Daughters of Eve: The Labouring-class Autobiographical Hermeneutics of Two Romantic-Era English Prophetesses, Dorothy Gott (c.1748–1812) and Joanna Southcott (1750–1814)

Romanticism ◽  
2016 ◽  
Vol 22 (1) ◽  
pp. 107-121 ◽  
Author(s):  
Nancy Jiwon Cho ◽  
Matthew Niblett

This article explores the rich seam of female prophetic writing in Romantic-era England by comparing and contrasting two of the most significant millenarian prophetesses of the period: Dorothy Gott and Joanna Southcott. The literary significance of these figures has remained underexplored, in spite of the two women's striking use of life writing in their millenarian texts, which included spiritual autobiography; the typological interpretation of personal incidents; the inclusion of autobiographical verse amidst expository prose to convey the sense of God's divine voice speaking through the untaught woman; and the appendage of personal letters contemporaneous with the timeline of chronicled events in order to provide evidence for the prophetess's authenticity. In this study, we uncover the women's respective autobiographical hermeneutics and assess their literary significance, particularly in developing a range of textual practices that sought to counter their disadvantaged class and gender positions as labouring-class female spiritual leaders unable to claim established theological or ecclesiological authority.

2011 ◽  
Vol 9 ◽  
Author(s):  
Brodwyn Fischer

There are numerous historical critiques of elitist educational policies in Brazil, as well as studies of the racial and gender dynamics of education, and scholars have routinely lamented the historical lack of access to schooling among the Brazilian poor. But surprisingly few historians have taken on language and education as durable categories of inequality—created, recognized, legitimized, and acted upon over many generations, constitutive elements in Brazil’s constellation of social difference. This is especially remarkable given the rich and repeated emphasis on language, literacy, and education that characterized debates about Brazilian inequality in the century after independence.


2018 ◽  
Vol 2 (01) ◽  
pp. 17-34
Author(s):  
Ajeng Triwuri Widyastuti ; Giosia P. Widjaja

Abstract - The Arab Panjunan kampong serving as the research object happens to be one of the heritage areas of Cirebon Town. This urban kampong has certain ethnic characteristics typical of Arab quarters that make it unique, thus contributing to the rich cultural history of Cirebon. As a heritage area, it is important for this ethnic Arab neighbourhood of Panjunan to draw up an inventory of the specific architectural elements that are still traceable, such as the urban lay-out and its contents as well as the landmarks of this area observed from a physical-spatial angle. The aim of this research project is to find out about this kampong’s various architectural elements that are recognized as such by the locals. This will be the contributing factor in the process of determining which environmental elements can be classified as typical landmarks. The first step taken in the research conducted is field observation in order to establish the elements that have survived in the kampong, including the architectural, social, and cultural ones. The observation related to architectural elements has been identified in accordance with the theory concerning Elements of Urban Design as proposed by Hamid Shirvani in his book The Urban Design Process. The next step is conducting research using the Cognitive Method as applied to the kampong dwellers in Panjunan by way of sketched maps and guided interviews. The respondents, classified based on ethnic heritage (descent) and gender, were requested to describe the environmental elements in this ethnic Arab kampong as far as they could recognize or identify them. Those who experienced difficulties in describing the sketches were assisted by the researcher based on the stories that had been supplied. Based on the acquired data containing these environmental elements, the aspect of memories contained therein was studied by way of interviews linked to the Continuity Theory by Breakwell. Subsequently, an analysis was made of the basis underlying the recognition of these elements based on the Landmark Theory by Kevin Lynch, and classified based on the criteria drawn up by Eko Budihardjo. Through the analysis, it was discovered that Panjunan’s Merah Mosque and its Asy Syafi’i Mosque indeed qualify as as architectural elements that show continuity of memory, gaining validity as iconic elements or landmarks on the regional scale of Cirebon’s ethnic Arab kampong of Panjunan. Keywords : mosque, landmark, recognition, local community, Arab Panjunan kampong


2021 ◽  
Vol 120 (2) ◽  
pp. 343-361
Author(s):  
Jake Pyne

The desire for transgender futures has grown exponentially in recent years, but many of these futures are traps, concealing a demand to assume normative and neoliberal priorities in exchange for citizenship and belonging. This article argues that some of these traps might be undone through autistic disruption. Dwelling with the life writing and memoir of individuals both autistic and trans, it suggests that, by choice or by circumstance, autistic-trans narratives defy the chrononormative mandate of the able-minded future. By claiming autism and gender nonconformity as mutually inclusive, foregrounding alternative sensorealities, and interrupting the incitement to get better, this article argues that cripping trans time through autistic disruption offers what Gossett, Stanley, and Burton call a “trap door”: a route of escape from the normate trans future and a way for autistic life to insist on its own continuation and survivance.


2018 ◽  
Vol 120 (7) ◽  
pp. 1-44
Author(s):  
Adam Howard ◽  
Katy Swalwell ◽  
Karlyn Adler

Background/Context Though there has been attention to how class differences impact children's experiences in schools and how young people perceive racial and gender differences, very little research to date has examined how young people make sense of social class differences. Purpose In this article, the authors examine young children's conceptualizations of differences between the rich and the poor to better understand children's process of classmaking. Research Design To access young children's ideas about social class, the authors examined kindergartners’, third graders’, and sixth graders’ (N = 133) drawings depicting differences between rich and poor people and their corresponding explanations of their drawings. These children attended two schools, one public serving a majority working- class population, and one private serving a majority affluent population. Findings/Results Children understand social class to be inclusive emotions, social distinctions, and social status. Children's drawings and explanations show that perpetuated ideology-justifying status quo of poverty and economic inequality. Children have complex sociocultural insights into how social class operates that manifest themselves through four domains: material, intersectional, emotional, and spatial. Conclusions/Recommendations Educators should provide more opportunities for teaching about social class, and can do so in ways that engages students in processes of classmaking that do not reinforce stereotypes and that interrupts inequality.


Author(s):  
Robert Shaughnessy

This book examines the modern performance history of one of Shakespeare’s best-loved and most enduring comedies, and one that has given opportunities for generations of theatre-makers and theatre-goers to explore the pleasures of pastoral, gender masquerade and sexual ambiguity. Powered by Shakespeare’s greatest female comic role, the play invites us into a deeply English woodland that has also been imagined as a space of dreams. Beginning with the situation of the play in the context of early modern rehearsal and theatre practice, the book’s seven chapters successively examine the rich interplay between performance histories, changing relations with the natural world, and gender politics.


Life Writing ◽  
2012 ◽  
Vol 9 (4) ◽  
pp. 359-375
Author(s):  
Anna Beer
Keyword(s):  

Author(s):  
Chinedu Nwadike ◽  
Chibuzo Onunkwo

Literary theories have arisen to address some perceived needs in the critical appreciation of literature but flipside theory is a novelty that fills a gap in literary theory. By means of a critical look at some literary theories particularly Formalism, Marxism, structuralism, post-structuralism, psychoanalysis, and feminism but also Queer theory, New Criticism, New Historicism, postcolonialism, and reader-response, this essay establishes that a gap exists, which is the lack of a literary theory that laser-focuses on depictions of victims of social existence (people who simply for reasons of where and when they are born, where they reside and other unforeseen circumstances are pushed to the margins). Flipside criticism investigates whether such people are depicted as main characters in works of literature, and if so, how they impact society in very decisive ways such as causing the rise or fall of some important people, groups or social dynamics while still characterized as flipside society rather than developed to flipview society. While flipside literary criticism can be done on any work of literature, only works that distinctively provide this kind of plot can lay claim to being flipside works. This essay also distinguishes flipside theory from others that multitask such as Marxism, which explores the economy and class conflict between the proletariat and the bourgeoisie, and feminism, which explores depictions of women (the rich and the poor alike) and issues of sex and gender. In addition, flipside theory underscores the point that society is equally constituted by both flipview society and flipside society like two sides of a coin.


Author(s):  
John Lamphear

Until fairly recently, most African military history was portrayed in terms of antithetical stereotypes. Until about the mid-20th century, Western observers often described a “dark continent” of incessant conflict waged by savage warriors. The independence era brought radically different perspectives, however, as Africanist scholars, seeking to refute allegations of rampant violence, often depicted African warfare as harmlessly ritualistic. For many years, while informed reconstructions of African social, economic, environmental, and gender history appeared, the scholarly attention paid to African military history was generally sparse and superficial. To many, African military studies were deemed politically incorrect, and few Africanists could be considered (or indeed would consider themselves) military historians. From about 1965 to 1980, there was a brief surge in academic interest in military history, during which some studies still regarded as pioneering classics were written. Many of those focused on the 19th century, and especially on resistance to imperial conquest. But in certain parts of the continent, notably North Africa, African military history was written not just by Africanist scholars but by classicists who examined it within the context of the ancient Mediterranean world, and Islamic and European historians who viewed it in terms of comparative global themes: struggles for religious ascendancy, the spread of gunpowder weapons, and the Military Revolution. As burgeoning conflict beset the continent in the post-independence era, attention to military studies increased, often with the goal of effecting conflict resolution. From the 1990s, as horrific “ragged” warfare became ever more prevalent, a veritable flood of investigations appeared, most written by social scientists rather than historians. Also, to an extent far beyond other sub-fields, African military history often has been written not for an academic readership but for varied audiences. Much of this historical writing has taken the form of popular history aimed at general readers or military buffs, and other studies have been written for specialized audiences such as professional soldiers, war gamers, or students of uniformology. While academics have typically denigrated such works, some popular histories have represented important milestones in the evolution of African military historiography and have immensely impacted wider perceptions of African warfare. What many would deem the minutiae of military costume or the intricacies of combat performance sometimes hold valuable keys to understanding broader aspects of African military culture and ethos. This article strives to reflect the rich, diverse historiography of African military history by providing the reader with a wide range of studies chosen to enhance an appreciation of this vast and complex topic. It is also hoped that the bibliography will help the reader to appreciate that the study of Africa’s military heritage, far from being aberrant or irrelevant, in fact illuminates a vital, ongoing thread of the African historical experience.


Author(s):  
A. James Hammerton

This chapter uses some striking migrant stories from ‘new faces’ of modern migration to scrutinise the underlying theme of change and continuity in modern migration history. The stories range across return migration, the heightened place of Europe in British migration practice, women’s turn to life-writing to make sense of their mobile experiences, the phenomenon and role of British goods shops in migrant destinations, and a British-Indian professional woman’s ambivalent responses to her further migration history. They illustrate the impact of migrant experience on shifting patterns of identity, global, national and local, on the diminishing hold of ‘associational’ culture among the British, on the changing profiles of migrant women who navigated their strategic management of career, marriage and family, and on the interplay of race and gender in migrant lives. All these themes illustrate deep changes which characterised the migrant experience of the modern British diaspora, but alongside enduring continuities.


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