http://irgu.unigoa.ac.in/drs/handle/unigoa/11 Tue, 12 May 2026 15:34:14 GMT 2026-05-12T15:34:14Z http://irgu.unigoa.ac.in/drs/handle/unigoa/7846 Humanity as the Other: A Posthumanist Critique of the Surrealist Dystopias of René Laloux in La Planète sauvage and Gandahar: Les Années-lumière Bhat, K.S.; Oliveira, N. The theories of posthumanism and transhumanism have gained a lot of traction in recent years. The crux of posthumanism is that scientific discoveries and evolution can change the very definition of what it is to be human. Various speculative scenarios in literature and media have acted as catalysts for the popularity of this field. Moreover, due to the development in information technology, social media, artificial intelligence, genetic engineering, et cetera, the changing social reality makes it essential to comprehend the moral, normative, ethical, and legal issues arising from such alterations. In this regard, the current article seeks to revisit the former century and explore two animated films in particular. René Laloux’s dystopias in his animations La Planète sauvage (1973) and Gandahar (1987) have become cult classics, occupying a niche for their ability to combine surrealist aesthetics with metaphysical inquiry. This paper examines the manner in which these works raise posthumanist concerns through allegory, particularly in their representation of otherness, power dynamics, ecological interdependence, and biopolitical control. The paper argues that by hypothesising worlds where identity is displaced and restructured through interactions with nonhuman life, technology and time travel, Laloux destabilises anthropocentric claims. By means of visual analysis the study indicates how Laloux’s imagination foreshadowed contemporary issues surrounding ecology, bioethics, and the challenges of coexistence. La Planète sauvage and Gandahar invite viewers to reconsider agency, responsibility, and survival in an interconnected posthuman world. Wed, 01 Jan 2025 00:00:00 GMT http://irgu.unigoa.ac.in/drs/handle/unigoa/7846 2025-01-01T00:00:00Z http://irgu.unigoa.ac.in/drs/handle/unigoa/7834 Mridula [Original Hindi story by Shailesh Matiyani] Chaubey, A. Wed, 01 Jan 2025 00:00:00 GMT http://irgu.unigoa.ac.in/drs/handle/unigoa/7834 2025-01-01T00:00:00Z http://irgu.unigoa.ac.in/drs/handle/unigoa/7809 Imagining and reimagining a mythopoeic national identity: telling and retelling the Singapore story Caldeira, N. This article examines the evolving dynamics of Singapore's national identity, which transitioned from a third-world colonial outpost to a global economic power. It engages with the poetry of Edwin Thumboo, whose life runs parallel to the story of the nation. Using the premodern and the modern constructed myths, the poet imagines and reimagines a mythopoeic national identity for a multicultural city-state. The paper argues that poets, who bear the responsibility and commitment to nation-building, often explore the ideological power of myths for nation-building. The paper adopts the methodology of qualitative thematic coding and uses the critical lens of the ideological power of myths. Thu, 01 Jan 2026 00:00:00 GMT http://irgu.unigoa.ac.in/drs/handle/unigoa/7809 2026-01-01T00:00:00Z http://irgu.unigoa.ac.in/drs/handle/unigoa/7780 Pedagogical interventions for ESL learners with communication disorders at primary school level in Goa, India Chaubey, A.; Antao, L.A. A learner with communication disorders often finds it overly taxing and stressful to learn in a mainstream classroom environment. Anxiety, stress, nervousness, and phobias of social interactions, often, have a firm hold over learners struggling with communication disorders. Hence, it is of paramount importance to accommodate and nourish diverse learners, particularly those who require extra care and attention, as well as modifications in existing teaching methods to overcome impediments that obstruct their successful learning. The undertaken study aims to investigate pedagogical interventions for English as a Second Language (ESL) learners with communication disorders in select educational institutions at the primary school level in Goa, India. The study incorporates data from a fieldwork that involved visiting mainstream schools and special education institutes in South Goa, whereby qualitative interviews were conducted with mainstream English teachers, special educators, and speech therapists to gain insights and perspectives from eminent proponents of ELT and ESL pedagogy. Wed, 01 Jan 2025 00:00:00 GMT http://irgu.unigoa.ac.in/drs/handle/unigoa/7780 2025-01-01T00:00:00Z