In 1871, following the debacle of the Franco-Prussian War, in which the French soldiers with their red pants were outsmarted by the Prussian Confederation, a new state was declared in the midst of Europe, Germany. The birth of Germany with the due midwifery of Bismarck was one of the many attempts at consolidation of European states in the nineteenth century. Italy united in 1861, and between the birth of Italy in that year and the European Union in 1993, lies a trajectory of the concept of what it means to be European, allowing an organisation such as the European Union to come into being. The very idea that the multiplicity of the ethnicities and cultures of the European continent could be stretched and fit into the term ‘European’ is demonstrative of the time consumed in the realization of the idea of a continental identity. While this is certainly not to celebrate the conceptual neatness of the idea of Europe, it is necessary to point out that the idea existed in order for the reality of the EU to be effected. This is another demonstration of the Platonic idea of the idea preceding the reality. Beheraal. That idea is proving to be leaky, with states like Greece running into debt and the larger question of collective responsibility being raised.
A hundred years after the birth of Germany, the state that was conveniently held responsible for both the World Wars, in 1971, following the debacle of the third Indo-Pakistan war, quite the opposite force was visible. The birth of Bangladesh did not need a Bismarck, for it had the potency of bangla. The rupture and fracture of the 1971 is certainly not the sole example, but is symbolic of the very oppositeness of the South Asian subcontinent. It is demonstrative not of that boring binary of Oriental-Occidental, East/West, Other/Self. For a pounding refutation of that, see Kate Teltshcer’s India Inscribed: European and British Writing on India – 1600-1800. Teltshcer’s work is demonstrative that, far from the homogeneity suggested by Said of the superiority of the Occidental being derivative from the inferiority of the Oriental, the Occidental has not always been an arrogant and presumptuous creature. The White-Man is just as anxious and timid in confronting the Other, the way Sir Thomas Roe, the first English ambassador to the Mughal court is preoccupied with the manners and courtesy expected of him.
The point here is therefore NOT to compare and contrast the continental identity of Europe, and South Asia, White and brown. The point is first, to question the very existence of the idea of South Asia and second, to investigate the contours of the imagination of South Asia. The underlying premise is of course, that much like the mimicry of the Westphalian notion of the nation-state, sovereignty and the secular state, the idea of a continental identity too is part of that mimicry. The imagination of the South Asian is hinged upon the idea of the European; SAARC on the European Union; both of which in turn are hinged upon the idea of uninterrupted unity of a continent, and thereby reverting to the etymological roots of the word ‘continent’, from Latin, terra continens, or continuity of land.
The notion of South Asia is a frail mimicry of the neatness of Europe and another way of the postcolonial imagination responding to European modernity by mimicking it. What is interesting however is that the fractures of this neatness come from within the imagination of what constitutes ‘South Asia’. Two examples of the academic imagination on South Asia illustrate the fragility of South Asia. The first is the work by Sugata Bose and Ayesha Jalal, Modern South Asia: History, Culture, and Political Economy, which is an uninterrupted and unapologetic investigation of the history of Hindustan. The use of the word Hindustan is deliberate: the word Hindustan invokes the image of a pre-colonial state, undivided by the contagious idea of the Westphalian sovereignty. Though the Hindu right has hijacked the word, maybe its time to reclaim it to recognize the idea of a pre-colonial India. Bose and Jalal’s work however, is focused not on South Asia, but on the trajectory of ‘Hindustan’ to India, Pakistan and Bangladesh. Indeed, if the book had been titled ‘A History of India’, it would not have read differently. It is alarming therefore, that the continent of South Asia is subsumed under the twin giants of India and Pakistan. The new binaries governing the fate of the notion of South Asia is not the Oriental/Occidental but India and Pakistan.
This troubling imagination persists consistently in other works as well. The edited volume by Francesca Orsini, lusciously titled Love in South Asia: A Cultural History is a brave effort to redefine the concept of love, from an individualistic notion, a temporary feeling, subjectivity to a distinct ‘analytical phenomenon’. The volume turns to ‘South Asia’s’ richness and plurality of the idioms of love, in literature, history and music. Which is very fine indeed. What is not is the unquestioned assumption of this love, literature, music and idioms stemming from within the territorial confines of Hindustan. So again, Daud Ali’s explores the practices of love, as a bourdeiun concept, in early medieval India. Muzaffar Alam and Sanjay Surbramanyam document the work of the medieval poet’s Faizi’s rendition of Nal and Damayanti, from Sanskrit to Persian. Interestingly, Faizi’s work informs readers that the task to re-write the original Sanskrit text to Persian was initiated by the Emperor Akbar. Instead of addressing the ‘staple question of love in general, why didn’t the poet Faizi address the specifics of love ‘as it happened in India’. This is a hugely significant India, suggestive that the political sphere of India/Hindustan can generate a notion of love distinct from others. In another essay, Sudipta Kaviraj maps the changing meaning of love, from passion or rasa to a different idea of companionship in Tagore’s novels. Vasudha Dalmia looks at the novels of Krishna Sobti to look at how love within the walled city of Delhi evolved and transformed with the passing of the seasons.
These essays are illuminating, splendid and refined. But whether they represent the richness of South Asia is doubtful. Despite that, Dalmia for instance, ends her essay with an open-ended question of how is marriage anchored in romantic love, ‘as it is realized in South Asia’. This deceptive phrase South Asia is too casually and carelessly used to cover the academic crimes of imagining India, and maybe Pakistan to be South Asia. Troubling indeed.
The last point is that, that even while the idea and imagination of South Asia is dangerously synonimized with India, the Sri Lankan artist Pala Pothupitiye’s work repeatedly questions this hegemonic through his brilliant cartographical artistry.
Very Grey Indeed
Decidedly undecided. Occupying that liminal ground which faces extinction in an age where everybody knows about everything. Well, I dont.
Monday, March 12, 2012
Wednesday, October 19, 2011
Attendence as a Commodity and Coercion in DU
What a university protests against defines it as much as what it accepts. The present protest is over the deletion of the essay by Ramanujan on the Ramayan by the Academic Council. As in every protest in the university, the agency and autonomy of teachers is cited. That is fair and legitimate.
But what about the agency and autonomy of the student, which is routinely, systematically and legitimately violated by the construction of a perfectly coercive system of 'attendance'. The requirement of 66% attendance of the total number of lectures given in a term, is a method anticipated to ensure that students attend classes. Those students who routinely earn this, are rewarded by 5 marks which is added to the marks their score in their exams. Loathsome system, but it works. On an average, this ensures that classrooms are filled with a largely mute and unwilling audience.
What it also does is that it reduces 'attendance' to a resource, and a commodity. It becomes a commodity because it has an exchange value, as it can be translated into an immediate raise of 5 marks in one's score sheet. That it is a commodity, and a scarce one too, is betrayed by the language used to invoke it.
"Attendance de dijiye" ('Give me attendance')
"Attendance mil jayegi na?" ('I will give it wont I?')
"Aaj ki laga dijiye" ("Give me today's)
The panic, the anxiety, the chase for a scarce commodity is palpable for every lecturer. This is reflected in the routine announcements to those who are 'falling short'. The university is correspondingly granted the constructed authority to those dissent and protest and refuse to attend '66%' of classes..discipline and punish? Very much indeed.And the dissent is dismissed as 'bunking'.
We need to debunk the practice of bunking...and ask ourselves the question: why are we frightened of scrapping this system...Are we frightened of a bewildered lecturer finding an empty classroom? Maybe we are.
What is not is that the we dont protests. We dont protest enough.
But what about the agency and autonomy of the student, which is routinely, systematically and legitimately violated by the construction of a perfectly coercive system of 'attendance'. The requirement of 66% attendance of the total number of lectures given in a term, is a method anticipated to ensure that students attend classes. Those students who routinely earn this, are rewarded by 5 marks which is added to the marks their score in their exams. Loathsome system, but it works. On an average, this ensures that classrooms are filled with a largely mute and unwilling audience.
What it also does is that it reduces 'attendance' to a resource, and a commodity. It becomes a commodity because it has an exchange value, as it can be translated into an immediate raise of 5 marks in one's score sheet. That it is a commodity, and a scarce one too, is betrayed by the language used to invoke it.
"Attendance de dijiye" ('Give me attendance')
"Attendance mil jayegi na?" ('I will give it wont I?')
"Aaj ki laga dijiye" ("Give me today's)
The panic, the anxiety, the chase for a scarce commodity is palpable for every lecturer. This is reflected in the routine announcements to those who are 'falling short'. The university is correspondingly granted the constructed authority to those dissent and protest and refuse to attend '66%' of classes..discipline and punish? Very much indeed.And the dissent is dismissed as 'bunking'.
We need to debunk the practice of bunking...and ask ourselves the question: why are we frightened of scrapping this system...Are we frightened of a bewildered lecturer finding an empty classroom? Maybe we are.
What is not is that the we dont protests. We dont protest enough.
Sunday, October 16, 2011
Distorting Diplomacy?
I was temporarily besotted by the Oxford series 'very short introductions'. They are what they say they are, a rare quality admittedly. And as a consequence, a greedy reader ambitiously imagines that from "nothingness" to "chaos", these capsules will push him sufficiently close to the shore, where he can choose whether to wade deeper into the dark sea, or admire it from afar. That is me. Or was me.
While most have been charming, I am no longer confident of the purpose of these brief, but stimulating nudges towards an area of knowledge. After the introduction, and the tight smile and quick hello, I havent seriously pursued a lengthy conversation with any of the subjects I have collided, willingly, into.
I was however, very excited, but then quickly aggrieved when I saw one on 'Diplomacy'.
'Diplomacy' has been written by Joseph M. Siracusa, whom I had not heard of, although my position in the sea of diplomacy is comparable to a submarine, submerged but with the possibility of being bouyant. When I read the one on WTO, I was pleased that it is Amrita Narlikar...but Siracusa? Not so sure really. I would have much preferred if that gorgeous mind, James der Derian had been asked to write it. Berhaal.
Siracusa disappoints, not only because, unlike Der Derian, he is not honest enough to admit that he is dealing with only 'Western, westphalian diplomacy', but because of the important diplomatic 'moments' he chooses to focus on. He looks at, a. the Diplomacy of the American Revolution, b. The Diplomacy of the Great War and Versailles, c. The night Churchill and Stalin divided Europe. But what is most unjustifiable was an entire chapter on the ANZUS treaty, one negotiated between the US and Australia. Scintillating stuff, no doubt. But an whole chapter in a work limited to 138 pages solely between Australia and the US? Inexplicable!
No, actually it is. Siracusa currently teaches at Griffith University, Australia.
While most have been charming, I am no longer confident of the purpose of these brief, but stimulating nudges towards an area of knowledge. After the introduction, and the tight smile and quick hello, I havent seriously pursued a lengthy conversation with any of the subjects I have collided, willingly, into.
I was however, very excited, but then quickly aggrieved when I saw one on 'Diplomacy'.
'Diplomacy' has been written by Joseph M. Siracusa, whom I had not heard of, although my position in the sea of diplomacy is comparable to a submarine, submerged but with the possibility of being bouyant. When I read the one on WTO, I was pleased that it is Amrita Narlikar...but Siracusa? Not so sure really. I would have much preferred if that gorgeous mind, James der Derian had been asked to write it. Berhaal.
Siracusa disappoints, not only because, unlike Der Derian, he is not honest enough to admit that he is dealing with only 'Western, westphalian diplomacy', but because of the important diplomatic 'moments' he chooses to focus on. He looks at, a. the Diplomacy of the American Revolution, b. The Diplomacy of the Great War and Versailles, c. The night Churchill and Stalin divided Europe. But what is most unjustifiable was an entire chapter on the ANZUS treaty, one negotiated between the US and Australia. Scintillating stuff, no doubt. But an whole chapter in a work limited to 138 pages solely between Australia and the US? Inexplicable!
No, actually it is. Siracusa currently teaches at Griffith University, Australia.
Saturday, October 1, 2011
The Third World Syllabus: Old, Wheezing Xerox Machines
How does one explain the enormity of the Treaty of Westphalia to classroom of students for whom 'Teen Murti Library' is in a 'VIP area'? For whom Europe is a stain, with a struggling to shrug off a boot?
This is not to suggest that tourists have remarkably grey, grey cells, or that to travel is to know. One needs to swiftly pass through the darkness of Ghosh's 'The Shadow Lines' to be reminded what Yuddhishter quietly observed: to travel and to move are two entirely different things. They frequently are conjoined, but part again amicably. But to move, often becomes the defining motto. For the tourist, to move is to get away. And for students, and teachers for whom 'to move' often means to get on with the syllabus. And for an excellent examination of the distinctions between travelling and toursism see Wanda Vrasti's essay here http://www.politicsandculture.org/2010/08/10/wanda-vrasti-the-politics-economics-and-ethics-of-independent-travel-rewriting-the-ethnography-of-the-travel-trope-2/). How does one move on from the alien and strange syllabus of International Relations and World History? One where wars are being waged in a moment and time and land lost in the past? Disembodied and ruptured from one's own train of memory?
The tragedy is that Europe, the World, Latin America, The Past, and Memory are all taught coldly, through a really dry map called the syllabus. And as Pouliot points out, there was a time when maps and syllabi's were not standardised pieces of paper printed in a machine, but had lovely tiny details: where can the traveller stop for a drink of water, which tree is really shady and where will one come across that tempting bunch of berries, which one MUST not eat? Such maps and syllabi no longer exist.
What one has instead is a dry, informative and universal roapmap. Where does one begin with International Relations? With the First World War. Where does one end? with the post cold war period. And in this entire universe which the student enters, a world which INTERSECTS with the history of South Asia at several points, but those points are severed and bled dry. So the fact that India Gate was built for those soldiers who fought during the war is not a part of international relations, or that the end of the Ottoman Empire seeped into the nationalist discourse is not...and that rich debate between Bose and Nehru on the issue of 'what is right for an empire, is not right for the colony' is passed over.
Its a pity. Because Europe again, and the world again, is taught as a world out there. compact and coherent. but for how much longer can one ignore those leaky taps, whose waters dismiss sovereignty and territory with a quick wave? And why isnt Salman Rushdie's The Enchantress of Florence a text in IR to demonstrate the leakiness and weariness of the true 'age of empires'.
This is not to suggest that tourists have remarkably grey, grey cells, or that to travel is to know. One needs to swiftly pass through the darkness of Ghosh's 'The Shadow Lines' to be reminded what Yuddhishter quietly observed: to travel and to move are two entirely different things. They frequently are conjoined, but part again amicably. But to move, often becomes the defining motto. For the tourist, to move is to get away. And for students, and teachers for whom 'to move' often means to get on with the syllabus. And for an excellent examination of the distinctions between travelling and toursism see Wanda Vrasti's essay here http://www.politicsandculture.org/2010/08/10/wanda-vrasti-the-politics-economics-and-ethics-of-independent-travel-rewriting-the-ethnography-of-the-travel-trope-2/). How does one move on from the alien and strange syllabus of International Relations and World History? One where wars are being waged in a moment and time and land lost in the past? Disembodied and ruptured from one's own train of memory?
The tragedy is that Europe, the World, Latin America, The Past, and Memory are all taught coldly, through a really dry map called the syllabus. And as Pouliot points out, there was a time when maps and syllabi's were not standardised pieces of paper printed in a machine, but had lovely tiny details: where can the traveller stop for a drink of water, which tree is really shady and where will one come across that tempting bunch of berries, which one MUST not eat? Such maps and syllabi no longer exist.
What one has instead is a dry, informative and universal roapmap. Where does one begin with International Relations? With the First World War. Where does one end? with the post cold war period. And in this entire universe which the student enters, a world which INTERSECTS with the history of South Asia at several points, but those points are severed and bled dry. So the fact that India Gate was built for those soldiers who fought during the war is not a part of international relations, or that the end of the Ottoman Empire seeped into the nationalist discourse is not...and that rich debate between Bose and Nehru on the issue of 'what is right for an empire, is not right for the colony' is passed over.
Its a pity. Because Europe again, and the world again, is taught as a world out there. compact and coherent. but for how much longer can one ignore those leaky taps, whose waters dismiss sovereignty and territory with a quick wave? And why isnt Salman Rushdie's The Enchantress of Florence a text in IR to demonstrate the leakiness and weariness of the true 'age of empires'.
Sunday, September 25, 2011
What Bhartrihari can Teach Professors of International Relations Theory
I suspect that Spivak asked the wrong question. It is not, can the subaltern speak. It is which language will the subaltern speak in?
In the March issue of Millennium - Journal of International Studies (one of the few brave journals in the world of International Relations theory, brave enough to utter 'Pablo Neruda' and 'Raina Maria Rilke' during serious and solemn investigations of the international) there two articles which discussed the possibility and implausibility of 'Non western International Relations Theory'. The discussion was between Amitav Acharya, whose naivete is almost charming, and Kimberly Hutchings. Both appear to agree that one must 'look' for non Western IR theory. Acharya's essay is therefore aptly named, Dialogue and Discovey: in Search of International Relations Theory Beyond the Rest.
The urgency in their tone is unmistakable: there has been a WW (white and western) war waged in International Relations theory. Like all other world wars, this started off in Europe and Great Britain and then later, involved the United States. And like the previous two world wars, the exodus to the United States has led a shift in power, money and intellect to that state. Now weary of waltzing in the same continent, theorists look elsewhere for stimulating, richer and denser theories to explain the mess this world is in.
How arrogant is that? This quest and petition to broaden the epistomological, ontological, methodological theoretical horizons is based, again, on the assumption that such a theory exists, and that it can be captured. That irrespective of the fact that academia today, is structured in in codes and rules which debilitate the growth of 'indegenious knowledge'? More importantly, what is the 'non west?
The Phd was invented by the Germans, along with chemical weapons and the Holocaust (btw, the source of this information is the incredibly dazzling work by Peter Watson 'A Terrible Beauty'. Watson fills his work which is like a dense, rich and dark forest with a multitude of shiny facts. Such as: the fabric for Freud's clothes were picked by his wife. Now, THAT is important.) Getting back to the PhD, the world is intellectually structured in a manner designed, engineered and controlled by the West. Citations, publications, PhD's, presentations, seminars are all, all, all forms of generation of knowledge, in the West. Anonymity and agnosticism may have been familiar to scholars and pundits in pre-globalized and non-western worlds, but the reduction of the planet to 'one world' means, that thoughts and intellect are modelled uniformly. This uniformity in expectation of the 'intellectual' (Ivy league university professor, German/French/American origin, Holocaust hater, and yes, WW) blocks, very effectively, the acknowledgement of a intellectual who does not possess these traits.
Like Bhartrihari. So even while scholars like Onuf, discuss the works of Wittgenstein the study of language, even when Hutchings speaks dialogue and then, discusses the ancient Greeks and Habermas, there is a rich dense work which exists behind a door, which is never knocked at. The Jain philosophy, for instance, speaks in a language which is completely post-modern. The Jains argue that there are multiple ways of looking at the same object and difference does not mean hierarchy. There can be multiple truths. But is the Jain philosophy drawn into the main discourse with the same conviction and confidence, Bourdieu is? No. Because Bourdieu is published, French and white. Another example: Bhartrihari's vakyapada should be made mandatory reading for all WW's. The Sanskrit linguist and scholar fundamentally differentiates between that which can be expressed, and that which cannot. That which can be is shabda and that which cannot is sphota. Bhartrihari's beauty lies in the assumption that there are limits to the expressions of language, and that which is unexpressed and indescribable is luminous only because it is unexpressed, inexpressable and indescribable.
It is therefore a pity, that while scholars yawn with boredom with 'Western IR Theory', there is a great deal of reluctance to open the world to scholars, who may not have done a PhD or thoughts which have not been 'peer reviewed'.
In the March issue of Millennium - Journal of International Studies (one of the few brave journals in the world of International Relations theory, brave enough to utter 'Pablo Neruda' and 'Raina Maria Rilke' during serious and solemn investigations of the international) there two articles which discussed the possibility and implausibility of 'Non western International Relations Theory'. The discussion was between Amitav Acharya, whose naivete is almost charming, and Kimberly Hutchings. Both appear to agree that one must 'look' for non Western IR theory. Acharya's essay is therefore aptly named, Dialogue and Discovey: in Search of International Relations Theory Beyond the Rest.
The urgency in their tone is unmistakable: there has been a WW (white and western) war waged in International Relations theory. Like all other world wars, this started off in Europe and Great Britain and then later, involved the United States. And like the previous two world wars, the exodus to the United States has led a shift in power, money and intellect to that state. Now weary of waltzing in the same continent, theorists look elsewhere for stimulating, richer and denser theories to explain the mess this world is in.
How arrogant is that? This quest and petition to broaden the epistomological, ontological, methodological theoretical horizons is based, again, on the assumption that such a theory exists, and that it can be captured. That irrespective of the fact that academia today, is structured in in codes and rules which debilitate the growth of 'indegenious knowledge'? More importantly, what is the 'non west?
The Phd was invented by the Germans, along with chemical weapons and the Holocaust (btw, the source of this information is the incredibly dazzling work by Peter Watson 'A Terrible Beauty'. Watson fills his work which is like a dense, rich and dark forest with a multitude of shiny facts. Such as: the fabric for Freud's clothes were picked by his wife. Now, THAT is important.) Getting back to the PhD, the world is intellectually structured in a manner designed, engineered and controlled by the West. Citations, publications, PhD's, presentations, seminars are all, all, all forms of generation of knowledge, in the West. Anonymity and agnosticism may have been familiar to scholars and pundits in pre-globalized and non-western worlds, but the reduction of the planet to 'one world' means, that thoughts and intellect are modelled uniformly. This uniformity in expectation of the 'intellectual' (Ivy league university professor, German/French/American origin, Holocaust hater, and yes, WW) blocks, very effectively, the acknowledgement of a intellectual who does not possess these traits.
Like Bhartrihari. So even while scholars like Onuf, discuss the works of Wittgenstein the study of language, even when Hutchings speaks dialogue and then, discusses the ancient Greeks and Habermas, there is a rich dense work which exists behind a door, which is never knocked at. The Jain philosophy, for instance, speaks in a language which is completely post-modern. The Jains argue that there are multiple ways of looking at the same object and difference does not mean hierarchy. There can be multiple truths. But is the Jain philosophy drawn into the main discourse with the same conviction and confidence, Bourdieu is? No. Because Bourdieu is published, French and white. Another example: Bhartrihari's vakyapada should be made mandatory reading for all WW's. The Sanskrit linguist and scholar fundamentally differentiates between that which can be expressed, and that which cannot. That which can be is shabda and that which cannot is sphota. Bhartrihari's beauty lies in the assumption that there are limits to the expressions of language, and that which is unexpressed and indescribable is luminous only because it is unexpressed, inexpressable and indescribable.
It is therefore a pity, that while scholars yawn with boredom with 'Western IR Theory', there is a great deal of reluctance to open the world to scholars, who may not have done a PhD or thoughts which have not been 'peer reviewed'.
Thursday, September 15, 2011
The Metro As Metaphor
In 2010, I forget which month, the Delhi government designated the first bogie of every metro train as an exclusive feminine space. DTC buses have reserved seats on the left hand side of the bus for a long time, but passengers have been looking ahead, not at each other. The seating arrangement of the metro places passengers in a conversational/confrontational mode, brings about a different dynamics. And this is what this poem is about.
Futile pink lines
Cannot leash these beasts
Who watch wistfully
This mobile zenanakhana
And on the other side
Eyes lined with mascaraed anxieties
Are grateful
For this temporary sarkari relief
From the beast
within
And,
men and women
man and woman
biologically bound
but categorically seperated
Silently and sullenly
are hurtled into
The darkness of togetherness
Men and women
chained and channeled
Wheeled, woven, weft
and warped
Watch each other
Like suspicious
and strange animals
Tied to the same pole
And are hurled
in the darkness of togetherness
Futile pink lines
Cannot leash these beasts
Who watch wistfully
This mobile zenanakhana
And on the other side
Eyes lined with mascaraed anxieties
Are grateful
For this temporary sarkari relief
From the beast
within
And,
men and women
man and woman
biologically bound
but categorically seperated
Silently and sullenly
are hurtled into
The darkness of togetherness
Men and women
chained and channeled
Wheeled, woven, weft
and warped
Watch each other
Like suspicious
and strange animals
Tied to the same pole
And are hurled
in the darkness of togetherness
Saturday, September 10, 2011
Potted Love
I potted my love
In this pot
This pot is mine
I potted my plant;
Tore it by the roots
Yanked the clinging tendrils
From the jungle
And placed it in this pot.
My pot.
And so I thought
Foolishly.
This potted plant.
This love.
Is mine.
I pulled it out
And now,
It is here.
And mine.
Upheaval and possession.
Destruction and possession.
Violence and love.
Inseparable, no?
The possessed potted plant,
however.
Succumbed not
To the watery pleasures I offered.
And chose instead
to gaze at the sun
the stars
and sun
And when the stars too
fell asleep
My potted and bottled love
Secretly dug its roots
deep into the very soul of this earth
Where it could gently nudge
Kiss and embrace
The roots
of its jungli loves and lovers
In this pot
This pot is mine
I potted my plant;
Tore it by the roots
Yanked the clinging tendrils
From the jungle
And placed it in this pot.
My pot.
And so I thought
Foolishly.
This potted plant.
This love.
Is mine.
I pulled it out
And now,
It is here.
And mine.
Upheaval and possession.
Destruction and possession.
Violence and love.
Inseparable, no?
The possessed potted plant,
however.
Succumbed not
To the watery pleasures I offered.
And chose instead
to gaze at the sun
the stars
and sun
And when the stars too
fell asleep
My potted and bottled love
Secretly dug its roots
deep into the very soul of this earth
Where it could gently nudge
Kiss and embrace
The roots
of its jungli loves and lovers
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