1. The document discusses feminist criticism, lesbian and gay criticism, and queer theory. It explains that feminist criticism examines how literature reinforces the oppression of women, while lesbian/gay criticism addresses sexism and heterosexism.
2. Queer theory views sexuality as fluid rather than defined by categories like heterosexual and homosexual. It asserts that sexuality is influenced by factors like race and class and cannot be defined by biological sex or gender roles.
3. Lesbian, gay, and queer criticism often rely on textual evidence like homoerotic imagery, same-sex relationships, and subtle cues to suggest a homoerotic atmosphere in a text. A
Literary Theories: A Sampling of Literary LensesJivanee Abril
Literary Theories: A Sampling of Literary Lenses
This is merely an introduction to theory so I am just going to provide you with a few of the more common schools of criticism. Remember most of these theories are quite detailed so this is just a very brief overview of their main ideas and some theories have been combined to keep things simple.
Literary Theories: A Sampling of Literary LensesJivanee Abril
Literary Theories: A Sampling of Literary Lenses
This is merely an introduction to theory so I am just going to provide you with a few of the more common schools of criticism. Remember most of these theories are quite detailed so this is just a very brief overview of their main ideas and some theories have been combined to keep things simple.
Literary criticism on Gender and Sexuality. The slides contain the most prominent voices in literary gender and sexual criticism as pointed out by the Norton Anthology of Literary Criticism
Gender criticism is an extension of feminist literary criticism, focusing not just on women but on the construction of gender and sexuality, especially LGBTQ issues, which gives rise to queer theory.
Literary criticism on Gender and Sexuality. The slides contain the most prominent voices in literary gender and sexual criticism as pointed out by the Norton Anthology of Literary Criticism
Gender criticism is an extension of feminist literary criticism, focusing not just on women but on the construction of gender and sexuality, especially LGBTQ issues, which gives rise to queer theory.
Gender Discrimination & Women Empowermentsachin tiwari
This presentation is about women empowerment & gender discrimination. Here, I have added a lot of facts & figures.
I have tried to highlight all the problems & hurdles regarding this problem and also suggested some ideas that can overcome all these problems.
LGBTQ theoryThis essay is about lesbians, gay, and queer theory,.docxmanningchassidy
LGBTQ theory
This essay is about lesbians, gay, and queer theory, new criticism, or cultural criticism.
Use this books:
1-critical theory today 3rd edition
2- what lies between us ( NAYOMI MUNAWEERA)
there is three theory:
1- feminists criticism
2- psychoanalytic criticism
3- Marxist criticism
choose one of the theory then use it on the essay to express lesbian, gay, and queer approaches. Define what the lesbian/ gay experience is ? There is many multiple ways to define what that experience is.
What constitutes lesibanism change?
also look at the economic of lesbians/ gays life like if you are a lesbian women you are going to make less than a women’s who are not lesbians.
How lesbians/ gays relationships presented? what is the history of lesbian, and how their life changed over the years
Here is also some questions will help u to write the essay( this is the discussion question for this essay)
1. What are the politics (ideological agendas) of specific gay, lesbian, or queer
works, and how are those politics revealed in, for example, the work’s the‑
matic content or portrayals of its characters?
2. What are the poetics (literary devices and strategies) of a specific lesbian,
gay, or queer work? What does the work contribute to the ongoing attempt
to define a uniquely lesbian, gay, or queer poetics, literary tradition, or
canon?
3. What does the work contribute to our knowledge of queer, gay, or lesbian
experience and history, including literary history?
4. How is queer, gay, or lesbian experience coded in texts that are apparently
heterosexual? (This analysis is usually done for works by writers who lived
at a time when openly queer, gay, or lesbian texts would have been con‑
sidered unacceptable, or it is done in order to help reformulate the sexual
orientation of a writer formerly presumed heterosexual.)
5. How might the works of heterosexual writers be reread to reveal an unspo‑
ken or unconscious lesbian, gay, or queer presence? That is, does the work
have an unconscious lesbian, gay, or queer desire or conflict that it sub‑
merges (or that heterosexual readers have submerged)?
6. What does the work reveal about the operations (socially, politically, psy‑
chologically) of heterosexism? Is the work (consciously or unconsciously)
homophobic? Does the work critique, celebrate, or blindly accept hetero‑
sexist values?
7. How does the literary text illustrate the problematics of sexuality and
sexual “identity,” that is, the ways in which human sexuality does not fall
neatly into the separate categories defined by the words homosexual and
heterosexual?
8. What does the literary work suggest about the experience of groups of
people who have been ignored, underrepresented, or misrepresented by
traditional history (for example, laborers, prisoners, women, people of
color, lesbians and gay men, children, the insane, and so on)? Keep in
mind that new historical and cultural criticis.
Important note 5 to 6 slides in power point form very Imp.docxterirasco
Important note: 5 to 6 slides in power point form
very Important notes
explain or write every slides in your own way more than 4 to 5 sentences.
please write a small notes around 10 sentences for overall explaining the presentation,
Requirements:
Approximately 5-6 slides
Every slide should have some sort of graphic
Evaluation Criteria
Delivery
Organization
Language
Visual Element
Central Message
Things to Avoid:
Large blocks of text
The topics of the short story is The Yellow wallpaper
An analysis of the short story from one of the areas of critical theory we examined in class: Feminism, Psychoanalytic, Marxism, New Historicism, Archetypal, etc.
According to my story its more related to feminism.
Feminist criticism
is concerned with "...the ways in which literature (and other cultural productions) reinforce or undermine the economic, political, social, and psychological oppression of women" (Tyson). This school of theory looks at how aspects of our culture are inherently patriarchal (male dominated) and "...this critique strives to expose the explicit and implicit misogyny in male writing about women" (Richter 1346). This misogyny, Tyson reminds us, can extend into diverse areas of our culture: "Perhaps the most chilling example...is found in the world of modern medicine, where drugs prescribed for both sexes often have been tested on male subjects only" (83).
Feminist criticism is also concerned with less obvious forms of marginalization such as the exclusion of women writers from the traditional literary canon: "...unless the critical or historical point of view is feminist, there is a tendency to under-represent the contribution of women writers" (Tyson 82-83).
Common Space in Feminist Theories
Though a number of different approaches exist in feminist criticism, there exist some areas of commonality. This list is excerpted from Tyson:
1. Women are oppressed by patriarchy economically, politically, socially, and psychologically; patriarchal ideology is the primary means by which they are kept so
2. In every domain where patriarchy reigns, woman is other: she is marginalized, defined only by her difference from male norms and values
3. All of western (Anglo-European) civilization is deeply rooted in patriarchal ideology, for example, in the biblical portrayal of Eve as the origin of sin and death in the world
4. While biology determines our sex (male or female), culture determines our gender (masculine or feminine)
5. All feminist activity, including feminist theory and literary criticism, has as its ultimate goal to change the world by prompting gender equality
6. Gender issues play a part in every aspect of human production and experience, including the production and experience of literature, whether we are consciously aware of these issues or not (91).
Typical questions:
How is the relationship between men and women portrayed?
What are the power relationships between men and ...
Write a 4-5 page feminist critique of a contemporary mainstream fi.docxfathwaitewalter
Write a 4-5 page feminist critique of a
contemporary mainstream film or TV show.
This assignment has nothing to do with your own political stance; objecting consider the facts, then interpret the facts.
Example of Format:
Intro: general tension and thesis (
tension:
will stem from some aspect of patriarchy in the contemporary movie/tv series; thesis:what is author saying about tension) resolution/ lack of resolution? Character transgress/submit?
Body: integrate feminist theory with literary denies (organize narrative/plot)
conclusion:
using specific, strong, precise verbs and an active voice
What's a Feminist Critique?
-- Feminist criticism is concerned with the ways in which literature, film, and other cultural productions reinforce or undermine the economic, political, social, and psychological oppression of women.
This school of theory considers how aspects of our culture are inherently patriarchal (male dominated). Feminist critique strives to expose the explicit and implicit androcentric or misogynist attitudes present in a text. It examines the text's ultimate message regarding gender and considers the subtle gender-coded messages embedded in the text.
A feminist critique may uncover an ultimately feminist or pro-woman message; more frequently, it uncovers and unpacks the ways in which a text is anti-feminist.
Common Space in Feminist Theories
women are oppressed by patriarchy economically, politically, socially, and psychologically; patriarchal ideology is the primary means by which they are kept so.
In every domain where patriarchy begins, woman is Other: she is marginalized, defined only by her difference from male norms and values.
All of western (Anglo-European) civilization is deeply rooted in patriarchal ideology; for example, in the biblical portrayal of Eve as the origin of sin and death in the world
While biology determines our sex (male or female), culture determines our gender (masculine or feminine)
All feminist activity, including feminist theory and literary criticism, has as its ultimate goal to change the world by promoting gender equality
Gender issues play a part in every aspect of human production and experience, including the production and experience of literature, whether we are consciously aware of these issues or not
Questions to consider:
how is the relationship between men and women portrayed?
what are the power relationships between men and women (or characters assuming male/female roles)?
how are male and female roles defined?
what constitutes masculinity and femininity?
how do characters embody these traits?
do characters take on traits from opposite genders? how so? how does this change others’ reactions to them?
what does the work reveal about the operations (economically, politically, socially, or psychologically) of patriarchy?
what does the work imply about the possibilities of sisterhood as a mode of resisting patriarchy?
what does the work say about women’s creativity?
what does the history of.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. ELIT 48C Class 5
Composed or Comprised
The board is composed/
comprised of five members.
2. • Composed means, more or less, “made up of” — and when you
say something is composed of {these things} you may or may not
be including all of the {things} of which it is made, opting for only
the items most relevant to making your point.
• To comprise means “to contain” and the correct usage will usually
include ALL the parts making up the whole. Oh, and with
comprise, the whole should come before the parts.
• Thus, the board comprises five members, whereas five members
compose (or make up) the board. It is also correct to say that the
board is composed (not comprised) of five members.
3. AGENDA
• Lecture:
– Feminist Criticism
– Lesbian, Gay, and Queer
Criticism
• Discussion:
– QHQs and The Great Gatsby
5. • Feminist criticism is concerned with “the ways in which literature
(and other cultural productions) reinforce or undermine the
economic, political, social, and psychological oppression of
women" (Tyson). This school of theory looks at how aspects of
our culture are inherently patriarchal (male dominated) and “this
critique strives to expose the explicit and implicit misogyny in
male writing about women" (Richter 1346). This misogyny, Tyson
reminds us, can extend into diverse areas of our culture: "Perhaps
the most chilling example [...] is found in the world of modern
medicine, where drugs prescribed for both sexes often have been
tested on male subjects only" (83).
Feminist Theory and Criticism
6. The objectives of the criticism include the
following:
1. To uncover and develop a female tradition of
writing
2. To interpret symbolism of women’s writing
so that it will be lost or ignored by the male
point of view.
3. To rediscover old texts
4. To analyze women writers and their writing’s
from a female perspective
5. To increase awareness of the sexual politics
of language and style.
7. FEMINIST CRITICISM HAS, IN
MANY WAYS, FOLLOWED WHAT
SOME THEORISTS CALL THE THREE
WAVES OF FEMINISM:
8. First Wave Feminism
• Ran from late 1700s-early 1900's: writers like Mary Wollstonecraft
(A Vindication of the Rights of Women, 1792) highlight the
inequalities between the sexes. Activists like Susan B. Anthony and
Victoria Woodhull contribute to the women's suffrage movement,
which leads to National Universal Suffrage in 1920 with the
passing of the Nineteenth Amendment
9. Second Wave Feminism
• From early 1960s-late 1970s: building on more equal
working conditions necessary in America during World War
II, movements such as the National Organization for Women
(NOW), formed in 1966, cohere feminist political activism.
Writers like Simone de Beauvoir (Le deuxième sexe, 1972)
and Elaine Showalter established the groundwork for the
dissemination of feminist theories dove-tailed with the
American Civil Rights movement.
10. Third Wave Feminism
• From early 1990s-present: resisting the perceived essentialist (over
generalized, over simplified) ideologies and a white, heterosexual,
middle class focus of second wave feminism, third wave feminism
borrows from post-structural and contemporary gender and race
theories to expand on marginalized populations' experiences.
Writers like Alice Walker work to “reconcile [feminism] with the
concerns of the black community [and] the survival and wholeness
of her people, men and women both, and for the promotion of
dialog and community as well as for the valorization of women and
of all the varieties of work women perform" (Tyson 97).
15. Lesbian criticism is concerned with issues of personal identity and
politics analogous to those analyzed by feminists […]. However,
while feminism addresses issues related to sexism and the
difficulties involved in carving out a space for personal identity and
political action beyond the influence of sexist ideologies, lesbian
critics address issues related to both sexism and heterosexism. In
other words, lesbian critics must deal with the psychological,
social, economic, and political oppression fostered not only by
patriarchal male privilege, but by heterosexual privilege as well.
(Tyson 322-23)
Lesbian Criticism
16. Gay Criticism
The kinds of analyses that tend to engage the attention of gay
critics often fall under the heading of gay sensibility. How does
being gay influence the way one sees the world, sees oneself
and others, creates and responds to art and music, creates and
interprets literature, or experiences and expresses emotion?
In a heterosexist culture such as the one we inhabit at the turn
of the twenty-first century in America, gay sensibility includes
an awareness of being different, at least in certain ways, from
the members of the mainstream, dominant culture, and the
complex feelings that result from an implicit, ongoing social
oppression. In other words, part of seeing the world as a gay
man includes the ways in which one deals with being
oppressed as a gay man. Among others, three important
domains of gay sensibility, all of which involve responses to
heterosexist oppression, are drag, camp, and dealing with the
issue of AIDS. (Tyson 330)
17. Queer Theory
For queer theory, categories of sexuality cannot be defined by such simple
oppositions as homosexual/heterosexual. Building on deconstruction’s
insights into human subjectivity (selfhood) as a fluid, fragmented, dynamic
collectivity of possible “selves,” queer theory defines individual sexuality as
a fluid, fragmented, dynamic collectivity of possible sexualities. Our
sexuality may be different at different times over the course of our lives or
even at different times over the course of a week because sexuality is a
dynamic range of desire. Gay sexuality, lesbian sexuality, bisexuality, and
heterosexuality are, for all of us, possibilities along a continuum of sexual
possibilities. And what these categories mean to different individuals will
be influenced by how they conceive their own racial and class identities as
well. Thus, sexuality is completely controlled neither by our biological sex
(male or female) nor by the way our culture translates biological sex into
gender roles (masculine or feminine). Sexuality exceeds these definitions
and has a will, a creativity, an expressive need of its own. (Tyson 335)
18. • Finally, lesbian, gay, and queer criticism often rely on similar
kinds of textual evidence. For example, in addition to the more
obvious forms of textual cues—such as homoerotic imagery
and erotic encounters between same-sex characters—there
are rather subtle textual cues that can create a homoerotic
atmosphere even in an otherwise heterosexual text, as we saw
in the examples of lesbian, gay, and queer criticism provided
earlier. No single textual cue can stand on its own as evidence
of a homoerotic atmosphere in a text. Nor can a small number
of such cues support a lesbian, gay, or queer reading. But a
preponderance of these cues, especially if coupled with other
kinds of textual or biographical evidence, can strengthen a
lesbian, gay, or queer interpretation even of an apparently
heterosexual text. (Tyson 339)
19. Typical questions:
1. What are the politics (ideological agendas) of specific gay,
lesbian, or queer works, and how are those politics revealed
in...the work's thematic content or portrayals of its
characters?
2. What are the poetics (literary devices and strategies) of a
specific lesbian, gay, or queer works?
3. What does the work contribute to our knowledge of queer,
gay, or lesbian experience and history, including literary
history?
4. How is queer, gay, or lesbian experience coded in texts that
are by writers who are apparently homosexual?
5. How might the works of heterosexual writers be reread to
reveal an unspoken or unconscious lesbian, gay or queer
presence? That is, does the work have an unconscious
lesbian, gay or queer desire or conflict that it submerges?
20. More Questions
6. What does the work reveal about the operations (socially,
politically, psychologically) homophobic?
7. How does the literary text illustrate the problematics of sexuality
and sexual "identity," that is the ways in which human sexuality
does not fall neatly into the separate categories defined by the
words homosexual and heterosexual?
8. What elements in the text exist in the middle, between the
perceived masculine/feminine binary? In other words, what
elements exhibit traits of both (bisexual)?
9. What elements of the text can be perceived as being masculine
(active, powerful) and feminine (passive, marginalized) and how do
the characters support these traditional roles?
10. What sort of support (if any) is given to elements or characters who
question the masculine/feminine binary? What happens to those
elements/characters?
22. • Homosocial bonding—
– The depiction of strong emotional ties between
same-sex characters.
• Gay or lesbian “signs”—
– “feminine” male characters or “masculine” female
characters.
– coded signs created by the gay or lesbian
subculture itself.
• Same-sex “doubles”—
– same-sex characters who look alike, act alike, or
have parallel experiences.
• Transgressive sexuality—
– A text’s focus on transgressive sexuality, including
transgressive heterosexuality (such as
extramarital romance).
24. QHQs Feminist Criticism
1. Q: How does using feminist criticism, or that of any
minority, provide a deeper understanding of a text?
2. Q: Is it possible to resist the deeply rooted framework of
patriarchal programming when interpreting a literary
work despite the deep oppression of female identity,
role, and behavior over the course of centuries?
3. Q. How are fairy tales still under the control of a
patriarchal society and why “good girls” and “bad girls”
are often the common trope in fairy tales.
4. In Tyson’s introduction she quotes the common
responses to people denying their feminism, “I’m not a
feminist – I like men!” As many readers can catch on she
is using this as a form of sarcasm; why are we so afraid
of identifying as “feminists,” if that is what we stand for?
25. 1. Why has the idea of feminism and women of color had a line of
boundary in early history? Why are women of color associated with
their own category?
1. Because “Feminist Criticism” often paints the white women
experience as the standard, would it be reasonable to use the feminist
critique on literature written by black women, Latina women, Asian
women, or even non-western religious members, like Muslim Women,
when their experiences and culture are not similar to white (American)
women (ex. how some white feminists see the hijab as the symbol for
oppression, but these women are choosing to wear it)?
Feminist Theory and Women of Color
26. Feminist Criticism on The Great Gatsby
1. Q: Lois Tyson reiterates an ultimatum, “Caught within
patriarchy, Irigaray posits, women have only two choices:
(1) to keep quiet (for anything a woman says that does not
fit within the logic of patriarchy will be seen as
incomprehensible, meaningless) or (2) to imitate
patriarchy’s representation of herself as it wants to see
her (that is, to play the inferior role given her by
patriarchy’s definition […]).” It seems that in The Great
Gatsby, Daisy chooses the latter, but to her own benefit. If
a woman chooses this second option, but uses it to her
advantage, can she be deemed dominant over her
situation? Additionally, is keeping quiet the only other
option?
2. Q: Tyson characterizes The Great Gatsby as an almost
anti-feminist novel. In what ways is this a based analysis?
Does Gatsby pass the Bechdel test?
27. 1. Q: Lois Tyson writes about the French feminist Colette
Guillaumin. According to Guillaumin, the primary form of
women’s oppression is “direct physical appropriation,” which
she says is “the reduction of women to the state of objects.” In
what ways does Gatsby’s obsession with Daisy reduce her to an
object of possession?
2. Q1: Is the Great Gatsby a beneficial book for young girls to
read/be influenced by?
Feminist Criticism on The Great Gatsby
28. QHQs: Gay, Lesbian, Queer Criticism
1. Q: What is heterocentrism and how does it affect our
view of literature and the world?
2. “A better way to define a lesbian, then, is to say that she
is a woman whose sexual desire is directed toward
women”(Tyson 324).
Q: Does that mean that a woman who is attracted to
women is lesbian? Why do we still feel the need to label
ourselves or others?
3. Q: What is truly considered “queer” in the
heteronormative bias in society and literature?
29. QHQs: Gay, Lesbian, Queer Criticism
1. Q: In Lois Tyson’s chapter on “Lesbian, gay, and queer
criticism” she mentions the fact that many lesbians and
gay men find that oppression is one of the few
experiences they have in common. So why are both
often times grouped together if they do not share same
personal experiences?
2. Can human sexuality be accurately defined? Should
there be a need to define it, or does it transcend any
construct created by the human mind?
30. Q: In Lois Tyson’s discussion of LGBTQ+ theory, how is it
possible for essentialist and constructionist arguments
for and against homosexuality to occur?
Q: What is the difference between universalizing views
and social constructionism?
QHQs: Gay, Lesbian, Queer Criticism
31. 2. The functions of “minoritizing” and “universalizing” views of homosexuality were
developed by Eve Kosofsky Sedgwick in Epistemology of the Closet
32.
33. LGBTQ Criticism on The Great Gatsby
1. Is Nick Carraway a queer character?
2. Is there more potential for queer reading in
The Great Gatsby?
34. QHQ: similarities and intersections
1. Q: Are there any similarities between the Feminist criticism
and the LGBT criticism?
2. How does patriarchal ideology affect those who do not
identify with either gender?
35. HOMEWORK
• Read: Critical Theory
Today: Chapter 11
“African American
Criticism” 359-409
• Post #5: QHQ: African
American Criticism