Judith Butler’s Gender Troubles emphasizes gender as the constant repetition of non-existent ideals to uphold a masculine-dominant culture. Likewise, “Body Politics” highlights this belief within the overtly feminine qualities of city women. As a whole, the poem contrasts idealized feminine “city women” with a “real woman” who possesses both feminine and masculine qualities. The mother figure challenges both the gender binary and the patriarchal order by rejecting the feminine gender norms of the society. This feminist reading of the poem makes many valuable and probable claims, however the feminist approach contains some weaknesses. This becomes evident in a lack of information about the type of society, and the reader therefore lacks a complete understanding of how the women are oppressed. As a whole, this poem sets forth the idea that female gender is fluid, and asks its readers to questions what it means to be a woman in a male dominant
Major continuities and changes regarding various views of women in the years between 1450 and 1700 include both the continuation of disdain towards women and the emergence of the idea that women are equal to men. Women were often thought to be of less value than men, an idea that originated early in history and progressed throughout this time period. Some men and women began to speak out against inequality and, whether directly or indirectly, influenced new ideas causing others to believe in the power of women.
Women play a vital role for the human population. Although women populate the earth with humans, women have little rights. During the 1500s and twentieth century, women had little rights in labor and productivity. Women often resided as housewives; caring for children, cooking and cleaning. Often, females did not receive proper education and forced to work in unsafe and sanitary working conditions, such as sweat factories or field work. In the meantime, as plebeian women worked, rich women did nothing and lived comfortably. On the other hand, men received higher education opportunities and high paying employment. Some women who received higher education were usually directly involved with political affairs but they were still subjected to
In the article “Traditions Subordinating Women”, Bonnie S. Anderson and Judith P. Zinsser explore the very strong opinions, theories and beliefs of female subordination within the eyes of various origin cultures through stories, passages and history itself. This article gives a vast understanding of a woman’s role, the purpose of her body, what is expected of her, society’s double standards and how literature and poems portray women.
Renaissance education was a catalyst for change in education unlike the Middle Ages where education was primarily based on theology. Renaissance education revived the study of classics, took on an individualistic approach, and focused on humanistic pursuits. The values and purposes of Renaissance education were to familiarize wealthy people to humanities and arts as well as prove society but over time, these values were challenged and transformed when it expanded to include practical subjects and was targeted towards a wider audience.
“Against Women” and “The Thousand and One Arabian Nights” are literary works with great acclaim. Many parallels may be drawn between the two. One parallel between “Against Women” and “The Thousand and One Arabian Nights” is the deceitfulness of women depicted in each. In “Against Women”, the women are certainly deceitful in their words. In fact, the author of the work Juvenal quotes that “it takes her some time to strip down to her face, removing the layers” (Fiero 152). Even though it explains a literal process that Roman women were undergoing, it also shows the internal shading that was occurring and the webs of lies women formed. Women were telling lies to their husbands in efforts to keep their independence or
The Elizabethan Era was a time where men were in charge and women and children were expected to obey. Nowadays, men and women have equal roles in society and one gender is not better or smarter than the other. During the Elizabethan Era, men, women, and children all had specific and defining roles.
I believe Hrotsvit of Gandersheim is a great fit for book three in City of Ladies as she honors women saint like Virgin Mary and Agnes. She encouraged woman authors during the women’s suffrage period. How Christine would incorporate her into the City of Ladies is since she portrays her women characters of having intellectual and spiritual powers, Christine would make her an inspirational figure to other women in the “City of Ladies”. Hrotsvit had great skills as an architect proves that other women in the “City of Ladies” could show intellectual and virtuous power in their everyday lives. This was incorporated in the book “City of Ladies” (Book III) as Christine used Lady Justice as an inspiration to the women in Book III of “City of Ladies”
Women have always had a significant role in history even though they were treated horrible in most cases. During the Medieval Times was really the first time women were allowed to become more than just a house wife. The fight for equality has always been a struggle and even in today’s society is still an ongoing battle. Although women of lower and middle class were treated poorly in the Medieval Times, some powerful women held great responsibility and were looked up too by both men and children; despite being admired, “men were thought to be not only physically stronger but more emotionally stable, more intelligent, and morally less feeble” (Hopkins 5).
Good afternoon to all the deceased historical figures in the room. Before starting I would like to thank Cortez for financing our luncheon, the Medici family for taking care of our finances for this meeting, and Louis XVI for providing such a lavish meal with what is left of France’s money. As a side not if you happen to be beheaded we have super glue in the back. We would like to prevent the saying “heads will roll” from becoming true again. Also, we would like to avoid the debate on Napoleon’s height, which seems to come up during every meeting. If you would like to discuss “short man syndrome” you may speak to Sigmund Freud after the meeting. On a more important note, the topic for this monthly meeting is Renaissance feminists. Now that
Different societies view women in different lights. Therefore, a woman’s position is greatly different from one society to the other. The societies in question do not necessarily have to exist at the same time. Even in the same time frame, two societies could exist, where one treat women as equals to men, and another that treats women differently than men, whether better or worse. The societies in question are: Mesopotamia, Greece, China, Rome & Europe, and this essay aims to study different societies’ viewpoints on women, and to compare and contrast them against each other.
I would like to examine Shen Te’s line “and I can mimic men” (pg 702) that is given to Yang Sun during their first encounter. There is so much significance to be read behind this statement. By this point in the play, she has already revealed her alter ego Shui Ta, her imagined, strong-willed, male cousin, who stands in stark contrast to the meek, selfless, female she actually is. Shen Te has already successfully proven that she can in fact “mimic men” in appearance, voice, and demand for respect. With that said, I believe this character to not only be a part of the parable story speaking to the inability to “be good” in society (pg 682); but more specifically, a critique on women’s inability to remain good, and be respected in comparison to men.
The argument presented is that women have been, since the dawn of time, demoted to the level of animals, used by men for procreation and pleasure, treated or maltreated as the master (man) deems fit. For her, this is “patriarchy – a system of female oppression stretching as far back as literary (and Biblical) texts could take us.” (2) Janet Saltzman Chafez describes seven areas of traditional masculinity in Western culture: physical (strong), functional (provider), sexual (sexually aggressive), emotional (unemotional), intellectual (rational), interpersonal (leader, dominating, disciplinarian), and other personal characteristics (proud, egotistical, decisive, uninhibited)(3) . Helene Cixous is concerned with the issue of a characteristically female or feminine mode of writing- ‘ecriturefeminenene’. “This involves the idea of a woman’s language by its diversity and multiplicity, a language opposed to patriarchal language, a language where fluidity opposes the order and logic of standard writing where women are assigned to the margins.” (4)Foucault “examines the social and historical contexts of ideas, such as school, prison, police force and asylum. For him, social scientific knowledge and power are inextricably