Postfeminist Discourse in Shakespeare's the Tempest and Warner's Indigo
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What Next Miranda?: Marina Warner's Indigo
Kunapipi Volume 16 Issue 3 Article 13 1994 What Next Miranda?: Marina Warner's Indigo Chantal Zabus Follow this and additional works at: https://ro.uow.edu.au/kunapipi Part of the Arts and Humanities Commons Recommended Citation Zabus, Chantal, What Next Miranda?: Marina Warner's Indigo, Kunapipi, 16(3), 1994. Available at:https://ro.uow.edu.au/kunapipi/vol16/iss3/13 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] What Next Miranda?: Marina Warner's Indigo Abstract Each century seems to have its own interpellative dream-text: The Tempest for the 17th century; Robinson Crusoe for the 18th century; Jane Eyre for the 19th century; Heart of Darkness for the turn of this century. Such texts serve as pre-texts to others; they underwrite them. Yet, in its nearly four centuries of existence, The Tempest has washed ashore more alluvial debris than any other text: parodies, rewritings and adaptations of all kinds. Incessantly, we keep revisiting the stage of Shakespeare's island and we continue to dredge up new meanings from its sea-bed. This journal article is available in Kunapipi: https://ro.uow.edu.au/kunapipi/vol16/iss3/13 What Next Miranda?: Marina Warner's Indigo 81 CHANTAL ZABUS What Next Miranda?: Marina Warner's Indigo 1 'What next I wonder?' Iris Murdoch, The Sea, the Sea Each century seems to have its own interpellative dream-text: The Tempest for the 17th century; Robinson Crusoe for the 18th century; Jane Eyre for the 19th century; Heart of Darkness for the turn of this century. -
Genesis of a Discourse: the Tempest and the Emergence of Postcoloniality
Genesis of a Discourse: The Tempest and the Emergence of Postcoloniality By Judith Anne Pocock A thesis submitted in conformity with the requirements for the degree of Doctor Philosophy, Graduate Department of English, University of Toronto © Copyright by Judith Pocock 2010 Genesis of a Discourse: The Tempest and the Emergence of Postcoloniality Judith Anne Pocock Degree of Doctor of Philosophy Graduate Department of English University of Toronto 2010 Abstract This dissertation contends that The Tempest by William Shakespeare plays a seminal role in the development of postcolonial literature and criticism because it was created in a moment when the colonial system that was now falling apart was just beginning to come into being. Creative writers and critics from the Third World, particularly Africa, the Caribbean, and Latin America, and the First found that the moment reflected in The Tempest had something very specific to say to a generation coming of age in the postcolonial world of the 1960s, 1970s, and early 1980s. I establish that a significant discourse that begins in the Nineteenth Century and intensifies in the Twentieth depends on The Tempest to explore the nature of colonialism and to develop an understanding of the postcolonial world. I then examine the role theories of adaptation play in understanding why The Tempest assumes such a crucial role and determine that the most useful model of adaptation resembles the method developed by biblical typologists which “sets two successive historical events [or periods] into a reciprocal relation of anticipation and fulfillment” (Brumm 27). I ague that postcolonial writers and critics found in The Tempest evidence of a history of colonial oppression and resistance often obscured by established historical narratives and a venue to explore their relationship to their past, present, and future. -
Download College
PiperISSUE 50 OCTOBER 2013 Old Collegian Grant Dalton Tenacious, ethical, dignified - we’re proud of you! A MAGAZINE FOR THE Saint Kentigern SAINT KENTIGERN COMMUNITY College 36 College 'A Champion Mindset' his term was first coined in 1998 by Dr Allan Snyder, Director of TCentre for the Mind at The University of Sydney. 'Great achievers have a vision that they will succeed and sometimes even see the steps leading to their success. So, in my opinion, what makes a champion, and I mean a champion in the broadest sense, is a champion mindset. And, if you have done something great in one field, you are more able to do it in another. Your champion mindset is the transferable commodity and not the skill itself. It is our mindsets which ultimately limit our expectations of ourselves and which circumscribe our boundaries. It is our mindsets which determine whether or not we have the courage to challenge others and to expand our horizons.' At Saint Kentigern we celebrate each student’s uniqueness and recognise that each has something new and different to offer. We encourage them to have the courage to confront and challenge conventional wisdom and urge them to constantly seek to expand their horizons. We encourage resilience – the ability to bounce back from disappointment, to learn from their mistakes and come back the stronger for it. A challenge will look and feel different to each of us, especially to our young people who face greater challenges in 2013 that we all did in the past. Today’s 95 Years of Service students have a wealth of opportunities to choose from, both at school and in their local community, and sometimes put themselves under pressure by taking oday the College recognised four members of staff who between on too wide a range of activities. -
Rather Than Imposing Thematic Unity Or Predefining a Common Theoretical Ground, the Present Issue Seeks to Demonstrate The
The Colour of Intertextuality: Indigo Pia Brînzeu, West University of Timişoara (Romania) New novels are frequently old ones in disguise, especially when authors linger too much in the shadow of their predecessors. At the same time, the dialogue established between the most various texts implies a challenging process of rejuvenation, which conserves the monuments of the past by subtly and subversively interrogating them. It is not surprising then that postmodern writers have discovered and enjoyed the confrontation inherent in the paradoxical nature of intertextuality. On the one hand, they have explored its positive implications, the fact that it links all literary productions in a common network, annihilating the limits of the individual creations and including them within a larger transpersonal text; on the other hand, authors have been challenged to contradict the idea that, since everything has already been written, they can never be original and, accordingly, are always liable for plagiarism. Marina Warner‟s novel Indigo (1992) and Peter Greenaway‟s film Prospero‟s Books (1991) are recent illustrations of a famous intertextual series, starting with Shakespeare‟s The Tempest and containing an impressive list of fictional and nonfictional works.1 In both Warner‟s novel and Greenaway‟s film, colour and water symbolism favour a holistic interpretation of intertextuality. Instead of emphasizing the process of fragmentation, the boundary crossings between texts, and the contamination of texts by other texts, these works highlight the complementary process of intertextual reorganization, attempted with the help of new units offered to the reader. 1 The list contains among other titles Ngūgī wa Thiong‟o‟s A Grain of Wheat (1960), Gonzalo Lamming‟s The Pleasure of Exile (1958) and Water with Berries (1972), Aimé Césaire‟s A Tempest (1969; tr. -
Oswaal ISC Board Solved Paper 2020 English Paper 2 (Literature), Class
ISC Solved Paper, 2020* Class-XII English Paper - 2 (Literature) (Prescribed Textbooks) (Maximum Marks: 100) (Time allowed: Three hours) (Candidates are allowed additional 15 minutes for only reading the paper. They must NOT start writing during this time.) Answer one question from Section A and four questions from Section B. In Section B choose questions on at least three textbooks which may include EITHER Shakespeare’s The Tempest OR Bernard Shaw’s Candida Note: You are required to select questions on one play only. EITHER The Tempest OR Candida in Sections A and B. The intended marks for questions or parts of questions are given in brackets[ ]. SECTION 'A' (Answer one question) THE TEMPEST – Shakespeare Question 1 Choose two of the passage (a) to (c) and answer briefly the questions that follow: (a) Prospero : This blue-eyed hag was hither brought with child, And here was left by th’ sailors. Thou, my slave, As thou report’st thyself, was then her servant, And for thou wast a spirit too delicate To act her earthy and abhorr’d commands, Refusing her grand hests, she did confine thee, By help of her more potent ministers And in her most unmitigable rage, Into a cloven pine…. (i) What leads Prospero to talk about the ‘blue-eyed hag’? [1] (ii) Why was she brought to this island? [2] (iii) What account do we get of Ariel’s suffering in the cloven pine? Who had saved him and how? [2] (iv) How does Prospero describe the hag’s son? [2] (v) What does Prospero threaten to do to Ariel now? What effect does his threat have on Ariel? [2] (vi) Give the meanings of the following words in the context of the passage: [1] Abhorr’d, cloven (b) Caliban : I prithee let me bring thee where crabs grow, And I with my long nails will dig thee pig-nuts, Show thee a jay’s nest, and instruct thee how To snare the nimble marmoset. -
Moving Through Time and Race: Othello and the Tempest Adapted for New Millennials
Master’s Degree programme in European, American and Postcolonial Language and Literature Second Cycle (D.M. 270/2004) Final Thesis Moving through Time and Race: Othello and The Tempest adapted for New Millennials Supervisor Ch. Prof. Laura Tosi Assistant supervisor Ch. Prof. Shaul Bassi Graduand Beatrice Boccardo Matriculation Number 987897 Academic Year 2017 / 2018 1 Contents INTRODUCTION…………………………………………………………………….3 CHAPTER 1. What is lost and gained in adaptation: Shakespeare and popular culture….7 1.1 Introducing Shakespeare to young adults………………………………………...7 1.1.1 Adapting for the young: some preliminary considerations on canonicity…………7 1.1.2 The strategies of Shakespearean adaptations……………………………………..12 1.1.3 Adopting and adapting Shakespeare for millennials: the role of Young Adult literature………………………………………………………………………………...18 1.2 Rewording Shakespeare: fanfiction as an act of re-creation of performing readers…………………………………………………………………………………27 1.2.1 Fantasies and fanfictions…………………………………………………………27 1.2.2 Shakespeare and his “Bardies”…………………………………………………...31 1.3 Educational applications and implications of adapting Shakespeare…………37 1.3.1 Shakespeare enters the classroom: adaptation as a didactic approach…………...37 1.3.2 The challenges of teaching and learning Shakespeare in the New Millennium….41 CHAPTER 2. Unsettled selves and multidimensional others in Tracy Chevalier’s New Boy, Grace Tiffany’s Ariel and Jacqueline Carey’s Miranda and Caliban……….48 2.1 Reforming and “reformatting” Othello and Caliban: the politics of equality..48 2.1.1 The black man’s burden: Othello’s and Caliban’s political bodies………………48 2.1.2 Plays and playgrounds: the “outcast” in Chevalier’s New Boy…………………..59 2.1.3 Adolescence and monstrosity: Tiffany’s and Carey’s Calibans………………….76 2.2 Adults’ weakness and cruelty in New Boy and Miranda and Caliban………….89 2.3 Feminist tempests: unruly Mirandas and Ariels………………………………..99 2 CHAPTER 3. -
Village of North Palm Beach “The Best Place to Live Under the Sun”
Village of North Palm Beach “The Best Place to Live Under the Sun” JUNE 2017 Village Manager A Message From Our Village Manager Andy Lukasik Hi Villagers! The Village Council and staff are now working on developing the financial plans for the upcoming fiscal year which begins on October 1st. This is an important time of year for us as we begin to prioritize investments in the community and the organization to make sure the Village is delivering the services that our residents and businesses value the most. While I know that everyone is very busy, it’s important that, even if you don’t have time to participate in the budget process, you stay informed about the issues and community investments that are being discussed over the course of the next few months. Although not an exhaustive list by any means, here are some topics that will be discussed during the budget and throughout the next fiscal year: Implementation of the Village’s Master Plan Report: In October 2016, the Village Council adopted the Master Plan Report that establishes the goals and objectives for redevelopment along US1 and Northlake Boulevard. The Village will need to engage the public as decisions are made about the type of development that is desired in these locations and what will be required in order to achieve the community’s vision. Capital Improvement Projects: There is a long list of capital projects, meaning the investment in community infrastructure such as sidewalks, roads, the alleys around US1 and parks, that need to be tackled immediately. -
Daramalan Theatre Company Policy and Procedures Manual
Daramalan Theatre Company Policy and Procedures Manual First edition, prepared by Joe Woodward and Jennifer Wright in 2008, draws on documents dating back to 1999 and reflects the policies, strategies and common understandings between members of the Company over the years. It also draws on the discussions held at Caloola Farm in 2007 with members of the company at that time. Special thanks to Karlena Clarke for initial editing assistance and feedback. Second edition revised and updated in May 2011 Third edition revised and updated in March 2012 Fourth edition revised and updated in November 2013 Fifth edition revised and updated in June 2014 Sixth edition revised and updated in May 2017 Seventh edition revised and updated in January 2019 DTC, PO Box 84, DICKSON ACT 2602 Ph: 6245 6351 Email: [email protected] Page 1 Index Introduction ……………………… 3 Aims and objectives ……………… 4 Rationale …………………………. 4 History …………………………… 6 Selection of projects ……………… 7 Audition and casting strategies ….. 7 Selection Matrix ………………….. 9 Production strategies …………….. 10 Expectations ……………………... 11 Relationship with the whole school 12 A last word ………………………. 12 Appendix 1 Working at height …... 13 Appendix 2 LETTER OF OFFER .. 15 DTC, PO Box 84, DICKSON ACT 2602 Ph: 6245 6351 Email: [email protected] Page 2 Introduction The Daramalan Theatre Company was formed in 1999 (instigated in late 1998) to give a professional structure to the theatrical performances presented by Daramalan College students and staff. It acknowledges Daramalan’s very fine prior record in the Performing Arts while presenting a formal rationale for the development and presentation of theatre. -
Carlingford Calling Carlingford High School ‘Developing Responsible and Independent Learners’
Carlingford Calling Carlingford High School ‘developing responsible and independent learners’ North Rocks Rd Carlingford 2118 ph.9871 4222 fax.9873 1145 email [email protected] Issue 8 - Term 2 - Week 6 Friday June 3 2011 From the Principal Year 12 reports Cabaret Night All Year 12 half yearly reports have been At the time of writing, the Creative and Performing completed and were posted home last week. If Arts Faculty was in full swing, rehearsing and you did not receive a report, please contact the preparing for our Annual Cabaret night. The Music school office immediately so we can follow this up. faculty are to be commended on the tremendous The remainder of the term is an important time for time and effort they have put into rehearsals and Year 12 to not only continue with new learning and preparation for the evening. The students have prepare for upcoming tasks, but also consolidate worked extremely hard and we are looking forward on previous work through a consistent program of to a wonderful night of music and dancing. In the revision. For those students with major works, this next Carlingford Calling we will provide a full is also a very busy time in ensuring practical report. components are progressing towards set deadlines next term. Salvation Army Red Shied Appeal Last Sunday, the Salvation Army held its Annual School Athletics Carnival Red Shield Appeal. Following a brief talk on Last Friday, the school held its Annual Athletics assembly earlier in the term by a Salvation Army Carnival under blue skies. -
Manitowoc Kennel Club Friday, April 2, 2021
Manitowoc Kennel Club Friday, April 2, 2021 Group Results Sporting Spaniels (English Cocker) 27 BB/G1 GCHP CH K'mander Dawnglow Arnage. SR89298901 Retrievers (Chesapeake Bay) 25 BB/G2 GCHG CH Sandbar's Hardcore Hank MH. SR81693507 Setters (English) 26 BB/G3 GCH CH Ciara N' Honeygait Belle Of The Ball. SS07012602 Retrievers (Golden) 37 BB/G4 GCHG CH Futura Lime Me Entertain You CGC. SR86361206 Hound Whippets 18 1/W/BB/BW/G1 Woods Runner One And Only. HP56111307 Beagles (15 Inch) 11 BB/G2 GCHB CH Everwind's Living The Dream. HP55226602 Rhodesian Ridgebacks 32 BB/G3 GCHS CH Hilltop's Enchanting Circe of Dykumos. HP57068004 Afghan Hounds 7 BB/G4 GCHG CH Taji Better Man Mazshalna CGC. HP45099607 Working Great Danes 26 BB/G1 GCHG CH Landmark-Divine Acres Kiss Myself I'm So Pretty. WS56877803 Samoyeds 34 BB/G2 GCHG CH Sammantic Speed Of Life. WS59323801 Bernese Mountain Dogs 33 BB/G3 GCH CH Bernergardens Look To The Stars BN RI. WS62005402 Doberman Pinschers 46 BB/G4 GCHB CH Kandu's Glamour Puss V Mytoys. WS61064602 Terrier Australian Terriers 15 BB/G1 GCHS CH Temora Steal My Heart CA TKN. RN29651902 Border Terriers 12 BB/G2 GCHS CH Meadowlake High Times. RN31451901 American Staffordshire Terriers 19 BB/G3 CH Corralitos Tracking The Storm. RN33989402 Glen of Imaal Terriers 23 BB/G4 GCH CH Abberann Midnight Rider Of Glendalough. RN31978502 Toy Affenpinschers 7 BB/G1/BIS GCHS CH Point Dexter V. Tani Kazari. TS40341801 Papillons 17 BB/G2 GCHG CH Wingssong This Could Be Love. TS32017001 Maltese 7 BB/G3 GCHS CH Martin's Time Bomb Puff. -
On the Postmodernist Parody and Discourse Deconstruction in Marina Warner’S Indigo
Vol. 3 No. 4 Language and Semiotic Studies Winter 2017 Remapping, Subversion, and Witnessing: On the Postmodernist Parody and Discourse Deconstruction in Marina Warner’s Indigo Li Wang Nanjing University, China Abstract Among the many postmodern revisions of The Tempest, Warner’s Indigo remains second to none. It rewrites and parodies The Tempest with its postmodern subversion and construction, aiming to bombard European logocentric hegemony under the context of the Western grand narrative and the suppression of colored women with its Christian patriarchal system. Based on the Shakespearean canon, Indigo pivots on the marginalized and neglected figures in the original play and gives them a spotlight on the stage by empowering them with voices so as to reverse, subvert, and reconstruct Western History, challenging the Western hegemonic discourses of its patriarchal and colonial systems. Its success lies not only in the scrutiny of the past history under the perspective of postcolonial and postfeminist theories, but also in its author’s identity as a white British woman and descendant of early settlers in the Caribbean, which leaves her with a peculiar stance to form a dialogue with Shakespeare and scrutinize history. Through depicting the anxiety of personal identity within the family, Indigo showcases the diversity and hybridity of the postcolonial legacy in the Caribbean. It bears witness to the cruelty of colonization and carries on its legacy through nonlinear narratives spanning more than three centuries, through which we can get a glimpse of Warner’s ambition in healing the scars of past colonization and critically disclosing the darkness of it. This paper aims to better our understanding of the essence of this postmodern novel through the lenses of parody and deconstruction. -
Postfeminist Discourse in Shakespeare's the Tempest And
Postfeminist Discourse in Shakespeare’s The Tempest and Warner’s Indigo Postfeminist Discourse in Shakespeare’s The Tempest and Warner’s Indigo: Ambivalence, Liminality and Plurality By Natali Boğosyan Postfeminist Discourse in Shakespeare’s The Tempest and Warner’s Indigo: Ambivalence, Liminality and Plurality, by Natali Boğosyan This book first published 2012 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2012 by Natali Boğosyan All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-4116-1, ISBN (13): 978-1-4438-4116-0 TABLE OF CONTENTS Preface ........................................................................................................ vi Introduction ................................................................................................. 1 Chapter One ............................................................................................... 38 The Tempest: A Dialogic Medium of the Patriarchal Text and Matriarchal Texts Chapter Two .............................................................................................. 91 The Tempest: Negotiations between Matriarchal Texts and Colonialism as a Patriarchal Text