School of Distance Education Calicut University- P.O, Malappuram- 673635, Kerala

Total Page:16

File Type:pdf, Size:1020Kb

School of Distance Education Calicut University- P.O, Malappuram- 673635, Kerala GENDER STUDIES II SEMESTER 2019 Admission MA SOCIOLOGY (SOC2 C08) UNIVERSITY OF CALICUT School of Distance Education Calicut University- P.O, Malappuram- 673635, Kerala 190358 School of Distance Education UNIVERSITY OF CALICUT School of Distance Education Study Material II Semester MA SOCIOLOGY 2019 Admission (SOC2 C08) GENDER STUDIES Prepaired by: Smt. Barsheena Mumthas. P, Assistant Professor on Contract, Department of Sociology, University of Calicut. Scrutinized by: Dr. Leela P.U., Assistant Professor, Department of Sociology, St. Teresa’s College, Ernakulam. Gender Studies 2 School of Distance Education CONTENTS MODULE 1: GENDER AS A SOCIAL CONSTRUCT MODULE 2: PERSPECTIVES ON GENDER MODULE 3: GENDER DYNAMICS IN INDIA MODULE 4: GENDER AND KERALA SOCIETY Gender Studies 3 School of Distance Education Gender Studies 4 School of Distance Education MODULE 1 GENDER AS A SOCIAL CONSTRUCT 1.1 Gender Studies: Genesis Of Women’s studies/gender studies 1.2 Basic Concepts - Sex/Gender, Gender identity, Gender Stereotypes, Gender discrimination, Gendered division of labour, Heteronormativity, LGBTIQ 1.3 Different waves of Feminism, Feminist Perspectives - Liberal, radical, Marxist, Socialist, Eco-feminism 1.1Gender Studies Genesis of Gender Studies Gender Studies is an academic area of study that critically examines how gender shapes our identities, our social interactions and our world. Through exposure to interdisciplinary perspectives, students develop a framework for thinking about power relations and the ways that those relations are shaped and challenged by intersecting constructions of gender, race, class, sexuality, ability, age and nationality. Gender Studies examines everyday experiences, social and political institutions, literary and philosophical contributions, and past and present ideas and world events. The discipline provides students with tools to engage with and critically analyze. Gender Studies is an inter-disciplinary area of study which engages critically with gender realities, gender norms, gender relations and gender identities from intersectional perspectives. To study gender intersectionality means to focus on the ways in which gender interrelates with other social categorizations such as ethnicity, class, sexuality identity, nationality, age, disability etc. Teachers and students of Gender Studies are diverse, but share a belief that women and men, girls and boys, are much more than just gendered stereotypes and cultural “dopes” who simply perform a pre-given gender/sex, defined by a heteronormative two-gender-model. In Gender Studies, we analyze how gender/sex interacts with other social distinctions such as ethnicity, class, sexuality identity, nationality, age, disability etc. We explore how gender, power and norms are intertwined and cannot be understood independently of social and cultural contexts. We scrutinize how various kinds of social injustice, for example, class- and ethnicity-based injustices, often haves strong gendered dimensions. A key focus of Gender Studies is the question: Gender Studies 5 School of Distance Education how to foster change, make space for diversity and for new kinds of social, cultural and ecological sustainability and equality. Gender Studies educates agents for change. History of Gender Studies Even though Gender Studies is a relatively a new phenomenon in higher education, it is today well established as an interdisciplinary field of study which draws on knowledge from humanities, social sciences, medicine, and natural science. The basis for the academic field of Gender Studies was in many countries laid in the 1970s, when women in Academia protested against the ways in which academic knowledge production made women invisible and ignored gendered power relations in society. Interdisciplinary study environments started to mushroom, among others in many European countries and in North America, where. So-called Women’s Studies Centers were set up, gathering critical teachers and students who wanted to study gender relations, and women, in particular. A common denominator for the development was strong links to women’s movements, activism, feminist ideas and practices. The research agenda was emancipatory, and the aim was to gather well founded scholarly arguments to further the political work for change in society, science and culture. Since the start in the 1970s, gender research has been inspired by and embedded in many different and sometimes partly overlapping scholarly traditions, such as empiricism, Marxism, psychoanalysis, post structuralism, critical studies of men and masculinities, critical race theory, critical studies of whiteness, intersectionality (Intersectionality is a term that was coined by American professor Kimberlé Crenshaw in 1989. The concept already existed but she put a name to it. The textbook definition states: The view that women experience oppression in varying configurations and in varying degrees of intensity). And postcolonial theory, queer studies, lesbian, gay, bi and Trans studies (so-called LGBT studies), critical studies of sexualities, body theory, sexual difference feminisms, black feminisms, ecological feminisms, animal studies, feminist techno science studies, materialist feminisms. The field of study has grown and expanded rapidly on a worldwide basis, and given rise to a diversity of specific national and regional developments. Feminist criticism and women’s studies It was feminist criticism of gender inequality in the 1970s that provided the impetus for gender studies. In Academe, moreover, it was initially a critical response to the lack of knowledge and interest that was shown in half of humanity. Women’s studies, as the subject came to be called, started to complement the knowledge base of various Gender Studies 6 School of Distance Education disciplines. It was considered necessary to add knowledge about women’s lives and conditions in order to ensure that the knowledge base was not biased and that ignorance about the situation of women did not lead to injustice. It was considered necessary to study the situation and fill knowledge gaps. However, it proved difficult to mainstream the results of women’s studies. They challenged and changed the overall disciplinary structure and in time disciplinary criticism grew stronger.They challenged and changed the overall disciplinary structure and in time disciplinary criticism grew stronger. The new insights were used to scrutinize academic traditions. Studies were made of the potential gender blindness of various disciplines, but more subtle questions were also raised about the influence of endocentric issues on all research. Established concepts and theories were reappraised. Attention was drawn to the discrimination of women researchers and women pioneers in various disciplines such studies, which may be characterized as complementary research, cannot be said to be state of the art today. The progress made varies in different disciplines and the task is by no means finished. Complementary research is almost always a necessary first step towards developing gender studies in a new field, and criticism of gender blindness in individual disciplines is still an important task. The main subject of women’s studies was the past and present position of women in society, i.e. not only the situation of women, but also their social relationships, including relationships between men and women. These studies also raised issues that could not be addressed either by the established disciplines or in the framework of women’s studies. It also became clear that it was not possible to understand the complex nature of social relationships solely by means of studies of women’s material circumstances, social affiliation, actions or failure to act etc. Historically and culturally determined conceptions of sex, or gender, proved to be important for people’s understanding of other people and the organization of social relationships. Gender Studies and Gender Theory Gender researchers study how people think, interpret, perceive, symbolize, feel, write, paint, dance, fantasize, wish, experience, define – in other words “construct” – what we normally call sex and what this word means and what it meant in the past. However, the epistemological dimension of gender studies does not deny the material, biological aspects. Ideas about the body, for example biological descriptions of Gender Studies 7 School of Distance Education the human body, have cultural and social consequences too. Biology is relevant to gender, not as an integral component but as a subject of research Gender is about sexuality and the labor market, processes and structures, science criticism and gender equality, culture and social organization, what exists and what might exist. It is about power and resources and figures of speech, body and soul, individuals and groups; about whether, and if so how, one gender is superior to the other and how such a situation has arisen and been reproduced. Gender is a specific object of study, but the issues could be formulated with reference to most of the things people do. It is therefore a wide-ranging and complex discipline. All gender researchers cannot know everything about gender, and many of them are not interested in gender studies outside their own subject. Others regard gender theory as a discipline in its own right that finds inspiration in other disciplines. The purpose of interdisciplinary gender studies is to understand gender from as many different viewpoints as possible. The knowledge obtained
Recommended publications
  • Essence and Existence in William Faulkner's “A Rose for Emily” And
    Syrian Arab Republic University of Aleppo Faculty of Arts and Humanities Department of English Essence and Existence in William Faulkner’s “A Rose for Emily” and The Sound and the Fury and in Margaret Mitchell’s Gone with the Wind By Nour E. Dawalibi Supervisor Prof. Dr. Muhammad Al-Taha Submitted to the University of Aleppo in partial fulfillment of the requirements for the degree of Master of Arts Department of English 2016 Essence and Existence in William Faulkner’s “A Rose for Emily” and The Sound and the Fury and in Margaret Mitchell’s Gone with the Wind By Nour E. Dawalibi Supervisor Prof. Dr. Muhammad Al-Taha Dawalibi i Table of Contents Dedication ii Acknowledgments iii Abstract iv Introduction 1 Chapter One Essence and Existence: Humanism and Existentialism 11 Chapter Two Essence and Existence in William Faulkner’s “A Rose for Emily” 39 Chapter Three Essence and Existence in William Faulkner’s The Sound and the Fury 60 Chapter Four Essence and Existence in Margret Mitchell’s Gone with the Wind 84 Conclusion 105 Works Cited 111 Works Consulted 125 Dawalibi ii Dedication For my loving, caring and compassionate parents and for my sweet heart Dania Dawalibi iii Acknowledgments In the process of doing the research and the writing of this dissertation, I have accumulated many debts that can never be repaid. No one deserves more credit for this study than Professor Muhammad Al-Taha and Professor Iman Lababidi who have given me great motivation and were always ready to give help and support whenever needed. They were more than generous in their expertise and their precious time.
    [Show full text]
  • Immanence, Abjection and Transcendence Through Satī/Śakti in Prabha Khaitan’S Autobiography Anyā Se Ananyā
    Cracow Indological Studies Vol. XX, No. 2 (2018), pp. 231–256 https://doi.org/10.12797/CIS.20.2018.02.11 Alessandra Consolaro (University of Turin) [email protected] Immanence, Abjection and Transcendence through Satī/Śakti in Prabha Khaitan’s Autobiography Anyā se ananyā SUMMARY: This article aims to explore embodiment as articulated in Prabha ­Khaitan’s autobiography Anyā se ananyā, inscribing it in a philosophical journey that refuses the dichotomy between Western and Indian thought. Best known as the writer who introduced French feminist existentialism to Hindi-speaking readers through her translation of Simone de Beauvoir’s The Second Sex, Prabha Khaitan is positioned as a Marwari woman, intellectual, successful businesswoman, poet, novelist, and feminist, which makes her a cosmopolitan figure. In this article I use three ­analytical tools: the existentialist concepts of ‘immanence’ and ‘transcendence’—as ­differently proposed by Jean-Paul Sartre and Simone de Beauvoir; Julia Kristeva’s definition of ‘abjection’—what does not ‘respect borders, positions, rules’ and ‘disturbs iden- tity, system, order;’ and the satī/śakti notion—both as a venerated (tantric) ritual which gains its sanction from the scriptures, and as a practice written into the history of the Rajputs, crucial to the cultural politics of Calcutta Marwaris, who have been among the most vehement defenders of the satī worship in recent decades. KEYWORDS: Prabha Khaitan, autobiography, abjection, transcendence, satī, śakti, embodiment 1. Introduction This article aims to analyze Prabha Khaitan’s1 autobiography Anyā se ananyā (“From the Other One to the Only One,” Khetān 2007 [henceforth ASA]) 1 Prabhā Khetān (1942–2008).
    [Show full text]
  • Simone De Beauvoir
    Simone De Beauvoir Rahul Varma & Chloe Son 1908-1986 Paris, France Catholic → Atheist Sorbonne University Death of Zaza Unconventional Relationship w/ Sartre The Second Sex Published 1949; Index of Prohibited Books Rejects Biological Explanations of Secondary Status 1. Economic Independence 2. Birth Control 3. Abortion 4. Child Care Oppression as Man’s “Other” “One is not born but becomes a woman.” Laid groundwork for movement Second Wave Male-centric ideology Feminism Enforced by: 1. Myths Sexuality | Family | Workplace 2. Pregnancy 3. Lactating Reproductive rights | De facto inequalities 4. Menstruation Official legal inequalities Influence on Betty Friedan Starting point: Emphasizes: experiences of Freedom; interpersonal individual relationships; experience of living as human body Feminist Existentialism Subject = men “Authenticity” Object = women Opposed to “woman belongs at home” Contributions to: Woman’s implicit inferiority Feminist Theory Central to feminism: 1. Systematic subordination 2. Surrendering to system → bad faith 3. Bad faith → lack of “authenticity” “Science regards any characteristic as a reaction dependent in part upon a situation.” 1921 - 2006 The Feminine Mystique Share existentialism | different contexts Called for system-friendly reforms: 1. Ideas 2. Culture 3. Education Core differences with Beauvoir: Betty Friedan American feminist Empowerment → white, American, middle class Female → dominating group Individualist/Reformist vs Socialistic/Radical 1934 - Sept. 6 2017 Femininity & womanhood ≠ biological Wrote Sexual Politics : “interior colonization” Called for: Kate Millett 1. Extreme reorganization of society 2. Eradication of patriarchy American lesbian feminist Supported gay liberation Discussion Questions 1. How do you think Simone de Beauvoir's harsh critique of misogynistic biblical texts affected her impact as a feminist leader? How might religious interaction with the feminist movement be different during this period and today? 2.
    [Show full text]
  • Racial Transitions and Controversial Positions: Reply to Taylor, Gordon, Sealey, Hom, and Botts
    DOI: 10.5840/philtoday2018223200 Racial Transitions and Controversial Positions: Reply to Taylor, Gordon, Sealey, Hom, and Botts REBECCA TUVEL Abstract: In this essay, I reply to critiques of my article “In Defense of Transracialism.” Echoing Chloë Taylor and Lewis Gordon’s remarks on the controversy over my article, I first reflect on the lack of intellectual generosity displayed in response to my paper. In reply to Kris Sealey, I next argue that it is dangerous to hinge the moral acceptability of a particular identity or practice on what she calls a collective co-signing. In reply to Sabrina Hom, I suggest that relying on the language of passing to describe transracial- ism is potentially misleading. In reply to Tina Botts, I both defend analytic philosophy of race against her multiple criticisms and suggest that Botts’s remarks risk complicity with a form of transphobia that Talia Mae Bettcher calls the Basic Denial of Authenticity. I end by gesturing toward a more inclusive understanding of racial identity. Key words: transracialism, transracial, transgender, passing, racial essentialism, Rachel Dolezal y article “In Defense of Transracialism” argues that considerations in rightful support of transgender identity extend to transracial Midentity. The impetus for my article was the 2015 controversy over Rachel Dolezal—the former NAACP chapter head who self-identifies as black despite having white parents. My argument sought to name and challenge an underlying transphobic and racially essentialist logic at work in public discus- sions of Dolezal’s story. In my research on this topic, I found that preexisting philosophical literature failed to consider adequately the metaphysical and ethical possibility of transracialism.
    [Show full text]
  • Understanding Experiences of Canadian Women in Building and Construction Trades Through a Feminist Existential Lens
    “A Labyrinth of Snake Pits and Traps at Every Corner”: Understanding Experiences of Canadian Women in Building and Construction Trades Through a Feminist Existential Lens By Rhonda L. Dever A Dissertation Submitted to Saint Mary’s University, Halifax, Nova Scotia in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Business Administration (Management) April, 2021, Halifax, Nova Scotia Copyright Rhonda L. Dever, 2021 Approved: Dr. Albert Mills, Supervisor Saint Mary’s University, Halifax Approved: Scott MacMillan, Committee Member Mount Saint Vincent University, Halifax Approved: Dr. Meredith Ralston, Committee Member Mount Saint Vincent University, Halifax Approved: Dr. Martin Parker, External Examiner University of Bristol, Bristol Date: April 19, 2021 Abstract “A Labyrinth of Snake Pits and Traps at Every Corner”: Understanding Experiences of Canadian Women in Building and Construction Trades Through a Feminist Existential Lens By Rhonda L. Dever Abstract: By 2010, women made up almost half (47%) of the entire Canadian workforce (Ferraro, 2010) and the majority of women work in the service sector with the highest concentration (82%) in the healthcare and social assistance sectors. While the number of women in the workforce has been increasing, there has not been an increase in the number of women in the building trades despite initiatives that have been steadily encouraging women to pursue careers in trades as a viable option to earn a living. The stories of ten female tradespeople were examined using narrative analysis (Riessman, 2008) through a feminist existential lens using the work of de Beauvoir (1976, 1989). Women choosing to pursue a career in trades face much different consequences for their choice than their male counterparts.
    [Show full text]
  • Science, Technology & Gender
    Revised June 19, 2014 Science, Technology & Gender: Challenges & Opportunities PRELIMINARY CONFERENCE SCHEDULE Sunday August 10 8-9am Registration & refreshments 9-9:30 Opening Remarks 9:30-12 CSWIP Plenary Session: Room E Epistemological Tyrannies, Scientific Imperialism & Feminist Paths (Chair: J.Lang) The Tyranny of Certainty (L. Code) Scientific Imperialism & Feminist Epistemology (K. Rolin) Feminist Epistemology Going Forward (P. Rooney) 12-1: Lunch 1-2: CSWIP Business Meeting 2-4: Concurrent Sessions I Room A: Education, Policy & Practice Science Wise: Education & Expertise Patience, Bonds & the Small Scale: Thinking with Students About Science (A.Mudde) The Epigenetic Case: Opportunities, Challenges & Resistances for Feminist Science Studies (S.Schmitz) Transdisciplinary Collaboration & Critical Contextual Empiricism (J.Michaud) Room B: Feminist Thinking across the Disciplines Fracking the Rez: Interdisciplinary Development of An Undergraduate Case Study (C.Murphy, S.Lindaas, S.Anderson, A.Wallace, K.Lucero, W.Oxendahl) An interdisciplinary team of faculty and students from biology, philosophy, physics, and women’s and gender studies examining the process of collaboration, defining higher order learning outcomes and developing an awareness of environmental justice issues in the context of teaching about science. The workshop will involve explanation and discussion as well as some activities that simulate portions of the case study. 1 Room C: Responsibility, Testimony & Ignorance Objectivity and Feminist Research: A Comparative
    [Show full text]
  • Editorial: Reflections on the Hypatia Controversy: Philosophical Methods and Social Justice
    Document generated on 09/28/2021 3:25 p.m. Atlantis Critical Studies in Gender, Culture & Social Justice Études critiques sur le genre, la culture, et la justice Editorial Reflections on the Hypatia Controversy: Philosophical Methods and Social Justice Alison Suen and Chloë Taylor Volume 39, Number 2, 2018 URI: https://id.erudit.org/iderudit/1064072ar DOI: https://doi.org/10.7202/1064072ar See table of contents Publisher(s) Mount Saint Vincent University ISSN 1715-0698 (digital) Explore this journal Cite this document Suen, A. & Taylor, C. (2018). Editorial: Reflections on the Hypatia Controversy: Philosophical Methods and Social Justice. Atlantis, 39(2), 57–60. https://doi.org/10.7202/1064072ar All Rights Reserved © Mount Saint Vincent University, 2018 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ Special Section: Editorial Reflections on the Hypatia Controversy: Philosophical Methods and Social Justice Alison Suen is an assistant professor of philosophy at his cluster of articles proceeds from a symposium Iona College, New York. She received her BA in Tfunded by both the Social Sciences and Human- Philosophy from the University of Northern Iowa in ities Research Council of Canada and Kule Institute 2006, and her PhD in Philosophy from Vanderbilt for Advanced Studies.
    [Show full text]
  • I'm a Feminist & I'm Proud of It Empower the Women, Develop The
    www.ijcrt.org © 2018 IJCRT | Volume 6, Issue 1 February 2018 | ISSN: 2320-2882 I’m a feminist & I’m proud of it Empower the Women, Develop the Nation Mrs Pritee Jain Abstract This paper seeks to examine the works of the feminism deal with understanding the reality of Women Empowerment. This article begins with brief background discussion of feminist literary theory to introduce the concept of gender identity. It makes society safer and more peaceful than the past. There's plenty of research that shows that mixed groups of people with reasonable gender-representation tend to be more harmonical and have less conflict than groups dominated by one gender. Things have changed. Feminism is now less despised because it’s more obviously needed .they are also participating in politics and administration but in spite of this amelioration in the status of women, the evils of illiteracy, dowry, ignorance, and economic slavery would have to be fully removed in order to give them their rightful place in Indian society. We know it is a fact that women are intelligent, hard-working and efficient in work and Women's contributions in politics and social services have also been quite significant. The meaning of Feminism is progress in gender equality .In other words way we can say it Feminism is both an intellectual commitment and a political movement that seeks justice for women and the end of sexism in all forms. The origin of feminism could be traced to France when in 1837, Charles Fourier, a French philosopher coined the word in 1910.
    [Show full text]
  • In Defense of Transracialism Rebecca Tuvel
    Go To Log in / Register Go to old article view Hypatia Explore this journal > View issue TOC Volume 32, Issue 2 Spring 2017 Pages 263–278 Original Article In Defense of Transracialism Rebecca Tuvel First published: 29 March 2017 Full publication history DOI: 10.1111/hypa.12327 View/save citation Cited by (CrossRef): 0 articles Last updated 19 May 2017 Citation tools [Correction added on May 04, 2017, after online publication: at the author's request, a parenthetical reference to Jenner's birth name was removed.] Abstract Former NAACP chapter head Rachel Dolezal's attempted transition from the white to the black race occasioned heated controversy. Her story gained notoriety at the same time that Caitlyn Jenner graced the cover of Vanity Fair, signaling a growing acceptance of transgender identity. Yet criticisms of Dolezal for misrepresenting her birth race indicate a widespread social perception that it is neither possible nor acceptable to change one's race in the way it might be to change one's sex. Considerations that support transgenderism seem to apply equally to transracialism. Although Dolezal herself may or may not represent a genuine case of a transracial person, her story and the public reaction to it serve helpful illustrative purposes. Ongoing controversy surrounds the highly publicized case of Rachel Dolezal. Until recently, Dolezal served as the head of the National Association for the Advancement of Colored People (NAACP) chapter in Spokane, Washington. In June 2015, she resigned from her post after it was revealed that although Dolezal has been presenting as a black woman for some years, her parents are in fact white.
    [Show full text]
  • A Classification of Feminist Theories Karen Wendling
    Document generated on 09/23/2021 5:37 p.m. Les ateliers de l'éthique The Ethics Forum A Classification of Feminist Theories Karen Wendling Volume 3, Number 2, Fall 2008 Article abstract In this paper I criticize Alison Jaggar’s descriptions of feminist political URI: https://id.erudit.org/iderudit/1044593ar theories. I propose an alternative classification of feminist theories that I think DOI: https://doi.org/10.7202/1044593ar more accurately reflects the multiplication of feminist theories and philosophies. There are two main categories, “street theory” and academic See table of contents theories, each with two sub-divisions, political spectrum and “differences” under street theory, and directly and indirectly political analyses under academic theories. My view explains why there are no radical feminists Publisher(s) outside of North America and why there are so few socialist feminists inside North America. I argue, controversially, that radical feminism is a radical Centre de recherche en éthique de l’Université de Montréal version of liberalism. I argue that “difference” feminist theories – theory by and about feminists of colour, queer feminists, feminists with disabilities and ISSN so on – belong in a separate sub-category of street theory, because they’ve had profound effects on feminist activism not tracked by traditional left-to-right 1718-9977 (digital) classifications. Finally, I argue that, while academic feminist theories such as feminist existentialism or feminist sociological theory are generally Explore this journal unconnected to movement activism, they provide important feminist insights that may become important to activists later. I conclude by showing the advantages of my classification over Jaggar’s views.
    [Show full text]
  • Feminist Theory and Feminist Literary Criticism: an Analysis of Jane Eyre
    Feminist Theory and Feminist Literary Criticism: An Analysis of Jane Eyre and The Handmaid’s Tale Camilla V. Pheiffer & Maiken S. Myrrhøj Professor Mia Rendix Master’s Thesis in English 3 June 2019 Summary In this thesis, we analyse how women are portrayed in two novels penned over a century apart using mainly feminist theory and feminist literary criticism. By gathering a historical context regarding feminism and describing the ideas and theories by Hélène Cixous, Robin Lakoff, Simone de Beauvoir and Judith Butler, we have been able to analyse Charlotte Brontë’s Jane Eyre from 1847 and Margaret Atwood’s The Handmaid’s Tale from 1985. In our comparative analysis of the two novels, we discovered that they had several similarities despite being written over a century apart. Both novels portray a society in which women are the inferior gender and religion plays a dominant part. Both main characters represent ordinary women in their respective societies, and they are both restricted in terms of opportunities, actions and even their language, which makes them feel imprisoned. Furthermore, by discussing the theorists’ personal bias and reflecting on our choices, we identified the advantages and disadvantages of using newer theory on older works of literature and using different types of theories. We have been able to discuss the possibilities and limits of feminist literary criticism. As a result of this, we concluded that we are able to analyse older works thoroughly based on the terms, ideas, and methods introduced with newer theories. In addition, we concluded that using different types of theories can broaden your analysis, and it turns out that the theories are interwoven, which makes it evident to connect them in an analysis.
    [Show full text]
  • Feminism and the Existentialist Philosophy
    87–$ .Z[ | %# + | M. W 9" T00T8T/P- T T0$0 ( `7 a +2c2c 8 .X 951 9 M J0b[ VVV VM VVM1 VV1 9VVM] VVV V VVa VV] `VV VV VV1 9VV_C V V 9MM 9 V 9 M*V1 )I M;! *[ 91 $ W* `1 UM /* 9 5M2 1 9.' *W 6(1 IO-INS 9* "7 97M1 V V$2 . V V V M 1 $ UM V 7 V2 9VW1 7 2 a ! V1 9 $ a 6 " 1 _C V V 6VM V 6$VW " 1 $1 :J#- & W 7 1 a 6 H .' ]**+ 17 V O- 96V .' ! 1 5M " a /.' 0 $ " 1 9$ H 9V 0V "V "V7 V( a 6 ! 1 V _ .*1 *H MM*1 a V$ V 9M $ *$ 1 9 $ 6 V M* 1 6 = " .' 61L? 1 9 & [ .JW M* M[ ! .' !Ma J0a ]- :/ :N/I/* : :$ Archive of SID www.SID.ir %# P0+.S 9 % M 9" $! $ .[ M a / M 1 *1 1 M 9 V7 *V_* "V V Ac 1 9 M ?*7 M* M *?* <CV2 Va 9 Va A] * 1 V 1 M / \ .2 2 6M 9 \HW 1 57 9 * 1 1 9 9 * *[ 7 1 / *7 9 1 27 7 6C ` 1 7 M*V V2 9O V* 9 /VH 9 M "$ 6D7 97 ? 1 /H 9* VM V$2 6V MV 6$ `1 ?*7 M* " . *1 ! ?*7 M V V1*1 6C a " 1 9-M 58 a W 0 " 9V 9*V V 0V M 9V$a V / V *V V7 VW VW 1 17 .a 1 9! / 91* 1 V 1 9 V 96 7 M _C ! [8 a X')^S M 9V "V V VM M1 M 9 ( .'6$ M! O- .6 $* " M;! M ! 5a 9Ma 1 *W R8T/P- J/- --L0$1 V V1 M Va VW V+M 7 91 / M 9M [! V1 9a 6 7*?* M ! *1 ? W1 97 " 1 .
    [Show full text]