard Smith, Christian Koller, amongst many others. Their work, over several decades, has given new visibility to the major role played in the war by peoples and societies outside Europe. Das, for example, urges scholars to embed the experience and memory of the First World in a more multiracial and international (Empire 1). That framework includes the far-reaching consequences of the war for the home populations in nations, regions, and cultures outside Europe and North America, as theatres of war or sources of labor, money, and goods. Colonized subject peoples of the European and Ottoman empires, the indigenous peoples of the Dominions and the United States, and contract laborers countries outside the imperial orbit, such as China, played a major role. During the war, Britain mobilized around 1.4 million men the Indian subcontinent alone, additional to the standing army in India (Thompson 158). Indians served as both combatants and laborers in the Middle East and North Africa. And, for the first time, Britain used Indian soldiers, in France and Belgium, in combat against Europeans. They were not alone. Troops and labor came across the empire, Ireland, South and West Africa, the British West Indies, Newfoundland, Fiji, and beyond. The war produced what historian Koller terms transnational military migration from the colonial world to Europe on an unprecedented scale, with significant cultural effects on the mutual perception of Europeans and colonial soldiers (Koller 114, 113).Contemporary British war studies needs to decouple our late-twentieth and twenty-first century interpretations of the First World a historical formation of the imperial nation, which too often governs our assumptions about whose experience matters. The task of recovering the experiences of non-European war migrants is complex, demanding the construction of new archives. As Jo Lunn points out the majority of non-white, non-European participants came largely non-literate and semi-literate societies, and have leftprecious few records of their wartime ordeal (France's Legacy 108). Their experiences and perspectives are often missing the traditional Eurocentric and text-based First World archives. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.880
Threshold uncertainty score0.997

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.022
GPT teacher head0.316
Teacher spread0.295 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations0
Published2014
Admission routes1
Has abstractyes

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