• Cross-Cultural Studies
• /
• v.51
• /
• pp.193-212
• /
• 2018

This paper attempts to explore how Ang Lee depicts Asian and Western women in his films. We focus on two parts of his consciousness First, Ang Lee does not consider himself a feminist, he understands the world in terms of women who play societal roles. Second, Ang Lee's films reflect his identity in a juxtaposition model, in which he is a member of mainstream American society and also holds an onlooker's viewpoint at the same time. He depicts women, who are often marginalized or considered the minority, and their feminist ideals, as means that break down the authority of the father and the man, the traditional ideology, and the male dominant nationalism. Chinese women in movies divide apart traditional Chinese patriarchal ideology and male-dominated anti-Japanese sentiments. Also, the Western women in his films reveal the non-stereotypical appearance of Western society in the 1970s and 1980s, with daily tension, anxiety, abdominal pain and anger, silence and anxiety about homosexual husbands, and excessive obsession. The director's portrayal of women not only separates the male-centered and Western-centered discourse, but also reveals a self-division of internalized masculine patriarchal Asian thought consciousness.

• Women's Studies Review
• /
• v.29 no.2
• /
• pp.3-35
• /
• 2012

This paper attempts to examine complicated relations which the nineteenth-century English novel of female development has with the Bildungsroman genre, and to discuss that the story of female development effectively realizes the potential dynamics of the genre. It looks into the history of discussions on the Bildungsroman which began at the end of the nineteenth-century in Germany and developed among twentieth-century Anglo-American critics, and those on the female development which didn't start until feminist criticism ventured out at the end of 1970s, and have developed into various perspectives ever since in accordance to the progress of feminist criticism. In general, Bildungsroman criticism considers that it portrays the process how the protagonist develops self and achieves an accommodation with society. However, this paper points out that the Bildungsroman is the narrative form which represents conflicts between self and society caused by idealizing the infinitive possibility of self-determination while simultaneously presenting the limited goal of social integration. It argues that the subversive dynamics of the genre can give full play to its potential when it reveals contradictions and tensions between individual subjectivity and integration into society and connects them with criticism of political and social structures. It is the stories of female Bildungshelds depicted by nineteenth-century female writers that exquisitely embody the subversive potential of the Bildungsroman. They acutely experience alienation from society where independency or autonomy is fundamentally impossible because the ideology of separate spheres does not allow them to live a meaningful life economically and sociologically outside the marriage. An example of a female Bildungsheld whose conflicts between development of self and integration with society are doubled by gender is Jane Eyre. Jane Eyre is a representative Bildungsroman with subversive dynamics, which tells the story of female development but splits itself through various techniques inserting contradictory and opposite meanings, thus resignifying female development and questioning social and political structures.

• Journal of English Language & Literature
• /
• v.64 no.4
• /
• pp.565-584
• /
• 2018

The pedagogical dynamic dramatized in Shaw's Pygmalion, which sets man as a distinct pedagogical authority and woman his subject spawning similarly patterned plays many decades later, has been relatively overlooked in the play's criticism clouded by its predominantly mythical theme. Shaw stages Eliza's pedagogical subordination to Higgins followed by her Nora-esque exit with the declaration, "I'll go and be a teacher." The central premise of this article is that the pioneering modern playwright and feminist's pedagogical rewriting of A Doll's House sets out a historical dialogue between Eliza, a new woman who repositions herself as a teacher renouncing her earlier subordinate pedagogical position that is culturally ascribed to women while threatening to replace her paternal teacher, and her immediate precursors, that is, Victorian women teachers whose professional career was socially "anathematized." Through a historical probe into the social status of Victorian women teachers, the article attempts to align their abortive career with Eliza's new womanly re-appropriation of the profession of teaching. With Pygmalion as the starting point of its query, this article conducts a historical survey on the literary representation of pedagogical women from the mid to late Victorian era to the turn of the century. Reading a wide selection of novels and plays alongside of Pygmalion (1912), such as Jane Eyre (1847), A Doll's House (1879), An Enemy of the People (1882), The Odd Women (1893), and The Importance of Being Earnest (1895), it contextualizes Eliza's resolution to be a teacher within the history of female pedagogy. This historical contextualization of the career choice of one of the earliest new women characters in modern drama helps appraise the historical significance of such choice.

• Journal of Korea Entertainment Industry Association
• /
• v.14 no.7
• /
• pp.227-237
• /
• 2020

In the 30th edition of , Chunhyang is conventionally presented as a woman who tries to protect her chastity and it eventually bears the fruits of her love. On the other hand in , Chunhyang is reinterpreted as a woman who strives to protect feminist self-consciousness and beliefs, even in unreasonable social situations. By comparing the two different works, we can see differences in the behavior of the characters in how to overcome various obstacles, such as irregularity, gender discrimination, and identity conflict. By reinterpreting the emotions of the characters in the classic novel into the emotions of the modern characters, we can see the how the characters grow when trying to overcome the situation and find a solution, even though there is no change yet. This can be seen as the emotions of the characters become different as time goes by. As the times go by, the world's values and inclinations also change, and the irrationalities of the world will also go in various directions. Through the fusion of culture into history, even though it's irrational but we become familiar with it and will clearly understand the absurdities, and we can look forward to changes in the process.

• Sijohaknonchong
• /
• v.22
• /
• pp.115-142
• /
• 2005

Woman is individual than social. passive than active and defensive than offensive. In addition. they taught that these characters are femine in the middle ages and the feudal ages. The closed and limited society was common to women in the feudal society. But there were many classes in women society from the humble maids to the queen in Chosun Dynasty. And Kisaeng(a singing and dancing girl) was free in comparison with the noble women. But Kisaeng were also limited as woman. They could write literary works according to the playing with poems and something like that with the men of intellectual class. But this also gave them sorrows. In the feudal Chodun Dynasty. men recognized the noble women specially and this is the special quality of Chosun. The Confucianism which was the existense thought of Chosun. discriminated between men and women. But women studied secretly and wrote poems pouring their thoughts and emotions. Maechang wrote many Shijo (Korean verse) with the delicacy description and the real expression. The reason Chosun woman Maechang could wrote Shijo which is free from the feudal limitations is that she was Kisaeng, She had a love as a Kisaeng who had to play with the intellectual men. But she loved Yu hee-kyoung. So she preserved chastity for him and waited only him. This is the love of both body and soul. And love with Hu kyoon friendship which is far from love. The limited love because of the spatial parting and the discrepancy of the social position is the most sorrowful. 10 years love with the intellectual men such as Hu kyoon is a friendship with poems. It was not love, so they had to temperate. So they love each other as a literary friend. We can see the feminist Hu kyoon, and see Hu kyoon who loved the literature and assert the renovation. Maechang was free from the chastity but she preserved it because of her proud. She dreamed the fairyland as Hunansulhun. Because she couldn't realize love. She ended her literature and Kisaeng life at 38 years old. There are literature of nansulhun as a noble woman and of rnaschang as a Kisaeng in Chosun Dynasty.

• Journal of the Daesoon Academy of Sciences
• /
• v.29
• /
• pp.209-239
• /
• 2017

This study focuses on reviewing the concepts, roles, meanings, and values ascribed to females and femininity as observable in Daesoon thought and in Feminist theory. Especially with regards to the process of achieving gender equality through the resolution of grievance for females in Daesoon thought, the study draws positive and desirable roles within this practice by specifically examining good deeds performed by females and practical roles that females play. By doing so, this study finds a way to go from the world of mutual contention to the world of resolving grievances that have arisen due to the oppression of yin and the encouragement of yang. First wave feminism can be summarized as the inclination for equality. In Daesoon thought concerning this and from standpoint of females, the most ideal image of woman is one of a female Perfected Being who is unified with Dao and has thereby achieved perfection of her humanity apart from gender. In the Later World (Hucheon), people can get results based on their hard work regardless of gender. The enlightenment of Dao is such that it is not important to distinguish between males and females. Both of them can be 'unified with dao'. Therefore, despite the similarity, the concepts of equality in first wave feminism and the resolution of grievance for women have differences in terms of their ideal vision of equality. The representative claim in second wave feminism is 'consideration' and, in this context, 'consideration' has pronounced feminine characteristics. In Daesoon thought, this sense of 'consideration' is related to the concept of 'Jamojijeong', a term that refers to motherly affection. However, it is not simply a virtue of females and mothers, but rather the value of 'Yin (pronounced in Sino-Korean as 'Eum')' called 'Eumdeok (hidden virtue)'. Jamojijeong means that people should behave in a modest way and this helps them achieve their aims. It is also closely related with 'femininity' in the sense of Eum. One of processes spreading it socially is to propagate virtue (Podeok) and if harmony is achieved through it, then 'right yin and right yang' emerge as the precondition by which Pyeong Do (Pacification of Tao) can be realized. Furthermore, because the aspect of Pyeong is a cosmic process, it has distinct differences from the social aims of feminism and the worldly aims of other numerous ideologies. In proceeding from the Former World (Seoncheon), an era of mutual contention, to the Later World, an era of mutual beneficence, it is essential to emphasize the connection between 'harmony (Hwa)' and 'propagating virtue' as the starting point from which the perspective of Daesoon thought aiming at the principle of 'Pyeong' and 'Hwa' emerges. Herein one can discover that the realization of Daesoon thought is based on the vitalization of the feminine value of 'Jamojijeong'.