BiblioVault - Books about Sex role in literature

Waking Sleeping Beauty

Feminist Voices in Children's Novels

Roberta S. Trites

University of Iowa Press, 1997

The Sleeping Beauty in Roberta Seelinger Trites' intriguing text is no silent snoozer passively waiting for Prince Charming to energize her life. Instead she wakes up all by herself and sets out to redefine the meaning of “happily ever after.” Trites investigates the many ways that Sleeping Beauty's newfound voice has joined other strong female voices in feminist children's novels to generate equal potentials for all children.

Waking Sleeping Beauty explores issues of voice in a wide range of children's novels, including books by Virginia Hamilton, Patricia MacLachlan, and Cynthia Voight as well as many multicultural and international books. Far from being a limiting genre that praises females at the expense of males, the feminist children's novel seeks to communicate an inclusive vision of politics, gender, age, race, and class. By revising former stereotypes of children's literature and replacing them with more complete images of females in children's books, Trites encourages those involved with children's literature—teachers, students, writers, publishers, critics, librarian, booksellers, and parents—to be aware of the myriad possibilities of feminist expression.

Roberta Trites focuses on the positive aspects of feminism: on the ways females interact through family and community relationships, on the ways females have revised patriarchal images, and on the ways female writers use fictional constructs to transmit their ideologies to readers. She thus provides a framework that allows everyone who enters a classroom with a children's book in hand to recognize and communicate—with an optimistic, reality-based sense of “happily ever after”—the politics and the potential of that book.

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WEB OF FANTASIES

GAZE, IMAGE, & GENDER IN OVID'S METAMORPHOSES

Patricia B. Salzman-Mitchell

The Ohio State University Press, 2005

Drawing on recent scholarship in art, film, literary theory, and gender studies, A Web of Fantasies examines the complexities, symbolism and interactions between gaze and image in Ovid’s Metamorphoses and forms a gender-sensitive perspective. It is a feminist study of Ovid’s epic, which includes many stories about change, in which discussions of viewers, viewing, and imagery strive to illuminate Ovid’s constructions of male and female. Patricia Salzman-Mitchell discusses the text from the perspective of three types of gazes: of characters looking, of the poet who narrates visually charged stories, and of the reader who “sees” the woven images in the text. Arguing against certain theorists who deny the possibility of any feminine vision in a male-authored poem, the author maintains that the female point of view can be released through the traditional feminine occupation of weaving, featuring the woven images of Arachne (involved in a weaving contest in which she tried to best the goddess Athena, who turned her into a spider) and Philomela (who had her tongue cut out, so had to weave a tapestry depicting her rape and mutilation).
The book observes that while feminist models of the gaze can create productive readings of the poem, these models are too limited and reductive for such a protean and complex text as Metamorphoses. This work brings forth the pervasive importance of the act of looking in the poem which will affect future readings of Ovid’s epic.

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WHITE LIBERAL IDENTITY LITER PEDAGOGY

AND CLASSIC AMERICAN REALISM

PHILLIP BARRISH

The Ohio State University Press, 2005

Women, Compulsion, Modernity

The Moment of American Naturalism

Jennifer L. Fleissner

University of Chicago Press, 2004

The 1890s have long been thought one of the most male-oriented eras in American history. But in reading such writers as Frank Norris with Mary Wilkins Freeman and Charlotte Perkins Gilman with Stephen Crane, Jennifer L. Fleissner boldly argues that feminist claims in fact shaped the period's cultural mainstream. Women, Compulsion, Modernity reopens a moment when the young American woman embodied both the promise and threat of a modernizing world.

Fleissner shows that this era's expanding opportunities for women were inseparable from the same modern developments—industrialization, consumerism—typically believed to constrain human freedom. With Women, Compulsion, and Modernity, Fleissner creates a new language for the strange way the writings of the time both broaden and question individual agency.

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Women Poets of Spain, 1860-1990

TOWARD A GYNOCENTRIC VISION

John C. Wilcox

University of Illinois Press, 1997

Women Reading Women Writing

Ann Louise Keating

Temple University Press, 1996

Writing Against the Family

Gender in Lawrence and Joyce

Cynthia Lewiecki-Wilson

Southern Illinois University Press, 1994

This first feminist book-length comparison of D. H. Lawrence and James Joyce offers striking new readings of a number of the novelists’ most important works, including Lawrence’s Man Who Died and Joyce’s Finnegans Wake.

Cynthia Lewiecki-Wilson argues that a feminist reader must necessarily read with and against theories of psychoanalysis to examine the assumptions about gender embedded within family relations and psychologies of gender found in the two authors’ works. She challenges the belief that Lawrence and Joyce are opposites, inhabiting contrary modernist camps; instead they are on a continuum, with both engaged in a reimagination of gender relations.

Lewiecki-Wilson demonstrates that both Lawrence and Joyce write against a background of family material using family plots and family settings. While previous discussions of family relations in literature have not questioned assumptions about the family and about sex roles within it, Lewiecki-Wilson submits the systems of meaning by which gender is construed to a feminist analysis. She reexamines Lawrence and Joyce from the point of view of feminist psychoanalysis, which, she argues, is not a set of beliefs or a single theory but a feminist practice that analyzes how systems of meaning construe gender and produce a psychology of gender.

Lewiecki-Wilson argues against a theory of representation based on gender, however, concluding that Lawrence’s and Joyce’s texts, in different ways, test the idea of a female aesthetic. She analyzes Lawrence’s portrait of family relations in Sonsand Lovers, The Rainbow, and Women in Love and compares Joyce’s Portrait of the Artist as a Young Man with Lawrence’s autobiographical text. She then shows that Portrait begins a deconstruction of systems of meaning that continues and increases in Joyce’s later work, including Ulysses.

Lewiecki-Wilson concludes by showing that Lawrence, Joyce, and Freud relate family material to Egyptian myth in their writings. She identifies Freud’s essay "Leonardo da Vinci and a Memory of Childhood" as an important source for Joyce’s Finnegans Wake, which portrays beneath the gendered individual a root androgyny and asserts an unfixed, evolutionary view of family relations.

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Writing the Margins

Edith Wharton

Catherine E. Saunders

Harvard University Press, 1987

Writing the Trail

Five Women's Frontier Narratives

Deborah Lawrence

University of Iowa Press, 2006

For a long time, the American West was mainly identified with white masculinity, but as more women’s narratives of westward expansion came to light, scholars revised purely patriarchal interpretations. Writing the Trail continues in this vein by providing a comparative literary analysis of five frontier narratives---Susan Magoffin’s Down the Santa Fe Trail and into Mexico, Sarah Royce’s A Frontier Lady, Louise Clappe’s The Shirley Letters, Eliza Farnham’s California, In-doors and Out, and Lydia Spencer Lane’s I Married a Soldier---to explore the ways in which women’s responses to the western environment differed from men’s.Throughout their very different journeys---from an eighteen-year-old bride and self-styled “wandering princess” on the Santa Fe Trail, to the mining camps of northern California, to garrison life in the Southwest---these women moved out of their traditional positions as objects of masculine culture. Initially disoriented, they soon began the complex process of assimilating to a new environment, changing views of power and authority, and making homes in wilderness conditions.Because critics tend to consider nineteenth-century women’s writings as confirmations of home and stability, they overlook aspects of women’s textualizations of themselves that are dynamic and contingent on movement through space. As the narratives in Writing the Trail illustrate, women’s frontier writings depict geographical, spiritual, and psychological movement. By tracing the journeys of Magoffin, Royce, Clappe, Farnham, and Lane, readers are exposed to the subversive strength of travel writing and come to a new understanding of gender roles on the nineteenth-century frontier.

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Writing/Teaching

Essays Toward a Rhetoric of Pedagogy

Paul Kameen

University of Pittsburgh Press, 2000

2001 CCCC Outstanding Book Award

The vast majority of academic books are written from the scholar’s position, even those that primarily concern teaching. Writing/Teaching, on the other hand, is a book about teaching written from the position of the teacher. As the title suggests, Kameen’s book is split into two halves—yet both, in different ways and through different discourses, are derived from his work in the classroom, and his own struggle with issues and problems all teachers of writing must face.

The first half is a series of essays originating from a graduate seminar Kameen team-taught with professor and poet Toi Derricotte in 1994. Included are essays Kameen wrote, a selection of pieces written by other members of the group, and a reflective “postscript.” These essays combine personal narrative, reflective meditation, and critical inquiry—all used as discourse to depict and examine the process of teaching.

The second half of the book contains essays on Plato’s dialogues—primarily Phaedrus and Protagoras—as a means to interrogate the position of teacher through the lens of the most famous of Western pedagogues—Socrates. Here, Socrates is used as a tool to examine and critique both Kameen’s own teacherly identity and, in a wider sense, the set of cultural forces that pre-figure the available positions for both “teacher” and “student” in contemporary education.

What unites both halves is the way Kameen approaches each—the “personal” and the “scholarly”—from his position as teacher. The texts presented provide the occasion for a complex and nuanced meditation on the classroom as a legitimate arena for the production of knowledge and research. Sure to be timely and controversial, Writing/Teaching will enter into the debate on whether to reconfigure the relationship between research and teaching currently taking place among teachers of composition, cultural studies, and rhetoric. Compelling reading for teachers or those contemplating a career in the profession.

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