Mahoney, Elisabeth (1994) Writing so to Speak: The Feminist Dystopia. PhD thesis, University of Glasgow.
The aim of this study is to highlight a neglected tradition of women's experimentation with the dystopian genre. The dystopia has been marginalised in critical work on speculative fiction as a sub-genre of the utopia; I argue here for a reading of the 'bad place' as a distinctive and potentially radical genre. The thesis concentrates on contemporary women's fiction (post-1969) and two issues in particular. In the first part of the study, I focus on texts such as Margaret Atwood's The Handmaid's Tale, Michele Roberts' The Book of Mrs Noah, and Suzette Haden Elgin's Native Tongue, to examine the ways in which feminist writers use the non-realist form of the dystopia to foreground and challenge the cultural silencing of women. I discuss literary form, narrative authority, and language as especially important areas in this challenge. In the second part, I describe the dystopia as a subversive representational space in which the construction of feminine identity can be re-imagined. To demonstrate this, I consider the representation of the maternal body; feminine desire, and gender and space. Primary texts here include Angela Carter's Heroes and Villains, Elizabeth Baines' The Birth Machine, and Rebecca Brown's The Terrible Girls. I am also interested in points of connection between the feminist dystopia and feminist critical theory. My readings of the primary texts also consider feminist theoretical work on language, motherhood, the female body, and desire. An historical overview of the feminist dystopia is provided in the form of a primary bibliography (1877-1993).
Item Type: | Thesis (PhD) |
Qualification Level: | Doctoral |
Additional Information: | Adviser: Patrick Reilly |
Keywords: | Comparative literature |
Date of Award: | 1994 |
Depositing User: | |
Unique ID: | glathesis:1994-74666 |
Copyright: | Copyright of this thesis is held by the author. |
Date Deposited: | 27 Sep 2019 17:17 |
Last Modified: | 27 Sep 2019 17:17 |
URI: | |
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PhD Proposal - Expanding the Concept of Gender Through Defeated Epistemologies
As Post Colonial and Decolonial Studies developed in the late 20th Century, some crucial questions that were given as solved in Latin America, Africa, and other colonized parts of the world were again brought to the surface. Many scholars take the opportunity to problematize some political, social and even environmental points that should be developed from colonized peoples’ perspective. But one important aspect was neglected during the forge of these studies. Even though gender is an essential aspect of academic theory and life, Gender Theories have been undoubtedly one of the least addressed issues in current decolonial studies. This proposal came as a starting point to fill this gap. My PhD proposal focuses on Gender and Epistemology. My work intends to explore decolonization possibilities by expanding Gender Studies, based both on Indigenous and African-Brazilian epistemologies and theories recently shaped by Latin American and African scholars.
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Ane Molina (she/they)
À medida que os Estudos Pós-Coloniais e Decoloniais se desenvolveram no final do século 20, algumas questões cruciais que foram dadas como resolvidas na América Latina, África e outras partes colonizadas do mundo foram novamente trazidas à superfície. Muitos estudiosos aproveitaram a oportunidade para problematizar alguns pontos políticos, sociais e até ambientais que devem ser desenvolvidos a partir da perspectiva dos povos colonizados. Mas um aspecto importante foi negligenciado durante a formação desses estudos. Embora o gênero seja um aspecto essencial da teoria e da vida acadêmicas, as Teorias de Gênero têm sido, sem dúvida, uma das questões menos abordadas nos estudos descoloniais atuais. Essa proposta veio como um ponto de partida para preencher essa lacuna. Minha proposta de doutorado se concentra em Gênero e Epistemologia. Meu trabalho pretende explorar as possibilidades de decolonização por meio da expansão dos Estudos de Gênero, com base nas epistemologias indígenas e afro-brasileiras e nas teorias recentemente moldadas por estudiosos latino-americanos e africanos.
Revista Psicologia & Sociedade
Vívian Matias dos Santos
This paper requests to share reflections, tensions and intentions that the decolonial thought can provide in the studies on gender and science, meaning a possible movement of insubmission capable of fortification the feminist critique of science. In this, the ideas are produced by the bibliographical research on decolonial thinking in contrast with a trajectory of previous researches on gender discrimination in the universities and Policy of Science, Technology & Innovation in the Northeast of Brazil. As a principal contribution, it puts epistemic disobedience as necessary to feminist critique - as contraposition to sexism only in an abstract way, but to understand it as an inseparable part of racial, ethnic, economic, and epistemic relations.
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Mahmoud Keshavarz , Ece Canlı , Luiza Prado de O. Martins , Pedro J S Vieira de Oliveira
This roundtable was conducted by the eight founding members of Decolonising Design Group in October 2017, using an online messaging platform. Each member approached design and decoloniality from different yet interrelating viewpoints, by threading their individual arguments with the preceding ones. The piece thus offers and travels through a variety of subject matter including politics of design, artificiality, modernity, Eurocentrism, capitalism, Indigenous Knowledge, pluriversality, continental philosophy, pedagogy, materiality, mobility, language, gender oppression, sexuality, and intersectionality.
Ndumiso Ncube
This synopsis proves a comparative reading of post-coloniality and de-coloniality. While the argument is somewhat tired, this synopsis has a potential of advancing decolonial research in the fields of border-thinking, coloniality of gender and decolonial border feminism which seem to be attracting a wealth of scholarship at present.
Thula Rafaela de Oliveira Pires
Andrea H Tapia
This special issue of Transmodernity, " Thinking through the Decolonial Turn: Post-Continental Interventions in Theory, Philosophy, and Critique, " stands on three fundamental premises that serve as the starting point for the dialogical encounters between intellectuals from Latin America, the Caribbean, and from minoritized sectors in the United States, particularly Latina/o and African American, who are featured here. The first one is that just as there has been a linguistic and a pragmatic turn, among other such turns in theory and philosophy, there has also being a decolonial turn with distinct features, some of which will be elucidated in these two issues. 1 Different from these other turns, however, the decolonial turn has long existed in different ways, opposing what could be called the colonizing turn in Western thought, by what I mean the paradigm of discovery and newness that also included the gradual propagation of capitalism, racism, the modern/gender system, and the naturalization of the death ethics of war. 2
Juan Poblete
New Approaches to Latin American Studies: Culture and Power offers researchers and students from different theoretical fields an essential, turn-organized overview of the radical transformation of epistemological and methodological assumptions in Latin American Studies from the end of the 1980s to the present. Sixteen chapters written by experts in their respective fields help explain the various ways in which to think about these shifts. Questions posited include: Why are turns so crucial? How did they alter the shape or direction of the field? What new questions, objects, or problems did they contribute? What were or are their limitations? What did they displace or prevent us from considering? Among the turns included are: memory, transnational, popular culture, decolonial, feminism, affect, indigenous studies, transatlantic, ethical, post/hegemony, deconstruction, cultural policy, subalternism, gender and sexuality, performance, and cultural studies.
The SAGE Handbook of Critical Pedagogies (3 volume set)
Cathryn Teasley
Chapter in book: Steinberg, Shirley R. & Down, Barry (Eds.) (2020). The SAGE Handbook of Critical Pedagogies (Vol. 1, pp. 186–204). London: SAGE Publications Ltd. https://us.sagepub.com/en-us/nam/the-sage-handbook-of-critical-pedagogies/book257052#preview Critical intersectionality informs the analysis conducted in this chapter of three overlapping epistemological approaches to denouncing and fighting racist colonialities in and through education: critical anti-racist and anti-colonial pedagogies with strong links to Critical Theory; postcolonial pedagogies emerging mostly from non-Western Cultural Studies scholarship in the English language; and decolonial pedagogies influenced by alternative perspectives on Development Theory and Social Theory arising mainly from Latin America and the geopolitical South. The aim here is to identify the convergences among these various epistemologies in order to forge synergetic pedagogical practices capable of countering the neocolonial forces of racist neoliberalism and patriarchy so characteristic of the dominant world-system today. Keywords: Racism, coloniality, intersectionality, epistemology, critical pedagogy
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Celani Mthethwa
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