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Postcolonial Screen
Adaptation and
the British Novel
Vivian Y. Kao
Postcolonial Screen Adaptation and the British
Novel
Vivian Y. Kao
Postcolonial Screen
Adaptation and the
British Novel
Vivian Y. Kao
Lawrence Technological University
Southfield, MI, USA
© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer
Nature Switzerland AG 2020
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To my parents
Acknowledgments
I have received much help and many blessings while working on this book.
I must first thank a good number of people at Rutgers, where I began this
book as a doctoral dissertation in the English department. I am grateful,
first of all, to Dianne Sadoff for her many contributions to my intellectual
and personal development as my dissertation advisor and mentor. John
Kucich was always ready to offer expertise and empathy throughout my
graduate school experience. Kate Flint, Jonah Siegel, Colin Jager, William
Galperin, Brad Evans, Edyta Bojanowska, Rebecca Walkowitz, Martin
Gliserman, Cheryl Wall, Evie Shockley, Stéphane Robolin, and Larry
Scanlon played instrumental roles in my life at Rutgers. They have always
been quick to offer support whenever I have needed it. I must thank
Mukti Lakhi Mangharam and Meheli Sen as well for graciously agreeing
to join my dissertation committee and for offering me advice and encour-
agement. A special thank-you must also go to Ann Jurecic for her guid-
ance and friendship in the home stretch.
Emily Crossen deserves special acknowledgment as my closest comrade
throughout the entire process of formulating, writing, and revising this
project, and getting through all the days in between. The Nineteenth-
Century Interest Group improved this project immensely by their mem-
bers’ helpful suggestions and engaging criticisms. Naomi Levine and Mark
DiGiacomo generously offered their sharp editorial eyes and sound sug-
gestions to early versions of these chapters. Fellow panelists and interlocu-
tors at the American Comparative Literature Association conferences in
2014 and 2015, the North American Victorian Studies Association in
2015, and the Association of Adaptation Studies in 2016 contributed
vii
viii ACKNOWLEDGMENTS
Adapting Improvement: Screen Afterlives of
Nineteenth-Century Progress 1
Elective Affinities: From Improvement Ideology to Development
Discourse 8
Heritage Improved: Postcolonial Adaptation as Beneficial
Development 23
References 40
Improvement, Development, and Consumer Culture
in Jane Austen and Popular Indian Cinema 47
Austen’s Unprogressive Change 50
Emma: Moving Forward and Looking Back 53
Development and Discontent in Popular Indian Cinema 61
The Shoppers’ Worlds of Bride and Prejudice and Aisha 65
References 86
Moral Management: Spaces of Domestication in Jane Eyre
and I Walked with a Zombie 91
Jane Eyre’s Enclosed Spaces 93
From Plantation to Nation: The Transformation
of Colonial Space in I Walked with a Zombie 105
xi
xii Contents
Conquest and Improvement in the “Graveyard of Empires”:
The Men Who Would Be Kings in Afghanistan and Vietnam139
New Britons and Old Greeks: Conquest and Improvement in India
and Afghanistan 142
Unlikely Improvers: Kipling’s “The Man Who Would Be King” 150
The West, Conquered But Improved: Huston’s The Man
Who Would Be King 157
The Long Road to Vietnam 161
From “Men on the Spot” to Sympathetic Survivors: Reading
Huston’s Film 164
Anti-War but Pro-Empire: Saving American Imperialism 172
References 183
Index247
Adapting Improvement: Screen Afterlives
of Nineteenth-Century Progress
The introduction to Half the Sky: Turning Oppression into Opportunity for
Women Worldwide tells the story of Srey Rath, a young Cambodian
woman, who at age fifteen was tricked by a man who promised her a job
as a dishwasher in Thailand but sold her instead to a brothel in Malaysia.
After a daring escape across the tenth-floor balcony of the dormitory Rath
occupied with other sex-trafficked girls, she threw herself on the mercies
of a Malaysian policeman who shuttled her across the Thai border and
sold her to another brothel (Kristof and WuDunn 2010, pp. xi–xiii).
Rath’s story, however, ends happily. After escaping from the Thai brothel,
Rath found her way back to Cambodia and was put in touch with an
American humanitarian agency that helps victims of sex trafficking begin
new lives. The agency set her up with a small street cart on the border
between Thailand and Cambodia, and there, Rath sold “shirts and hats,
costume jewelry, notebooks, pens, and small toys” (p. xvii). Her business
venture turned her “good looks and outgoing personality”—“perilous
bounties for a rural Cambodian girl” (p. xi)—into the useful resources of
“an effective saleswoman” (p. xvii). She worked hard, saved her earnings,
and grew her business from a cart to a stall, and then to a double stall by
buying the store next door. She even diversified by charging local people
to use her mobile phone while tourists combed through her souvenirs.
The authors of Half the Sky, New York Times journalists Nicholas
D. Kristof and Sheryl WuDunn (2010), offer the following interpretation
of Rath’s journey: “Rath’s eventual triumph is a reminder that if girls get
Melitz, and Maurice Obstfeld (2018), opens its single chapter on develop-
ing countries by explaining how such countries ought to be conceived:
Poverty is the basic problem that developing countries face, and escaping
from poverty is their overriding economic and political challenge. Compared
with industrialized economies, most developing countries are poor in the
factors of production essential to modern industry: capital and skilled labor.
4 V. Y. KAO
The relative scarcity of these factors contributes to low levels of per capita
income and often prevents developing countries from realizing the econo-
mies of scale from which many richer nations benefit. But factor scarcity is
largely a symptom of deeper problems. Political instability, insecure property
rights, and misguided economic policies frequently have discouraged invest-
ment in capital and skills, while also reducing economic efficiency in other
ways. (Krugman et al. 2018, p. 721)
holds that the key question to ask, when comparing societies and assessing
them for their basic decency or justice, is, ‘What is each person able to do
and to be?’ In other words, the approach takes each person as an end, asking
not just about the total or average well-being but about the opportunities
available to each person. It is focused on choice or freedom, holding that the
crucial good societies should be promoting for their people is a set of oppor-
tunities, or substantial freedoms, which people then may or may not exercise
in action: the choice is theirs. It thus commits itself to respect for people’s
powers of self-definition. (Nussbaum 2011 p. 18, emphasis original)
Asking to what extent a society has made possible the basic conditions for
people to choose how to live dignified lives, and then facilitating their abil-
ity to translate such choice into action, is fundamentally different from
Krugman, Melitz, and Obstfeld’s (2018) understanding of development
as a country’s adherence to a liberalized market, a degree of political sta-
bility, and a surplus of skilled labor. People are not a means to generating
capital; capital is a means to securing people their well-being—and not the
only means. Thinking development conceptually, adequately, comprehen-
sively, responsibly, and humanely means unlinking it from its role in capi-
talist ideology.
Following Crocker, Sen, and Nussbaum, this book seeks to disentangle
development and its possibilities from its part in a discourse that works in
the interests of a capitalist global economy. Two primary concerns animate
6 V. Y. KAO
useful truths which arise” when comparing the relative positions of differ-
ent cultures (p. 14). Condorcet’s comparative study of cultures flattened
world history and assumed that all societies were traveling along the same
path consisting of the same stages. Thus, at any given moment in history,
different cultures would be at different places along that path, making it
possible to compare which were ahead and which behind. Condorcet’s
(1795) theory also made it possible to think of world history as the “his-
tory of a single people,” and to think of humanity’s progress in the largest
aggregate possible:
Thus, some societies of the world that coexisted in the same “present”
as the “nations of Europe” may still be wallowing in the stage exhibited by
“the first people known to us.” Once a particular society has developed
“an enlightened class of men” whose “language shall have become univer-
sal, and [whose] whole commercial intercourse shall [have] embraced the
whole extent of the globe” (Condorcet 1795, p. 15), “this class will be
considered as the friends of human kind, exerting themselves in concert to
advance the improvement and happiness of the species” (p. 15). Such
enlightened men would “expose the origin and trace the history of general
errors, which have more or less contributed to retard or suspend the advance
of reason, and sometimes even, as much as political events, have been the
cause of man’s taking a retrograde course towards ignorance” (p. 15,
emphasis added). Thus, nations further along the trajectory of progress
had not only the right but, indeed, the responsibility to colonize the
world: their arrival at an advanced stage of progress was the basis, cause,
and justification for their imperialism.
ADAPTING IMPROVEMENT: SCREEN AFTERLIVES… 11
which a “nation of savages” (p. 84) may become learned and civilized
through shared knowledge passed down through generations. Thus,
although all societies are equally able to achieve the highest state of refine-
ment, those who happen to be ahead will remain so, and those behind will
never manage to catch up.
The conceptual elements of (1) particular stages of progress through
which all societies must pass to become civilized, (2) the ability to com-
pare societies with one another due to a common developmental end
point, and (3) the responsibility of more advanced nations to shepherd
those lagging behind survived the end of the eighteenth century and
retained their prominence in the discourse on improvement in the nine-
teenth century. Briggs (2000), who defines the period between 1783 and
1867 as “the age of improvement,” uses the term to indicate the step-by-
step process by which progress occurs, a series of changes to an inherited
past undertaken in the faith that history was meaningfully advancing. At
times, he describes improvement as a “‘march’ of events” (p. 1), at other
times, to indicate the older sense of agricultural improvement but also the
Victorians’ own industrial improvements, the expansion of the franchise,
and the rise of the middle class. He uses it as a synonym for “achievement”
(p. 2) to indicate an “increase in material wealth,” “the rise of British
power in the world,” and “the creation of an ‘intellectual empire’ as well
as a ‘workshop of all the nations’” (p. 2). Quoting the Victorian historian
H. T. Buckle, Briggs writes that nineteenth-century improvement was
“not [made] by any great external event nor by any sudden insurrection of
the people, but by the unaided action of moral force” (Briggs 2000,
p. 309). For the Victorians, improvement described a microscopic view of
progress and brought together the four main elements of “Victorianism”—
the gospel of work, seriousness of character, respectability, and self-help
(Briggs 2000, p. 391)—driving progress ahead, little by little. Those who
remained in degraded stages of development, both the lumpenproletariat
at home and the colonial populations abroad, were those who could not
yet “subject themselves to the discipline of labor and delayed gratifica-
tion,” and were “indulgent of their instinctive passions,” and therefore “at
the mercy of the forces of nature” (Stocking 1987, p. 36).
In the second half of the nineteenth century, improvement ideology
acquired an emphasis on racial categorization. George Stocking (1987)
writes that Enlightenment understandings of improvement assumed a
basic unity of all diverse groups of the world, a holdover from the Christian
tradition: “what separated savage man from civilized man was not a
ADAPTING IMPROVEMENT: SCREEN AFTERLIVES… 13
Although the existing races of man differ in many respects, as in colour, hair,
shape of skull, proportions of the body, &c., yet if their whole organisation
be taken into consideration they are found to resemble each other closely in
a multitude of points. Many of these points are of so unimportant or of so
singular a nature, that it is extremely improbable that they should have been
independently acquired by aboriginally distinct species or races.
(pp. 231–232)
There is far more danger in India than in any Colony, of the ignorant or
corrupt misuse of Ministerial power; because India is less understood than
any Colony, because its people are less capable of making their voice heard,
16 V. Y. KAO
A sense of our connexion with the past vastly enlarges our sympathies, and
supplies additional worlds for their exercise.—Edinburgh Review.