Reflections on teaching Derek Walcott’s Omeros: slow reading approaches to the postcolonial epic

Abstract

Abstract Through slow reading Walcott’s Omeros, this article contributes to three different discursive fields that illustrate various techniques associated with the slow reading: innovative pedagogical practice, Walcott scholarship, and postcolonial and diasporic writings. This article particularly focuses on how Walcott’s epic generates a tacit invitation for the serene acceptance of the stranger, since it is part of the postcolonial, diasporic, and historical reality of the contemporary world.