scholarly journals Visions of Women’s emancipation and empowerment: An exploration of Rokeya Sakhawat Hossain’s “Sultana’s Dream"

Author(s):  
Subhendu Purkait
Keyword(s):  
Author(s):  
J. C. D. Clark

Chapter 3 surveys a number of themes, issues, and campaigns to discern how far Paine fits within each: populist language, universal suffrage based on natural rights, the abolition of poverty, women’s emancipation, anti-slavery, cosmopolitanism, Irish emancipation, and the championing of ‘revolution’ as such. In case after case, it finds that Paine’s position has been exaggerated or misconceived. His language was carefully contrived, and his rhetoric echoed that of contemporary preaching rather than populist politics; his ideas on poverty stemmed from England’s ‘old poor law’, not from future class politics; he disapproved of slavery in private but largely ignored it in public, and was not part of the anti-slavery movement; he was a monoglot exile, not at home in other countries; he did not see the significance of Irish disaffection; and he did not theorize ‘revolution’ as such.


Slavic Review ◽  
1992 ◽  
Vol 51 (3) ◽  
pp. 485-496 ◽  
Author(s):  
Barbara Evans Clements

Much attention has been given lately to the utopianism that flourished in Soviet Russia during the civil war and NEP. Scholars have noted that the idea of women's emancipation figured as an important element in this utopianism, affecting diverse aspects of it—fictional portrayals of the communist society of the future, urban architectural plans, the character of public pageants, even clothing design. The names of the women who participated with men in creating these Utopian projects have been recorded. As yet, however, scholars have not asked whether the female Utopians of NEP shared the utopianism of their male comrades or whether women entertained a vision of their own, distinguishable from men's. If there are discernable differences, how do they compare to those which scholars have found between male and female Utopians elsewhere in Europe and in North America? Why did such diversity arise? What were its consequences?


Author(s):  
Paulina Pająk

What is surprising in Virginia Woolf’s essays is the scale and the audacity of her intellectual searches – in the time of increased repressive censorship and growing totalitarianisms, she approached the themes of freedom which have remained controversial ever since. The article presents the essayistic nature as a strategy applied by Woolf in her personal essays to avoid censorship, and intentionally expand the limits of freedoms important to her. The author offers an outline of the mechanism of repressive censorship and the chilling effect it worked in the interwar United Kingdom based on the examples of suspensions of outstanding modernist works and show-trials of writers. She presents three areas of study of freedom in Woolf’s essays: women’s emancipation, tolerance towards non-heteronormative persons, and pacifism, as well as the areas of private and public (self-)censorship which existed therein.


2020 ◽  
Vol 20 (2) ◽  
pp. 212
Author(s):  
Maria Vincentia Eka Mulatsih ◽  
Benedikta Atika Putri

<p><em>Letters of a Javanese Princess is a translated literary work from a compilation of letters entitled Door Duisternis tot Licht (Out of Dark Comes Light). This work was written by Raden Adjeng Kartini and generally portrayed women's emancipation and education. As a root of women's education, tracing the history of the detailed concept of Indonesian education from this work means knowing the original concept of a good teacher and some teaching principles. Thus, Kartini’s teacher concept and principles were analysed in this article. Based on the analysis, the first finding shows that there are two teaching principles that Kartini has. The first is that teaching should include moral and intellectual aspects. According to Kartini, education does not only mean educating the brain but also having concern about morality and spirituality. The second is that the material of teaching should be suitable for the need of the era and students. The second finding shows that there are three points to be a good teacher: a teacher should get basic education for the profession, a teacher should be an excellent example for students, and a teacher should teach opened-mindedness, love, rights, and justice. Those important things are aimed to raise education for our nation.</em></p><p> </p>


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