Drawing from a rich array of visual and literary material from nineteenth-century Iran, this groundbreaking book rereads and rewrites the history of Iranian modernity through the lens of gender and sexuality. Peeling away notions of a rigid pre-modern Islamic gender system, Afsaneh Najmabadi provides a compelling demonstration of the centrality of gender and sexuality to the shaping of modern culture and politics in Iran and of how changes in ideas about gender and sexuality affected conceptions of beauty, love, homeland, marriage, education, and citizenship. She concludes with a provocative discussion of Iranian feminism and its role in that country's current culture wars. In addition to providing an important new perspective on Iranian history, Najmabadi skillfully demonstrates how using gender as an analytic category can provide insight into structures of hierarchy and power and thus into the organization of politics and social life.
In conclusion, the women in this text are shown to be victims of social and cultural norms that they could not change, demonstrating how influential culture can be in shaping the lives of individuals. There is an attempt to redefine society and culture in a new way by gender relations and the women in this novel actively try to change the social norms through their attitudes and actions. It becomes clear, however, that patriarchy is deeply internalized for these characters, demonstrating how powerful and often devastating this ideology can be.
Women In Literature Reading Through The Lens Of Gender Pdfl
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The report, titled The researcher journey through a gender lens, examines research participation, career progression and perceptions across the European Union and 15 countries globally in 26 subject areas.
This process can help us begin to develop a lens through which to help students interrogate how gender is represented in a range of texts; gain awareness of societal expectations regarding gender; work with texts featuring a diverse range of genders, including intersections with identities such as race, class, sexuality, and ability; and express their emerging understandings regarding these representations and expectations. Developing such lenses for use in ELA classrooms is an ethical, intellectual, and social imperative that provides students with opportunities to engage in critical readings of multiple texts and the world around them. Once we have reflected on our own understandings of gender, we will be more prepared to scaffold our students into expanded approaches to thinking about how gender and sexuality are at play in their own lives, in their interactions with others, and in curricular materials including texts.
While ELA curricula, most often thought of as texts such as literature or writing prompts, are undoubtedly important, curricula do not exist independent of the children, youth, and adults in and beyond classrooms. People construct and continually reconstruct and alter the meaning and significance of curricula as they interact through and around curricula. In this view, our pedagogies and curricula are intimately intertwined, perhaps even co-constitutive. Below are suggestions for how our pedagogical approaches can affirm gender diversity and challenge oppressive gender ideologies in ELA classrooms as a way to complement, extend, and amplify curricular efforts. We can
"Minoring in WGS opened up a new lens in seeing gender equality and striving so that both genders granted the same rights. Also, it has allowed me to encourage other women, youth and children to understand they are capable of anything as long as they put their heart into it."
Times of economic uncertainty, civil unrest and disaster are linked to a myriad of risk factors for increased violence against women and children (VAW/C). Pandemics are no exception. In fact, the regional or global nature and associated fear and uncertainty associated with pandemics provide an enabling environment that may exacerbate or spark diverse forms of violence. Understanding mechanisms underlying these dynamics are important for crafting policy and program responses to mitigate adverse effects. Based on existing published and grey literature, we document nine main (direct and indirect) pathways linking pandemics and VAW/C, through effects of (on):(1) economic insecurity and poverty-related stress, (2) quarantines and social isolation, (3) disaster and conflict-related unrest and instability, (4) exposure to exploitative relationships due to changing demographics, (5) reduced health service availability and access to first responders, (6) inability of women to temporarily escape abusive partners, (7) virus-specific sources of violence, (8) exposure to violence and coercion in response efforts, and (9) violence perpetrated against health care workers. We also suggest additional pathways with limited or anecdotal evidence likely to effect smaller sub-groups. Based on these mechanisms, we suggest eight policy and program responses for action by governments, civil society, international and community-based organizations. Finally, as research linking pandemics directly to diverse forms of VAW/C is scarce, we lay out a research agenda comprising three main streams, to better (1) understand the magnitude of the problem, (2) elucidate mechanisms and linkages with other social and economic factors and (3) inform intervention and response options. We hope this paper can be used by researchers, practitioners, and policymakers to help inform further evidence generation and policy action while situating VAW/C within the broader need for intersectional gender- and feminist-informed pandemic response.
The second aspect of status change discussed in the literature on women and migration focuses on the impact of moving from one form of gender stratification system to another. Generally speaking, this means moving from one system of patriarchy to another. Here, the literature on women and migration emphasizes the interaction between the societal and family contexts. While migration may lead to an improvement in the social status of women, it may not change their relative position within the family.
Traditionally, feminist literary criticism has sought to examine old texts within literary canon through a new lens. Specific goals of feminist criticism include both the development and discovery of female tradition of writing, and rediscovering of old texts, while also interpreting symbolism of women's writing so that it will not be lost or ignored by the male point of view and resisting sexism inherent in the majority of mainstream literature. These goals, along with the intent to analyze women writers and their writings from a female perspective, and increase awareness of the sexual politics of language and style[3] were developed by Lisa Tuttle in the 1980s, and have since been adopted by a majority of feminist critics.
In the 1980s, Hazel Carby, Barbara Christian, bell hooks, Nellie McKay, Valerie Smith, Hortense Spillers, Eleanor Traylor, Cheryl Wall and Sheryl Ann Williams all contributed heavily to the Black Feminist Scholarship of the period. During that same time, Deborah E. McDowell published New Directions for Black Feminist Criticism, which called for a more theoretical school of criticism versus the current writings, which she deemed overly practical. In this essay McDowell also extensively discussed black women's portrayal in literature, and how it came across as even more negative than white women's portrayal. As time moved forward, the theory began to disperse in ideology. Many decided to shift towards the nuanced psychological factors of the Black experience and further away from broad sweeping generalizations. Others began to connect their works to the politics of lesbianism. Some decided to analyze the Black experience through their relationship to the Western world. Regardless, these scholars continue to employ a variety of methods to explore the identity of Black feminism in literature.[13]
French scholars such as Julia Kristeva, Hélène Cixous, Luce Irigaray and Bracha L. Ettinger introduced psychoanalytic discourses into their work by way of Sigmund Freud and Jacques Lacan as a way to truly "get to the root" of feminine anxieties within text to manifest broader societal truths about the place of women.[14][15][16] Current feminist scholars in the field of literature include Hortense Spillers, Nancy Armstrong, Annette Kolodny and Irene Tayler who all come from a variety of backgrounds who use their own nuanced and subjective experiences to inform their understanding of feminist literature. Currently, several university scholars all employ the usage of literary feminism when critiquing texts. The mainstreaming of this school has given academia an extremely useful tool in raising questions over the gender relationships within texts. 2ff7e9595c
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