Browsing the archives for the Literature category.

Crossing Borders: A Spotlight on Literary Translation

Talk given at Boston University’s annual conference on Forced Displacement. April 7, 2025

____

Good afternoon everyone. 

Like you, I’ve been watching the news. 

And when I got the invitation to participate in a conference on forced displacement, I was convinced that someone had planned with some invisible force to get me into government trouble. I went online to search, just to be sure that it was not an elaborate prank. Look and behold, it’s real. It’s a real place, on campus, and the conference does indeed seek input from a writer and linguist about how violent conflicts affect language. Or, at least as I see it, how language adapts or survives in spaces of armed conflict and forced displacement.

So thank you for inviting me.

I’m a writer, the co-editor of Best Literary Translations, now in its third year. There are copies of the book for sale if you’re interested in them. The 2025 edition will be out at the end of this month, guest-edited by Cristina Rivera Garza, but we have copies here. 

I’m also a linguist, by training. In other lives, I’m a language activist in Nigeria with interest in the ways that technology hinders or enhances the use and vitality of languages across the country and across the continent. I’m also a creative writer, usually poetry. So, you see language is very important in my trade.

At Columbia University a few weeks ago, I spoke about a professor mentor of mine, Ron Schaefer who shared with me the language of his childhood in St. Cloud Minnesota. Like most people who grew up in the frontiers, his grandparents had come from Europe and brought their languages with them, so the lingua franca at the farm was German. I knew that most families at those times spoke their languages at home, but it was interesting to hear it again. Ron himself, now a professor of linguistics, had achieved success in his career by helping to revitalize and document a language of Nigeria called Emai, and had retired as the Director of International Programmes at Southern Illinois University. 

We were having this conversation online during the time when the government was declaring English as the official language of the US. I used his story in that talk to illustrate a problem of amnesia but also of displacement. Something many of us can relate to in some way, since every immigrant to the US comes from somewhere and carries with them some of that culture and tradition and, of course, language. What do we lose? How do we carry these senses of displacement to each generation through our language competence and lack thereof.

Nigeria, my primary example, offers many more instances. Even when there are no obvious conflicts, a country of about 520 languages hoping to make a nation out of the many will eventually run into a number of issues. Many of these involve technology, which is my primary interest. But many are merely sociological. Some conditioned by politics, globalisation, educational or government policies. The official language of Nigeria too, is English, and this has affected the growth and capability of many Nigerian languages. There are still no schools in the country today where you can learn in any Nigerian language. Literature is still mostly in English. Governance is in English. And many Nigerian languages are dying as a result. Many languages in the country and on the continent are endangered because of this historical and ongoing event. What globalization has done on the African continent and elsewhere is present English as the only viable means of communication while making other languages irrelevant. And with the language loss, we lose different ways of looking at the world. 

And then throw in conflict, conquest, forced and unforced displacement, and you have a different story. We had a Civil War between 1967 and 1970, but some fissures remain. Look around the continent today; heck look around the world: Ukraine, Gaza, Sudan, the Congo, Korea, etc. Each of those conflict spaces present not just the tragedy of human displacement, but also of language. 

During my grad school, I worked part-time at the International Institute of St. Louis. It was an institution set up to help displaced people from all around the world fit into the American society. We taught them not just English language but American culture. Many of them came from places where they had spoken no other language but their mother tongue. Due to war and displacement, they were now here in a place where English language was the only means of communication. Working with adults who had never heard the song “A for Apple, B for Ball” was a moment in humility. It was easy to imagine, in my own bubble in Nigeria where English dominated most of the public interactions that it was a language that everyone spoke or had some experience with.

This is where translation comes in, or multilingualism. 

By providing a chance for cultures to travel from one language to another, we bring people into comfort with their surroundings. While we may not always be able to get into their heads and understand the depth of their predicaments, we can help them get a comfort with their new environment enough to give their lives a second chance.

My experience at the International Institute always filled me with that sense of profound awe  at what it must take for someone to leave their old lives for a chance to start again, trusting that all they know and have left behind will be enough to get them through the new and challenging experience.

Where communication happens, and relevant messages transmit successfully from teacher to student, colleague to colleague, neighbour to neighbour, life goes on as it should, and community is healed. When it is not, or when translation breaks down enough to transmit ambiguity or other unwanted additions to conversations, the purpose is defeated.

I’d like to quote from the talk I gave at Columbia, regarding a YouTube video I saw earlier in the year, this time about an ongoing global conflict.

I had seen an interview, a few weeks ago, between President Zelensky and Lex Friedman which had — in the space of an hour or so that the interview lasted — the two speakers speaking English, Russian, and Ukrainian. But due to the help of technology, speech synthesis, voice cloning, translation, and artificial intelligence, I could watch the whole interview in English, without even knowing when the switch happened between languages. Someone else could view the same interview in Russian or Ukranian and have the same experience. Technology has been trained to understand which language is spoken, and adjust it to the listener as necessary. This wasn’t possible for any language in 2005 when I left the university, but now it’s almost commonplace. And yet, it still isn’t possible today in Yorùbá, a language that I speak, or any African language I know. If I had my way, it would. One day, our experience of the internet will be tailored to our language competence. But to make African languages like Yorùbá participate, we need a lot of clean Yorùbá data, and resources to train models that can make it happen. The continent of Africa has about 2000 languages. Where do we begin?

Technology has been helpful, in many ways, in helping us cross language barriers, even in times of war. But, as I said in that talk, some languages have been luckier than others. Because of a combination of factors: political, social, economic, some of the languages most efficient to use in technology, in translation, and now in AI are some of the same languages that have advanced features in the earlier internet age, and in the earlier print age. Some of those obstacles to the smaller languages have followed them into this new generation. 

Imagine a situation in which someone being evacuated from Gaza or Sudan or Ukraine into the United States can just communicate immediately through the use of technology, with instantaneous translations? 

Literature is one great way to bridge the gulf. The larger the corpora in the language, created by literature or just regular language use in technology, the more likely the language is to be aided by technology in the future, to be useful in modern speech tech. But like I also mentioned, literature has followed the rest of the hegemonic institutions in favouring only big languages with powerful tools and powerful cultures. A lot of systemic issues have mitigated against the production of literature publication in underserved languages. So English, Mandarin, German, Korean, French etc continue to lead in the tech age as they do in the artificial intelligence age. 

Literature in a small African language doesn’t always stand a good chance to be read anywhere but in the village where the language is spoken, if it’s written at all. And when it’s written, the chance to publish is small. When it’s published, it might not get widely distributed. With the internet, the audience can grow a bit. So a speaker of that language who lives in a corner of Germany or Japan or Indiana can read that story in his language published on a widely read literary platform. This was the thinking behind our project at OlongoAfrica, where we got a select number of stories by African writers translated into ten different African languages, and then get native speakers to read and record them. We put these on a website for people to read and listen to and share. 

What Best Literary Translations does is provide a place for many of the translations from these languages can gather and travel together across the world in English, in a book form. As editors, we collect, read, edit, and present some of the best translation entries we receive which have been translated into the English language. We thus engage readers in English who may not otherwise have access to these works, or these writers. 

What we can do is to hope that the availability of these opportunities for creative exchange does something to mitigate the pain and suffering that necessitate translation in the first place, though we know innately that it can never be fully sufficient. The world is a complex place, with a variety of unpredictable events moving us to the other.

I’m a speaker of Yorùbá, a language I know that I speak with full native competence, but which I haven’t had to speak over the last couple of years as I’d have loved, because I’m surrounded by people who speak different languages. When I am in Lagos, Nigeria, where I lived for ten years, I’m surrounded by other Nigerians who speak Igbo, Hausa, Ibibio, Efik, Berom, etc. To communicate with each other in a modern metropolis, we speak English, or Pidgin. And as a result of this though important contingency, we put our own native languages to the back, and it recedes by itself over the years into places from where we sometimes need sharp tools and hours of labour to rescue them.

In 2021, I published my Yorùbá translation of a collection of English poems, written by a professor from the University of Pennsylvania. In retrieving words from my native language to render from English the creative endeavour of another person, I ran into a wall, many times, and I’m reminded of the saying that the best way to lose one gift is to refuse to use it. Words I once took for granted took many hours of thinking and trying to retrieve. It was no different when, in 2022, I translated a short story by Haruki Murakami into Yorùbá. Very exciting process in both cases, but no less tasking in reaching words I used to never have to look for, in my own language.

So perhaps, this is one of the benefits of translation: giving us a chance to reach into parts of ourselves that we may have forgotten exists, to find the part of ourselves that was always there, and in a language we speak in the depth of our soul. The difference is that in my own case, it is voluntary. The many people who have to go into exile, who are forcibly displaced from their homes, who have to live in places where their native languages do not serve them in any capacity, do not have the choice as to whether to forget. The new societies often force that condition on them, sometimes suddenly, sometimes gradually, but always eventually. 

Translations, technology, and literature can only mitigate what is a fundamental alienation.

During the work for our 2024 edition of Best Literary Translation, we ran into a dilemma. Some of the Ukrainian translators selected for the edition wrote to us to request that they not be published beside Russian ones, because of the ongoing conflict. Not being able to resolve the conflict in a way that does not disenfranchise the work of translators we had diligently selected, the writer elected to withdraw her poem, highlighting some of the issues that translation in itself can’t always solve.

At a language conference at Brown University’s Translation Across Disciplines last year, I was on a panel on Translation and social justice. One of the speakers spoke about her work at Guantanamo Bay in Cuba where US has a base, which holds hundreds of detainees considered too dangerous to put on the mainland or sent back to their countries. Some of the translators at the base come from Cuba — the base provides regular job for them — while some actually live on the base. One of the things I was so curious about, and I asked the speaker, was what did she notice was the change in the Spanish of those who are condemned to live on the Island not because they’re detainees, but because they are employees of the government. They can’t go back to Cuba, they work for the US government, and they don’t have a chance to interact daily with people who come from the US mainland. But their language is Spanish. I was really curious whether the Spanish they spoke evolved over the years to a point where it is so different from that on the mainland. I don’t remember what the answer is now, but I find things like this quite curious — the ways in which our language competence evolves over the years, either because of our deliberate actions, or because of forces beyond our control.

I’m rounding off now. Let me quote from the introduction to our first issue BLT2024:

Best Literary Translations strives to be a curative to parochial thinking. We present voices from around the world, paying special attention to lesser-known literatures and languages. The guiding vision of Best Literary Translations is to offer a counterpoint to the xenophobia and racism that have marked the last decade— and, truly, the entire history — of this country.”

And from BLT 2025, rightly dedicated to Refaat Alareer (a Palestinian writer, poet, and victim of the Israeli bombing of the Gaza Strip in December 2023) and Jerome Rothenberg, an American poet, translator and anthropologist, we have the following:

“Despite the many difficulties that can hinder their translation, twenty-three languages are represented here in Best Literary Translations 2025. Featured in these pages are not only works from languages that have been underrepresented in U.S. publishing, but some that have been actively persecuted, such as the Uyghur of Adil Tunaz (translated by Munawwar Abdulla), the Faroese of Kim Simonsen and Lív Maria Róadóttir Jæger (translated by Randi Ward and Bradley Harmon), the Tu’un Savi of Florentino Solano (translated from Spanish by Arthur Malcolm Dixon), and the Ukrainian of three different authors, among others. That some of these works made it to publication at all—much less into our nominations and eventually into the pages of this anthology is a testament to steadfastness of the authors continuing to write in those languages, the dedication of the translators working urgently to amplify their voices, and the solidarity of the editors who published this work. Best Literary Translations celebrates their successes and honors their ongoing struggles.”

In conclusion, language loss can be as much a marker of displacement as incarceration or loss of land. But I’m a linguist so my work is about the language, and not the politics. Occasionally, they intersect, sometimes so personally. And occasionally, literature is there to provide some succor in those liminal spaces. 

Thank you for listening

Back to the Writing

I think back often to when I spent most of my time on this blog, writing about everything that caught my fancy. Granted, this was when I was a grad school student, with days filled with adventure, youthful exuberance, travels, classroom experiences, and all manner of observations. At some point, I published twice a day. Good days. These days, I’m babysitting a two-year-old, when the ten-year-old is in school, and managing to squeeze my own reading and writing in-between.

Today, I got an email from our publisher that the sophomore edition of Best Literary Translations anthology will soon be in print, and we’d soon get our galley/complimentary copies. Yes, this is the first time I’m mentioning the book here so a little background is helpful.

[Book photo from Red Emma’s]

Sometime during the pandemic, I came across the open role for an African co-editor of a new anthology of literary translations into English. I applied and, eventually, got it. The four of us, Wendy Call (the founder/coordinator), Noh Anothai, and Oyku Tekten have now managed to pull off a maiden edition, published in 2024, and this sophomore edition coming out around April. It has been positively reviewed in a number of publications, including  North American Review, Reading in Translationand World Literature Today. The first edition of the anthology was named a “Best Book” by Poets & Writers. You can watch one of the ten events held for the book, a virtual event hosted by Seattle’s Third Place Books.

One of my favourite things about the publication is the number of wonderful guest-editors we get to work with. The first edition had Jane Hirshfield, the second edition had Cristina Rivera Garza, and the 2026 edition, which we’ve begun work on, will be guest-edited by Arthur Sze.

When I am done with this blog, I will start reading my own pile of entries for the 2026 edition.

So, what was I saying earlier? I miss writing here, and I hope to fix that in 2025. And why did I stop earlier? Overthinking, perhaps. Twitter? The craziness of the last years? Or a desire for something new. I did write and direct a documentary film last year, after all. And before that, in 2023, I was neck deep in some research project that became YorùbáVoice. In 2022, I moved countries, welcomed a new child, and hoped to spend more time in the United States so I can complete a number of book projects, one of which became my second collection Èṣù at the Library, and the other which became An African Abroad. 2021 was the pandemic, and so on. I also continue to work at OlongoAfrica, a platform I founded in 2020 to curate some literary, research, and translation projects on the continent; and at FlamingHydra, a subscription platform I co-founded via The Brick House Cooperative, where I also manage to continue to write.

Anyway, enough excuses. Let’s see how much this new year resolution holds.

 

Bloomsday in Lagos

For the first time, Bloomsday is happening in Lagos.

This is the celebration of James Joyce’s work, which happens annually around the world on June 16, the day that his seminal novel Ulysses takes place in 1904.

This year’s event is hosted by the Irish Embassy in Lagos. It will be online.

The event will feature a conversation between Dr. Adrian Paterson and Kọ́lá Túbọ̀sún, and moderated by Àdùkẹ́ Gomez, focusing on the theme of isolation and the links between the work of Joyce and that of Nigerian Nobel Laureate Wọlé Ṣóyínká.

Source: Irish Embassy Twitter.

“I Can’t Breathe” | New Poem by Níyì Ọ̀ṣúndáre

      (Episodic Variations on the Ripples of a Primal Scream)

            I

I can’t breathe

   I can’t breathe

     I can’t bre

       I can’t

         I can’t

I. . . .

            *

2020: Black Lives Matter

1965: I AM A MAN

            *

There are countless ways

Of lynching without a rope

            *

The casualties were fewer than we ever expected:

     10 Persons

         &

     1,000 Negroes

            *

For every Black in college

There are a hundred more in prison

             *

So many centuries on,

America still has a “Negro Problem”

             *

My skin is my sin,

Sings Bluesman with the wailing strings,

My very life is an “underlying condition”

For countless afflictions

            *

And the Media Sage responds:

Racism is America’s Original Sin

Violence, its inalienable companion

             *

There is a common crime in town:

Breathing While Black (BWB)   

            *

Mr. George Floyd committed two cardinal crimes:

He was Black

He was big

            *

Black Lives Matter

Black Life Martyrs

            *

Asked Louis Armstrong, the Smiling Trumpetman:

What did I do to be so black and blue?

                  II

Black Life Martyrs,

Their voices rise from their untimely graves:

Amadu Diallo, Eric Garner, Michael Brown, Tamir Rice, Walter Scott, Freddie Gray,  Botham Jean, Breanna Taylor, Philando Castille, Trayvon Martin, Ahmaud  Arbery,  George Floyd. . . . .

Any Hall of Fame

For Trophies from Police hunts?

            *

To be and not to be

To wallow in want in a sea of wealth

To shout and not be heard

To stand and not be seen

To sow and never to reap

To live all your life below the Law

To be stopped and frisked stopped and frisked stopped and frisked stopped and. . . . . 

To be told countless times

To forgive and then forget

            *

Yess Sur, Yes Maa’m. . . . 

Put them at ease with your Negro smile

Your low, low, bow and your high regard

That cool façade is your saving grace

The “Angry Black Man” is as good as dead

            * 

911, 911,  911, 911

My name is Sue, 

Calling from my car in City Park

There’s a big black male around

Whose big dark shadow is menace to my sight 

Please send a cop; my life is at risk

              *

Choke-hold, choke-hold

Stranglehold and dash and dangle

400 years of knee-on-neck

              *

Our Police know their oath:

To serve

   &

To protect

            *

The Police Chief took a knee

The Sheriff followed in tow 

Is this a genuine genuflection 

To Kaepernick’s treason

Or patronizing bribe of momentary appeasement?

            *

And the Emperor snarls 

From the bunker of his White Castle

Vowing “vicious dogs and ominous weapons”

Rolling in guns to “dominate the streets” 

His unhappy nation now his “battlespace”

             *

Black Lives Matter

Black Life Martyrs

             *

Asked Louis Armstrong, the smiling Trumpetman:

What did I do to be so black and blue?

               *

I can’t breathe

   I can’t breathe

    I can’t bre. . . . .

I. . . . 

     

______

Niyi  Osundare is a prolific Nigerian poet, dramatist and literary critic. A champion of free speech, his art and criticism is associated with activism. His work is taught in Nigerian schools and recipient to many Nigerian and International prizes. He sends this from New Orleans. June 7, 2020.  

Mokalik: Pọ́nmilé’s Day Out

By Tolúlọpẹ́ Ọdẹ́bùnmi

In Mokalik Kúnlé Afọláyan invites his audience into the world of mechanics through the eyes of a 12-year-old who is struggling academically in school. The young boy, Pọ́nmilé, is brought to the village by his father, Mr Ògìdán, to have the apprenticeship experience which the latter thinks may scare Pọ́nmilé to become more serious in school (on the assumption that Pọ́nmilé’s poor performance in school is due to inadequate efforts) since the life of an apprentice is supposed to be full of hardships and lacking in dignity.

By the end of Pọ́nmilé’s day at the mechanic workshop, he decides to continue schooling but also says he will occasionally come back to the village to learn, having realised that such technical know-how can be complementary to his school education. This decision shocks Mr. Ògìdán but he is happy his son’s horizon has been expanded by his experiences in the mechanic village. When Chairman, who serves as Pọ́nmilé’s guardian in the village, reports that the child is exceptional at learning, indeed a fast learner, Mr Ògìdán looks surprised, almost confused as if Chairman was talking about someone else. 

Mr. Afọ́láyan’s movie explores a couple of themes often neglected in Nigerian society. First, the misconception about education, the myopic view that education is possible only in the format of a walled school with duly certificated teachers; a general misunderstanding that education is undertaken only in the context of classrooms, prescribed textbooks, regulated syllabi, written exams, etc. In short, the delimitation of education to literacy and instruction in English acquired through formal schoolwork. Another subtle theme in Mokalik is the dignity of labour and the importance of “catching them young”, or encouraging young kids to acquire vocational skills or trades like, in this case, mastery of motor vehicle repair.

One of the thrills of Mokalik lies in the fact that the main character is Pọ́nmilé—someone on the threshold of becoming a teenager. There are only a handful of Nollywood movies that feature a teenager in such a role. In short, the movie is Pọ́nmilé’s interpretation of how the unfamiliar world he finds himself in works. His family resides on the Island (most likely Victoria Island, although that is not specified in the film). During Pọ́nmilé’s one-day internship at different workshops within the village—from the motor engineer’s to the panel beater’s to the electrician’s, etc.—he makes connections between the world he is from and the one he suddenly finds himself inserted in; the similarities between the two worlds are key in shaping his ability to learn and integrate in the mechanic village.

Punishment

Pọ́nmilé ends up in the mechanic yard as a “punishment” for not being book-smart. He is considered to be a “dull” student, not good enough for school but could be good as a mechanic apprentice. It is, however, the rare upper-class parent that would want to steer a child along such a path in Nigerian society—yanked from the classroom and thrust into a trade workshop—given the realities of the criteria for class reproduction and upward mobility here. What actually happens in the film is that Ponmile suffers demotion so that he may become determined and thus concentrate on his studies. After witnessing the suffering in the hell of the Nigerian blue-collar world, he would rededicate himself to getting into the heaven that certificates are supposed to open up for the “educated”.

Would Pọ́nmilé’s father have abandoned him to his choice had he opted to become a full-time apprentice in a mechanic workshop? That scenario would seem far-fetched within the Nigerian reality, but films are not meant to be photographic snapshots of life. In a more general sense, though, wrong parental judgment in relation to a child’s career choice is often the cause of untold anguish and self-doubt, not to mention self-rejection, to the latter. If you get good grades or are exceptional in junior high school, for instance, you are expected to get into “science class”; and average students get pushed to “arts” and “commercial” classes. Such divisions may seem sensible for matching kids to their scholastic capabilities, but the problems that may arise from this arrangement become starker when, say, a high-scoring student opts for “commercial class”, or expresses a desire to become a hairdresser. This is a serious issue but not the focus of the present write-up.

Pọ́nmilé discovers that the world of the apprentice mechanic is like the world of the student. Extending the period of learning for badly behaved apprentices is just like the punishment given to students who repeat classes due to poor performance. Just as there are slow-learning students, so also are there slow-learning apprentice mechanics, and all slow-learners are punished. Pọ́nmilé also discovers a whole world of apprentice misdemeanors in the village, things surely far more colourful and earthy than student misdemeanors in the world he is coming from. Having experienced this intriguing world, Pọ́nmilé wouldn’t want to be totally extricated from it. Thus the “punishment” works, even though the consequences are largely unexpected; yet Chairman, that enigmatic chaperon,  seems to have always had inner insight that things would turn out very well for everyone, almost like he wrote the script.

Education and job prospect

It is taken for granted in the film that being educated creates the possibility for entry into certain kinds of jobs.  Is it really unusual or unheard-of to find the so-called educated working in a mechanic workshop? The Nigerian social space once buzzed with noise over some “revelation” that a couple of PhD holders applied for the position of truck driver with the Dangote Group. Pọ́nmilé informs Kàmọ́rù that people study Mechanical Engineering in school, of course referring to post-secondary-school education. Kàmọ́rù scoffs at this, responding that such graduates end up working in positions not related to their fields of study, which is quite an accurate description of how things often play out in Nigeria and elsewhere too.

However, Kàmọ́rù is saying more than this. He is also arguing that if you studied Engineering in university and you do not work in a technical field, you’ve probably wasted your time in school. He goes further to mock some of the clients who come to the workshop, implying that some of them who are supposedly educated have no clue about how a car functions even though that status symbol is an essential part of their sense of self-worth. The mechanic is thus the sustainer of their status and self-worth. Indeed, the Nigerian middle-class experience is replete with tales of woe at the hands of “sharp” mechanics who keep finding ways of making sure that their clients come back to have this or that part of their vehicles repaired, tinkering with the vehicles, planting hidden faults that will manifest later, in order to ensure constant custom.

Assumptions and points of view

In the film, there are issues of class and the perspectival baggage that comes with it. The whole idea of bringing Pọ́nmilé to the mechanic village has its class overtones, as already hinted at above. The assumption, of course, has to do with how kids from well-to-do families spend their free time. For instance, there are well-founded assumptions, on the part of the denizens of the village, as to what kids from well-to-do families do with their free time, i.e. playing video games, watching TV, or acquiring other “sophisticated” skills like playing a musical instrument. Simi, the daughter of a food seller, expresses this notion when she asks “Báwo ni ọmọ olówó ṣe wá ń kọ́ mẹkáník?” Pọ́nmilé responds: “Wọ́n ni mi ò kí ń ṣe dáadáa ní school.” 

Another question relating to labour, and specifically child labour in the case of Pọ́nmilé, can be raised here. No doubt, learning does take place in the mechanic workshop, but the workshop is not just a learning centre but a business venture also—one can argue that it is indeed primarily a business. The apprentice makes a direct contribution to income-earning activities in the workshop. The modalities may be different from workshop to workshop, but apprentices often earn a living from what they do in the workshop and may save up money towards the day of their “freedom”. Of course, such income-earning chances improve as the apprentice becomes more experienced and expert in the trade, earning the trust of the master to even run the workshop. 

A child like Ponmile would make a great apprentice, from what we see in the film, and as confirmed by Chairman when his father comes to fetch him home. But would he not have been an exploited child in that context if he made contributions to his master’s income, and without receiving due remuneration? Maybe we should dispense with such a prism in this case? But considering what we know of what sometimes goes on in such places in real life—the corporal punishment that may come with the territory, especially for young apprentices, the risk of exposure to alcohol and drugs, etc.—the film may be charged with some degree of feel-good narrowness in its vision. Be that as it may, the film highlights an aspect of education that cannot be overstressed, namely, the fact that it is a learning process for both the “teacher” and the “learner”, rather than the view of the teacher as all-knowing and not capable of making mistakes. Part of the story in Mokalik relates to debunking the myth that knowledge comes with age, yet the story does not downplay elderly wisdom. These aspects play out several times between Pọ́nmilé and his teachers in the various workshops he visits in the village. It takes humility for a teacher to accept that they do not know everything as regards their trade; it takes humility and does not suggest incompetence. 

Pọ́nmilé appears to have found himself in the perfect world. We see a child with heightened curiosity, eager to learn. He asks questions. Many questions. And he gets answers. But he is a privileged kid in that setting. Pọ́nmilé is treated with such care that may not be accorded to another young boy from the underclasses. His curiosity is entertained even on those occasions when it causes some annoyance or perplexity. He seems also to be protected by his naivety in that, though not rude by nature, he asks direct questions and offers criticism without quite observing the cultural form of deference to age. This naivety works well for him in the scene where he critiques Taofeek (the painter). Taofeek reluctantly accepts Pọ́nmilé as the necessary critical eye of the outsider.

But in the end, the world we see in the film is not Pọ́nmilé’s world. It is the rich world of the mechanics and other denizens of the mechanic village. Their lives open up before us; we see the simplicity and complications of their intertwined existence in that space, a world-within-a-world, for there is more to them than what they do and experience in that space. There is in the village the genius who is able to identify an airline by the sound of the engine of the plane flying overhead; there is that knowledgeable and yet dubious citizen of the world who calls himself Obama. The mechanic village itself is a shapeshifter. It can suddenly become a wrestling arena, only for it to transform into a wedding party the next moment.  And the people there embody that thing we find hard to define, the dignity of labour.

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Tolúlọpẹ́ Ọdẹ́bùnmi is a critical discourse analyst, a trained linguist, and a PhD candidate at Michigan Technological University, USA. Her interests include politics, globalization issues, gender politics and popular culture. She was a Fulbright Foreign Language Teaching Assistant at Michigan State University, USA. She is currently a visiting scholar at Jean Jaurès University, Toulouse, France where she teaches English communication.