This article is organized in three parts, each part being a response to one of the three terms in the title of the 'Toward a Postcolonial Politics of Representation' panel of the 'Feminism and Postcolonialism: Knowledge/Politics,' workshop. Part one, 'postcolonial,' examines how postcolonial pedagogy has become a target of legislation pending in the United States Congress, legislation directed at instituting closer control over and scrutiny of, international and area studies. Part two, 'Politics,' turns to my practice as a teacher of literature located within the fields of African American and American studies and asks if the study of postcolonial and diasporic literatures can become an occasion for the interrogation of the geo-politics of globalization. Part three, 'Representation' takes up issues of the gendered politics of postcoloniality in the metropolitan heart of empire at the end of World War II in an example drawn from my current work-in-progress.
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