Indigenous Politics and Education in Early to Mid-20th Century Chile: Foregrounding Mapuche Women and Transnational Conversations

Mapuche intellectuals and political activists in early- to mid-20th-century Chile both worked within and subverted dominant modernizing and “civilizing” educational discourses. Mapuche women played an important role in the movement to democratize schooling in early-20th-century Chile by publishing articles in little-known Mapuche-run newspapers and advocating for Mapuche education broadly as well as specifically for women. There was also an important transnational dimension of Mapuche political organizing around education rights during this period. These two underexplored but important aspects of indigenous activism in Chile open interesting questions about the intersections between race, gender, and nation in the sphere of education.

Introduction: Stories of Science and Empire

In this introduction, Taylor-Pirie appraises the intersections of the ‘imaginative architecture of science and empire’ by examining how, as a fledging medical discipline at the fin de siècle, parasitology entered into significant encounters and exchanges with the literary and historical imagination. Introducing readers to Nobel Prize–winning parasitologist Ronald Ross (1857–1932), Taylor-Pirie lays the foundations for the rest of the book by examining how forms such as poetry and biography, genres such as imperial romance and detective fiction, and modes such as adventure and the Gothic together informed how tropical diseases, their parasites, and their vectors were understood in relation to race, gender, and nation. In addition to considering the contemporaneous public understanding of science, she also explores how parasitologists were often engaged in writing their own histories of the discipline, a practice that led to a predominantly white, predominantly male understanding of science that finds a legacy in gender disparities in STEM and biases in popular histories of medicine in favour of a mode of ‘heroic biography’. She provides a brief critical overview of the field of literature and science and places her methodology and the field in the context of contemporary topics like the Covid-19 pandemic, Black Lives Matter protests, and the heritage culture wars.

Gender and Nation Tightly Bound

In her solo performance, Knot in My Name, Ita Segev utilizes transaesthetic strategies and technology to elucidate her mutually dependent investments in gender and nation and the urgent personal and political stakes of the ongoing Israeli occupation for the performer and her American audience alike.

Symmetry, Violence, and The Handmaiden's Queer Colonial Intimacies

The Japanese annexation of Korea (1910–45) implicates a crisis of representation in South Korean national history. Both the traumatic wounds and complex intimacies of Japan's rule over its Korean subjects were met with postcolonial suppression, censorship, and disavowal. This article examines Park Chan-wook's The Handmaiden (Ah-ga-ssi, South Korea, 2016), a period film set in 1930s Korea under Japanese rule, in relation to the two nations’ fraught but interconnected colonial and postcolonial histories. By analyzing the film's explicit sexual depiction through discourses of ethnicity, gender, and nation, it argues that the lesbian sex scenes encode and eroticize latent anxieties and tensions surrounding Japan-Korea relations, making explicit the ambivalent longing and lingering identification shared between the colonizers and the colonized. Furthermore, through intertextual reference to the intertwined and imitative relations between the national cinemas of Japan and Korea—relations mediated and elided by a long history of state censorship—Park's film repudiates an essentialist South Korean identity propped up by both nationalist narratives and market liberalization policies. Through palimpsestic projection of the colonial era onto South Korea's neoliberal present, the film invites parallels between colonialism's unresolved legacy and contemporary modes of cultural production. Simultaneously, the film offers a utopian vision of a national self that surfaces—rather than suppresses—the violence and pleasure incurred in confrontations with the colonial or transnational other.

Epilogue—How Cathleen Became Mrs. Monihan

The Epilogue follows Sara Allgood’s history of performance and contributions to theatrical texts from her early days in Inghinidhe through her film work until her death in Hollywood in1950. What appears again and again in her American film work is an aging actress from Ireland translating stillness in the face of extremity in ways that strengthen even the smallest, sometimes nameless characters against the stereotype of the emotive Irish immigrant. From her earliest days in Inghinidhe, Allgood was part of a project to provide steadying images of Ireland against British melodrama and cartoons; her film work in America continued this work in nearly one hundred film roles. From her unpublished “Memories” and her surviving films, Sara Allgood emerges as a woman focused on creating theater and film, not simply taking direction. Her contribution to both mediums, a refusal to overact, and a gravity and stillness, educates the audience about what to expect of an Irish woman. Tracing the afterlife of her street theater and Abbey career into her later film work may restore some attention to a performer who developed the Abbey Stare for particular ends, revising established readings of both gender and nation in Ireland and America.

A Winter in Bath, 1796-97: Life Writing and the Irish Adolescent Self

The diary form affords multiple generations of women with a vehicle for expressing themselves, and is particularly germane to younger writers, developing a voice, and shaping a sense of self as they emerge from childhood. Charting her travels from Ireland to Bath, the manuscript diary (1796–97) of Charity Lecky is exceptionally useful in exploring intersections with other genres, particularly the novel, while also affording us with an adolescent’s observations on life, and on Bath as international marriage market. The categories of youth, gender, and nation all play strong roles in Charity’s evolving sense of self, and enable us to explore these intersections and how they can inform a young person’s sense of worth. Frequently dismissed by male contemporaries as preoccupied only with balls and marriage prospects, the voices of such figures were repeatedly marginalised. This article prioritises both these voices and the diary form itself, and fuses their legitimate interest in courtship with a concern and fascination with national identity, recognising the value of young women’s opinions, and demonstrating how we might better understand the evolution of personal identities through inclusion of such source material.

Engendering Tionghoa nationalism: Female purity in male-authored Sino-Malay novels of colonial Java

The recurring trope of female purity holds an important place in the Sino-Malay literature of colonial Java from the late 1910s to the 1930s, a turbulent and transformative sociopolitical period that also saw the rise of Tionghoa (Chinese) nationalism in the Dutch Indies. Used mainly by male writers who dominated the Sino-Malay literary scene, the gendered trope features polarised femininities — the archetypal virtuous Tionghoa girl, and the Westernised modern girl who defies Confucian traditions — and reflects the male perspectives and sexism of the time. I contend, however, that the trope reveals ideological motivations that go beyond patriarchal concerns, as it is also employed to articulate and perpetuate nationalist and anti-colonial ideas and views. Using theories of gender and nation as well as anthropological concepts of purity and pollution, I examine how the female body's inscribed purity draws on embedded epistemologies of race and gender to represent Tionghoa identity and nationalism in two male-authored Sino-Malay novels, Liem Hian Bing's Valentine Chan atawa rahasia Semarang (1926) and Tan Chieng Lian's Oh…..Papa! (1929). As my readings show, female purity as a nationalist ideology validates Tionghoa masculinity as the defender and guardian of not just woman's virtue, but also of an imagined morally and culturally superior Tionghoa nation.

Una mirada a la legislación y normativa vigente del género en Ecuador

Con el repaso de la normativa legal del género en el Ecuador, este trabajo muestra su estado actual y los avances desde una progresión teórica y práctica para construir un modelo de sociedad que tenga sus cimientos en la filosofía del buen vivir. A través de la metodología cualitativa, y del método documental se analizaron 13 instrumentos legales y 4 planes y proyectos estatales. Los resultados dan cuenta que a pesar de los importantes avances legislativos siguen existiendo falencias en materia de género en el país, pues en la práctica se requiere, por un lado, que el estado garantice el cumplimiento de la normativa, y que, por otro, que la sociedad en su conjunto la asuma responsablemente y lo haga posible. Palabras Clave: Normativa legal, sociedad, género, derechos de la mujer. Referencias [1]C. Valle, Atlas de Género, Quito: Instituto Ecuatoriano de Estadísticas y Censos, 2018. [2]L. M. Martínez y T. Escapa, Guía de formación para la participación social y política de las mujeres: manual de la alumna, Extremadura: Instituto de la mujer, 2009. [3]J. Bluter, Gender trouble, feminist theory, and psychoanalytic discourse. Feminism/ post-modernism, California: Siglo XXI, 1990. [4]S. Castellví, “Estereotipos jurídicos y género: análisis conceptual, jurídico y político-moral del impacto de los estereotipos de género” M.S. thesis, Universidad de Barcelona, España, 2018. [5]S. Federici, Caliban y la Bruja. Editorial Traficante de Sueños, Madrid: Traficante de sueños, 2004. [6]B. Risman, «Gender as a social structure: Theory wrestling with activism,» Gerder & Society, vol. 18, nº4, pp. 429-450, 2004. [7]ONU, «Organización de Naciones Unidas,» 25 septiembre 2015. [En línea]. Disponible en: https://www.un.org/sustainabledevelopment/es/2015. [Último acceso: 18 agosto 2020]. [8]J. Scott, El género, una categoría útil para el análisis del, Oxford: Oxford Press, 1986. [9]R. Connell, Gender and power: Society, the person and sexual politics, John Wiley & Sons., 2013. [10]M. Foucault, Estrategias de poder, Argentina: Ediciones Paidós Ibericas S.A. Colección obras especiales, 1999. [11]P. Bourdieu, « El espacio social y la génesis de las" clases",» Sociología y cultura, vol. 7, nº 3, pp. 27-55,1989. [12]A. Goetschel, Orígenes del feminismo en el Ecuador, Quito: FLACSO, 2006. [13]H. Arendt, «Las perplejidades de los Derechos del Hombre,» Los orígenes del totalitarismo, Madrid, Alianza, 1987, pp. 412-427. [14]M. Lagarde, «La multidimensionalidad de la categoría género y del feminismo.,» de Metodología para los estudios de Género, México, UNAM, 1996, pp. 48-71. [15]E. Gudynas y A. Acosta, «El buen vivir más allá del desarrollo,» Revista Quehacer, nº 181, pp. 70-83, 2011. [16]Senplades, Plan Toda una vida. Plan Nacional de Desarrollo (2017-2021), Quito: Secretaría Técnica Planifica Ecuador, 2017. [17]A. Quijano, Colonialidad del poder y subjetividad en América Latina, Buenos Aires: Clacso, 2015. [18]Ministerio de Educación-Ecuador, «Educación para la democracia y el buen vivir,» Mineduc, S/F. [En línea]. Disponible en: https://educacion.gob.ec/que-es-elbuen-vivir/. [Último acceso: 18 noviembre 2020]. [19]M. Villagómez & R. Cuhna, « Buen vivir y educación para la práctica de la interculturalidad en el Ecuador. Otras prácticas pedagógicas necesarias,» Alteridad, vol. 9, nº 1, pp. 35-42, 2014. [20]Asamblea Nacional Constituyente, Constitución de la República de Ecuador, Montecristi, 2008. [21]B. Hoyos, Un Modelo para Investigación Documental: Guía teórico práctica sobre construcción de Estados del Arte con importantes reflexiones sobre investigación, Medellín: Librería Señal Editora, 2000. [22]A. Botero, «La metodología documental en la investigación jurídica: alcances y perspectivas,» Opinión jurídica, vol. 2, nº 4, pp. 109-116, 2003. 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Subjects, Subjectivities, and Slavic Studies: A Design for Anti-Racist Pedagogy

Folding together elements of anti-oppressive pedagogies and collaborative curriculum design, this contribution illuminates several possibilities for practicing anti-racism in the classroom while working with texts from Russian literature and history that do not necessarily center race. The identities and experiences of our students and ourselves, as well as the diverse forces that act upon us, are as important in the classroom as the texts in front of us, because our identities and experiences form the lens through which we interpret and interrogate. By framing this dynamic as a pedagogical tool, this contribution demonstrates that by engaging with Russian history and literature, students may gain critical perspectives on hierarchies of race, class, gender, and nation in their own lives and contexts while simultaneously discovering histories that they would not otherwise encounter, thereby broadening and deepening their sense of both global and national landscapes and their own positions and movements within them.