The Feminist Lens: Anne of Green Gables

Anne of Green Gables (1985 film)

Image via Wikipedia

As a kid, I was completely obsessed with Anne of Green Gables by L.M. Montgomery.  I don’t remember many of the specifics of the books now, as it was a very long time ago that I read them, but I remember that I couldn’t get enough of Anne, the red-headed, hot-tempered orphan girl who warmed the hearts of everyone around her.  She was so fiercely independent that she frequently found herself in quite a bit of trouble – from almost sinking in a boat while pretending to be the Lady of Shallot to breaking a slate over Gilbert Blithe’s head in class because he called her “carrots.”

I owned every part of this series – from each separate novel to the movies to the books on tape to paper cutouts of Anne and her friends.  I even remember building a paper replica of Green Gables to bring to school for an oral book report.

I believe Anne of Green Gables was essential to my upbringing.  I learned from her that it was OK to smash a slate over the boy’s head who irritated you.  I learned from her that it was exciting to embark on crazy adventures and that everything would turn out.  I learned from her that life is often confusing, especially when you’re young, but that everything that seemed to matter to you in your younger years – like red hair – doesn’t seem so important later on in life.  I learned from her how to be curious and independent.

It saddens me when I ask my students who has read Anne of Green Gables and maybe one girl raises her hand.  Are these books completely outdated?  I loved them so much that I must believe that they still have some sort of purpose now.  If nothing else, Anne can instill a sense of independence and confidence in young girls that they may lack now.  What better role model for girls than the red-headed orphan girl, awkward at first, but confident and powerful and growing into a wonderful young woman as the stories progressed?

Can you think of any other literary role-models that our young girls are missing out on today?

Reblog this post [with Zemanta]

Post to Twitter Tweet This Post Post to Yahoo Buzz Buzz This Post Post to Delicious Delicious Post to Digg Digg This Post Post to Facebook Facebook Post to StumbleUpon Stumble This Post

24
Sep
2009

The Feminist Lens: The Yellow Wallpaper

yellowwallpaper“The Yellow Wallpaper” by Charlotte Perkins Gilman* is one of the most interesting short feminist texts I’ve ever read (need a refresher? Check Wikipedia!).  I have a feeling several people agree, so this will be less of a book review and more of an overlap between several things I have going on all at once right now.  Fortunately, I’m preparing to teach “The Yellow Wallpaper” as we speak.  In fact, incorporating this text into my curriculum might fit very well into a way to teach feminism in the classroom! In order to overlap my Feminist Lens and my teaching feminism posts, as well as prepare for teaching today, I’ll share with you a glimpse into my classroom and tell you how I plan on teaching this wonderful story.

One of the most interesting things about this text is that it was originally categorized as a horror story or Gothic text because there was no “feminist genre” in which to place it when it was originally written.  Some still see it as a horror story, thinking the women in the walls are ghosts rather than hallucinations.  Because of this, “The Yellow Wallpaper” is perfect not only for an introduction to feminism, but an introduction to reading literature from different points of view.

My intended audience is college prep sophomores in an English 2 class during a 50-minute class period.  This is the first full week of school, so I’m keeping that in mind as I create rigorous plans, yet ease them into thinking after a long summer.

Day 1: I’m going to start class with a Bellringer (something that is on the board for the students to get started with as soon as the bell rings).  I’ll ask them to answer these questions in a journal: Have you ever had something bother you that you just couldn’t get out of your head?  Tell me about it.  How did it make you feel? I will give them 10-15 minutes to finish this.  We will discuss their answers for about 5 minutes before transitioning into reading “The Yellow Wallpaper” aloud in class.  Since this is the first story in our short story unit, I will read it aloud to them while they follow along.  We will discuss plot elements as we go along, and I will assign them a worksheet asking them to give examples from the story for plot, characters, theme, setting, etc.

Day 2: The Bellringer to start this day will be on the board.  They will be asked to answer a journal question answering the following question: Would you categorize “The Yellow Wallpaper” as a horror story or as a story about women’s rights?  Explain your answer. I will give them a few minutes to answer this question in writing, then we will discuss their answers.  As we talk, I will explain to them the history behind the story’s categorization.  We will find out if anyone changes their opinion, and I will give them a chance to add to their journals if this is the case.  After I collect their journals, the students will get into their (already defined) cooperative learning groups to write about the story.  Each group will be asked to answer “What does the story say about…?”, although each group will be assigned a different end to that question: psychology, women, work (writing), how men see women, how the narrator sees men (her husband in particular), marriage.  They will write their answers down as a group, pulling examples from the text to support their answers, and they will share their answers with the class when everyone is finished.

So, here is a good way to teach a great story that is part of the curriculum while reviewing short story elements AND generating productive discussions about feminism in the classroom.  See?  Easy. :)

*Full Citation: Gilman, Charlotte Perkins. “The Yellow Wallpaper.” Fiction: A Pocket Anthology. Ed. R.S. Gwynn.  New York: Penguin, 2007. 86-101.

Liked this feminist book review?  Read more by clicking here.  Hated it?  Completely disagree with it?  Have something to add to it?  Have a book to recommend? Leave a comment or e-mail me at smallstroke (at) gmail (dot) com.

Post to Twitter Tweet This Post Post to Yahoo Buzz Buzz This Post Post to Delicious Delicious Post to Digg Digg This Post Post to Facebook Facebook Post to StumbleUpon Stumble This Post

26
Aug
2009

The Feminist Lens: AVA by Carole Maso

Photo 5

Learn to love the questions themselves.

The spaces between the thoughts.  The interval (AVA 171)*

Every time I am asked who my female mentors are, (like the Twitterverse was yesterday by @ShelbyKnox) I always jump to women authors.  Maybe this is because I hold a BA in English lit and am currently working toward my MA in English Studies.  Maybe this is because I expect my mentors to influence me, change me, become a part of me, and these women and their writings have done just that.  For whatever reason, the first role model I always think of is Carole Maso.  Her book, AVA, changed my life when I read it.  It engulfed me, heart and soul, and changed the way I thought about being a woman.

If you are a woman, feminist or not, or you want a window into the feminine mind, this book is a must-read.  It is a true feminine text.  Just as women try to wrestle with many things at one time, so does this novel.  As soon as we open to the first page, we are completely taken into the mind of Ava Klein, a woman on her death bed.  Maso leads the reader through the memories of Ava’s life, as well as the experience of her dying by presenting us with images (the written kind) that come up, add on each other, and become linked together as the book progresses.

These images are always followed by white space in the text, which gives the reader some room to put the pieces of the text together by figuring out which images are in reference to others.  It also presents the reader with space to interact with the images themselves.  It is imperative to interact with these images, but it is difficult to do so when the character is present in every image that emerges.  Ava pervades the poem.  When reading the words on the page, there is not a moment in which Ava is not present.  In order to personalize and make this an interactive text, one must participate in the blank space – in between the lines – and participate in the reading by making connections within the poem as well as with personal experiences that may relate to or be triggered by the text.

This act of participatory reading gives readers the ability to delve deeper into the text as well as create a personal connection to the characters and images.  In short, by the end of the text, if we have read it correctly, we are all intertwined with Ava Klein until we cannot tell which memories are hers and which are our own.  In the final moments of the text – in the final moments of Ava’s life – if we have read with the correct strategy within the blank spaces, we are to be so wrapped up in her memories and our own memories that they begin to seep together, creating a sort of inseparable Avareader character.  It is this interaction with the text that will give the poem power.

And it is a powerful text.  If you begin reading, be warned: Ava (and AVA) will become a part of you, and you a part of her/it.  And you will not be able to read it the same way twice.  Ava is borderless and free to associate and mingle with other voices.  The voices that Maso gives Ava include voices from other authors, philosophers, poets, and people in her life, but Maso also opens the forum to include the voice of the reader.  She does not want Ava to be bounded and singular.  If she wanted that for her character, she would have written a linear narrative with one clear story.  Instead, Maso wants her character to live and breathe within the poem.  She has given Ava, and the text, room to grow and change and combine with other things – internally and externally.  In this way, Maso is asking us to read ourselves into Ava, to identify with her in ways that we did not think possible before encountering the text.  In opening the book, we have accepted Maso’s invitation, and we must give ourselves over to the text and exist in the spaces between Ava’s memories.

*Full Citation: Maso, Carole.  AVA.  Normal, IL: Dalkey Archive Press, 1993.

Liked this feminist book review?  Read more by clicking here.  Hated it?  Completely disagree with it?  Have something to add to it?  Have a book to recommend? Leave a comment or e-mail me at smallstroke (at) gmail (dot) com.

Post to Twitter Tweet This Post Post to Yahoo Buzz Buzz This Post Post to Delicious Delicious Post to Digg Digg This Post Post to Facebook Facebook Post to StumbleUpon Stumble This Post

06
Aug
2009

The Feminist Lens: Catcher in the Rye

Photo 3_2I love The Catcher in the Rye by J.D. Salinger*.  LOVE it.  I first read it when I was a sophomore in high school, and loved it then.  I picked it up again when I was a junior in college in order to try to better understand one of my friends who was a Holden-esque character himself, and loved it even more.  I taught it to my American Lit class during my first year teaching and my love continued to grow with all the new things I learned about the book in my research in order to teach it.  I taught it again last year – equipped with cool tools like an interactive map of New York City that had pictures of all of the places Holden visited, as well as a “podcast” of me reading it aloud so my students could listen to it – and, well, I bet you can guess what happened from there. (I fell even deeper in love with the book.  Obviously.)

I know it is totally en vogue to hate Catcher (as I have lovingly dubbed it), and I’m not quite sure why.  Before I start teaching it to any group of students, I always tell them that they will end up either loving it or hating it, and either is fine, but they have to be able to tell me why.  This always piques their interest.  (I also tell them about all the censorship issues and other controversy surrounding the book, which doesn’t hurt my teacher-agenda, either.)

If you haven’t read Catcher and are planning on doing so, STOP.  I wouldn’t want to spoil it for you.  Likewise, if you are a student studying this book and have stumbled upon this review and are planning on copying it for your own use, DO NOT.  Trust me: I’m a teacher, and your teacher will know.  I can’t even tell you how many students I’ve caught plagiarizing just by entering a sentence or two of their papers into Google.

If you haven’t read the book and want to keep reading my review, pause and go get a quick plot rundown from SparkNotes.

As a feminist, I am always very interested in looking at the female characters, especially in books by male authors or with male main characters.  Catcher is both, and has a plethora of female characters to look at – Phoebe, Sally Hayes, Jane Gallagher, Sunny, etc.  All of that has been done before.  I would like to look at Holden himself because, I think, with a little coaching, Holden Caulfield would have made a great feminist.  My reasoning is as follows:

He is a caregiver.
This is (sort of) the main idea behind the book – or, at least, behind the title.  Holden really has no direction in life as far as what he wants to do when he “grows up,” until the end of the book when he decides he wants to be the catcher in the rye.  ”Anyway, I keep picturing all these little kids playing some game in this big field of rye and all,” he tells his younger sister, Phoebe, “Thousands of little kids, and nobody’s around – nobody big, I mean – except me.  And I’m standing on the edge of some crazy cliff.  What I have to do, I have to catch everybod if they start to go over the cliff – I mean if they’re running and they don’t look where they’re going I have to come out from somewhere and catch them.  That’s all I’d do all day.  I’d just be the catcher in the rye and all.  I know it’s crazy, but that’s the only thing I’d really like to be” (224-225).  Aside from the obvious symbolism of the of the cliff being life and the children and Holden protecting their innocence, Holden really wants to care for these kids.  Whenever I ask my students what a good job for Holden would be, they always answer: teacher, doctor, nurse, psychologist – typical caregiving jobs.  He is definitely the first male character in a (canonized) book that I remember associating with one of these heavily-female fields.  Besides, don’t we, as feminists, want equal representation of men in caregiving roles? (YES!)

He respects women’s rights.
OK, he sort of respects women’s rights.   He objectifies the heck out of old Sally Hayes, enjoying the view of her in her ice skating skirt, and he does the same with a few other nameless women.  However, he does not EVER take advantage of them, and the hates the thought that any man might.  Throughout the whole book, he cannot get the image of his roommate, Stradlater (who has a reputation for being a little sleazy with the ladies), and his first love, Jane, out of his head.  Even Sunny (the prostitute) comes to his room and Holden asks her to leave before anything happens.  Sure, you could argue that he’s just nervous or something, but I think, given his history as a caregiver, he really does respect and want to protect women.

He is a radical.
He’s from the 1950’s, a time when going against the grain was frowned upon.  Still, he’s kicked out of schools, swears up a storm, travels around New York City completely alone, smokes like a chimney, drinks like a fish, and even thinks about running away at one point.  Yea, Holden definitely fights against the cookie-cutter norm of the 1950’s, and I think if someone had pointed out the terrible treatment of women after World War II, he probably would have jumped right on that cause.

He hates phony people.
And, let’s face it, so do feminists.  If you don’t believe me, do a quick search on a few feminist blogs for cheating politicianssingers involved with domestic violence, or other staples of our culture and read the dripping sarcasm.  We blog/report about it like crazy when someone lies or presents anything false.  After all, this is our job, as feminists.  We need to expose what is happening in the world in order to draw attention to it and, hopefully, make a change (or, at the very least, change people’s perceptions and attitudes).  Holden, and Salinger by extension, do just that.  They’ve downright defined the wayward, confused, teenage misanthrope, making it OK for people to follow their own drummer.

I know it is not new to define Holden Caulfied as a radical phony-hater who would fit well into a caregiving career.  I just think that this description also makes him a good candidate to join the feminist cause.  Personally, I’d have him on my side any day.

*Full citation: Salinger, J.D. The Catcher in the Rye.  Boston: Little, Brown and Company, 1951.

Liked this feminist book review?  Read more by clicking here.  Hated it?  Completely disagree with it?  Have something to add to it?  Have a book to recommend? Leave a comment or e-mail me at smallstroke (at) gmail (dot) com.

Related Posts with Thumbnails

Post to Twitter Tweet This Post Post to Yahoo Buzz Buzz This Post Post to Delicious Delicious Post to Digg Digg This Post Post to Facebook Facebook Post to StumbleUpon Stumble This Post

28
Jul
2009