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Linguistic gender is a complex and amazing category that has puzzled and still puzzles theoretical linguists, typologists, philosophers, cognitive scientists, didacticians, as well as scholars of anthropology, culture, and even mystical (divine) sufism. In Standard and colloquial Arabic varieties, feminine morphology (unlike “common sense”) is not dedicated to mark beings of the female sex (or “natural gender”). When you name the female of a “lion” (ʔasad) or a “donkey” (ḥimaar), you use different words (labuʔat or ʔataan), as if the male and female of the same species are linguistically conceived as completely unrelated entities. When you “feminize” words like “bee” (naḥl) or “pigeon” (ḥamaam), the outcome is not a noun for the animal with a different sex, but a singular of the collective “bees,” “one bee” (naḥl-at), or an individual pigeon (ḥamaam-at). In the opposite direction, when a singular noun “carpenter” (najjar) is feminized, the (unexpected) result is a special plural, or rather a group, “carpenters as a professional group” (najjar-at). Since some of these words (contrastively) possess “normal” masculine plurals, or masculine singulars, I propose to distinguish atomicities (which are broadly “masculine”) from unities (which are “feminine”). The diversity of feminine senses is also manifested when you feminize an inherently masculine noun like “father” (ʔab), “uncle” (ʕamm), etc. The outcome (in the appropriate performative context) is that you are endearing your father or uncle, rather than “womanizing” him. More “unorthodox” senses are evaluative, pejorative, diminutive, augmentative, etc. It is striking that gender not only plays a central role in shaping individuation, or perspectizing plurality, but it is also used to distinguish what we count, or what we quantifier over. In Arabic, when you count numbers in sequence (three, four, five, six, etc.), you use the feminine, but when you count objects, you have to “negotiate” for gender, due to the “gender polarity” constraint. Your quantifier senses, which are also subtly built in the grammar, equally negotiate for gender. Wide cross-linguistic comparison extends the inventories of features, mechanisms, and typological notions used, to languages like Hebrew, Berber, Celtic, Germanic, Romance, Amazonian, etc. On the whole, gender is far from being parasitic in the grammar of Arabic or any language (including “classifier” languages). It is central as it has never been.
Originally published in 1992. This book captures the dynamic confluence of feminist and communication scholarship by setting out some of the provocative questions that mark this intersection. Several of the essays in the book are theoretical in nature, and consider the changing complexion of the field in view of this cross-fertilization; other contributors tackle those individual forms of communication that pose certain challenges for women such as verbal harassment and pornography. The final section of the book, more ethnographic in nature, presents a number of case studies, written primarily by women of colour, which recount the various ways that communication forms such as television, journalism and spoken discourse construct and perpetuate racist and sexist stereotypes.
Research conducted in schools over the past two decades has found that youth shape who they are in ways that do not simply mirror class, race, and gender discourses organizing life in schools. Instead, educators have learned that youth play active roles in shaping who they are on a daily basis, challenging dominant meanings and practices as they move through school. New insights in these directions now compel those in educational circles to talk differently about youth identity formation than they did nearly two decades ago. While sound research on male identity formation in educational contexts has illustrated boys' socialization processes in school, there still is much to learn about girls' social lives and meaning-making processes, particularly in the relatively unexplored arenas of private education and single-sex schooling. Probing beneath the surface, this book explores one year in the lives of thirty-four adolescent girls in Best Academy, a historically elite, private, single-sex high school, as female students construct their identities in an educational context. Through the eyes of these students, we find that the private school is less of a homogenous and stable culture along class and race lines than educators have understood it to be. School officials and parents interact with these adolescent girls to weave a story of complex and contradictory moments of meaning making as youth work hard at figuring out who they are becoming as raced, classed, and gendered individuals in the context of institutional and structural change.
An insightful, and often surprising, look at adolescent girls' socialization in a historically elite, private, single-sex high school.
Includes bibliographical references (pages 265-287) and index.
Seminar paper from the year 2008 in the subject English Language and Literature Studies - Literature, grade: 1,7, University of Augsburg, language: English, abstract: Shakespeare’s revenge tragedy Titus Andronicus is his most gruesome play. It has been harshly criticized for its exaggerated cruelty and was certainly not among his most popular works. However, the play aroused a somewhat greater interest within the field of gender studies and the feminist approach to literature. The simplified, objectified and polarized depiction of the female characters virtually stares the gender-conscious reader in the face; this is an open invitation for closer inspection. Though the virgin-whore dichotomy was quite common in Elizabethan literature, it is carried to extremes in Titus Andronicus. In the following the construction of femininity and the female characters in the play, Lavinia and Tamora, will be analyzed against the background of the perception of femininity in Shakespeare’s time.
This study focuses upon the work of the Catalan woman poet Maria-Mercè Marçal. It analyses the interaction between body and language in her first five books of poetry. Drawing on the Italian feminist thought of il pensiero della differenza sessuale, it examines the ways in which Marçal’s poetic images display her Catalan feminine subjectivity, including the function of the poet, the space of poetry and the representation of love. It also explores the potentiality of the space of poetry to reconstruct female identity and reconfigure reality. In addition, it unravels the way in which the poet uses poetry to express the love for the other whilst also extending the boundaries of the self. The central concern is to bridge the fissure between female experience and universal precepts on the art of poetry through the predominance of an embodied and natural iconography. This study presents Marçal’s poetic compositions within the international panorama of poetry and feminist studies and aims to open up new terrains of discussion in the field of language, body and writing.
A critical history of the gendered politics of rhetoric and the rise of composition. By tracing the persistence of gender issues in rhetoric and composition texts, Brody argues that the seemingly innocuous, unpretentious, and often homespun advice teachers and textbook authors typically have given to fledgling writers is in fact part of a complex agenda for maintaining power. Annotation copyright by Book News, Inc., Portland, OR
This novel was the major inspiration for the Women's Movement and continues to be a powerful and illuminating analysis of the position of women in Western society___