‘Take courage, Charlotte, take courage’. - Anne Brontë’s final words to her sister Charlotte were ‘Take courage, Charlotte, take courage’, and they have proved to be inspirational not only to her ...
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Words Could Not Vent Half their Rage": School Stories and the Invention of Jane Eyre
Cecily E. Hill
Women's Writing, Published online: 05 Aug 2015
While Jane Eyre’s (1847) generic debts have come under academic scrutiny, little attention has been given to its debt to the early girls’ school story. This genre strategically challenges didactic traditions that favor “good” women over authoritative, “bad” women. These works register a discomfort with the writing persona that becomes increasingly prominent in the nineteenth century, the power of revision and the constriction of women's lives within the educational establishment. Charlotte Brontë’s canonical novel builds on the form and content of the early girls’ school story. Over the course of the novel, Brontë demonstrates that women's power lies in observation and exposure much more than in education, and, like the school stories, Jane Eyre questions the reality of women's power, the true virtue of “goodness” and the importance of composition.
Otherization and Ambivalence of Heathcliff in Wuthering Heights
Asian Journal of Multidisciplinary Studies, Vol 3, No 8 (2015)
The character of Heathcliff in Emily Brontë’s Wuthering Heights is a richly complex one. Being a black and ‘rustic’, he is from the very beginning treated as an ‘other’ and looked down upon in every possible respect in the white gentleman’s society. The point, that even after he adopts the gentlemanly ways deliberately to use it as a tool against his oppressors, he can neither fit himself into the white gentleman’s class nor can he slip back to his previous uncouth self, is the focus of this paper. This will be illustrated taking cues from Homi Bhabha’s idea of ‘mimicry’ from his The Location of Culture and will be read in conjunction with Frantz Fanon’s thesis of black man’s idealizing of the white race in his Black Skin White Masks. The paper will also draw insights from Homi Bhabha’s concept of ‘interstitial space’ and will take into consideration ideas of Antonio Gramsci, Louis Althusser and Sigmund Freud as and when necessary.
Bakhtinian Thoughts Lurking in Emily Brontë's Wuthering Heights: Dialogism, Heteroglossia and Polyphony
동서비교문학저널 제32호, 2015.4, 419-439
Mikhail Mikhailovich Bakhtin has undoubtedly done the most to stimulate the philosophy of language and sociological poetics through his discoursecontending theory. This paper offers a brief critical examination of the Bakhtinian theory of language and literature and by using his theory; it aims to offer an analytical reading of Emily Brontë’s Wuthering Heights. In doing so, this paper highlights Bakhtin’s achievement as an innovative theoretician of the relationship between language and literature. The focus is on his idea of dialogism along with utterance, and also heteroglossia and polyphony, all of which is implemented to present a fresh interpretation of Wuthering Heights as an arena of discourse containing various voices, values, intonations and an interaction between the characters and the author.