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Gender identity effects in society
Gender Issues In Literature
Gender Issues In Literature
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Lifting the Victorian Veil and Modernism’s Coming of Age
In Mrs. Dalloway, Virginia Woolf tests accepted beliefs about gender roles and sexuality in post-WWI London, as she lifts the veil of Victorian culture and revealing the coming age of Modernism and delves into the complex psyches of Clarissa Dalloway and other characters. During the 1920s when Mrs. Dalloway was written, strict Victorian standards about gender identity and sexuality were yielding to Modernist philosophies. Furthermore, Woolf’s work presents some of these evolving ideologies through the introspections of Clarissa Dalloway and Septimus Warren Smith, including revolutionary beliefs (for that time) about gender roles and sexuality. As a result, the content of this paper focuses on Woolf’s reinterpretation of gender identity and sexuality as the culture of post-WWI Great Britain shifted from Victorian to Modernist thinking and practices.
The period following WWI was a time of disillusionment and momentum for social and political change increased. Woolf writes, “The late age of the world’s experience has bred in them all, all men and women, a well of tears. Tears and sorrows; courage and endurance” (6). It was from this “well of tears” that individualist thinking challenged existing social constructions relating to gender identity and sexuality, and Woolf shares a candid look into these complex issues that are still relevant today.
Woolf’s opening words, “Mrs. Dalloway said she would buy the flowers herself” (1) reveal much about female gender identity and the personality of the protagonist Mrs. Clarissa Dalloway, an aristocratic woman of privilege in post-WWI London. The foundation of Clarissa’s identity is the socially and financially advantageous position provid...
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...w free to pursue the purity and integrity Woolf spoke of regarding Clarissa and Sally. However, societal issues surrounding gender roles and sexuality remain unresolved even in today’s progressive society; as a result, Mrs. Dalloway endures.
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Woolf, Virginia. Mrs. Dalloway. New York: Harcourt, Brace and Co, 1925. Kindle file.
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Muted Women in Virginia Woolf’s A Room of One’s Own and Elizabeth Barrett Browning’s Aurora Leigh. In the predominantly male worlds of Virginia Woolf’s
Since the dawn of the Victorian Era, society has perpetuated unrealistic gender performance ideals that supposedly find their roots within biological sexual differences. Judith Butler has spent a lifetime seeking to break the mold todays social constructions, specifically surrounding gender and sexuality. The theory this pioneer pegged is now known as Queer Theory, and brought forth in the education system through Queer Studies courses. In the text Sexing the Body: Gender Politics and the Construction of Sexuality by author Anne Fausto-Sterling, gender and sex are similarly challenged on both a social and biological level. When reviewing Fausto-Sterling’s work in conjunction with Queer Studies and Human Sexuality, an efficient and effective format is loosely based upon a Critical Literary analysis.
...am Victorian society, sexual liberalism transformed the ways in which people arranged their private lives. Shifting from a Victorian environment of production, separate sexual spheres, and the relegation of any illicit extramarital sex to an underworld of vice, the modern era found itself in a new landscape of consumerism, modernism and inverted sexual stereotypes. Sexuality was now being discussed, systemized, controlled, and made an object of scientific study and popular discourse. Late nineteenth-century views on "natural" gender and sexuality, with their attendant stereotypes about proper gender roles and proper desires, lingered long into the twentieth century and continue, somewhat fitfully, to inform the world in which we live. It is against this cultural and political horizon that an understanding of sexuality in the modern era needs to be contextualized.
The prevailing standards of masculinity have placed a trivial label on female values compared to the values of men. Most noticeably, A Room of One’s Own, authored by Virginia Woolf, effectively conveys the inequalities between men and women. During this era, Woolf recognizes the literary cannon works of women; her successful recognitions allow for the questioning as to why these accomplished female authors are not given the acknowledgment to which they are entitled. This inquiry is also conveyed in the work of Carol Shield’s, Unless. Unless effectively conveys the progression of anger, which is blamable for Norah’s breakaway from reality. This break from reality causes Reta’s melancholic feelings to transform
The physical and social setting in "Mrs. Dalloway" sets the mood for the novel's principal theme: the theme of social oppression. Social oppression was shown in two ways: the oppression of women as English society returned to its traditional norms and customs after the war, and the oppression of the hard realities of life, "concealing" these realities with the elegance of English society. This paper discusses the purpose of the city in mirroring the theme of social oppression, focusing on issues of gender oppression, particularly against women, and the oppression of poverty and class discrimination between London's peasants and the elite class.
Clarissa Dalloway and Peter Walsh are defined by their memories. Virginia Woolf creates their characters through the memories they share, and indeed fabricates their very identities from these mutual experiences. Mrs. Dalloway creates a unique tapestry of time and memory, interweaving past and present, memory and dream. The past is the key to the future, and indeed for these two characters the past creates the future, shaping them into the people they are on the June day described by Woolf. Peter and Clarissa’s memories of the days spent at Bourton have a profound effect on them both and are still very much a part of them. These images of their younger selves are not broad, all-encompassing mental pictures, but rather the bits and pieces of life that create personality and identity. Peter remembers various idiosyncracies about Clarissa, and she does the same about him. They remember each other by “the colours, salts, tones of existence,” the very essence that makes human beings original and unique: the fabric of their true identities (30).
3 Haines-Wright, Lisa and Kyle, Tracy L. "Fluid Sexuality in Virginia Woolf" Virginia Woolf: Texts and Contexts New York, NY: Pace University Press, 1996
The extensive descriptions of Mrs. Dalloway’s inner thoughts and observations reveals Woolf’s “stream of consciousness” writing style, which emphasizes the complexity of Clarissa’s existential crisis. She also alludes to Shakespeare’s Cymbeline, further revealing her preoccupation with death as she quotes lines from a funeral song. She reads these lines while shopping in the commotion and joy of the streets of London, which juxtaposes with her internal conflicts regarding death. Shakespeare, a motif in the book, represents hope and solace for Mrs. Dalloway, as his lines form Cymbeline talk about the comforts found in death. From the beginning of the book, Mrs. Dalloway has shown a fear for death and experiences multiple existential crises, so her connection with Shakespeare is her way of dealing with the horrors of death. The multiple layers to this passage, including the irony, juxtaposition, and allusion, reveal Woolf’s complex writing style, which demonstrates that death is constantly present in people’s minds, affecting their everyday
By exploring the various queer references in The Hours, I have untangled some, but hardly all, of the queer references that Cunningham wove into his novel by adopting, and adapting, Virginia Woolf’s Mrs. Dalloway for his own purposes. He was able to transform the reader’s view of literature and of queer narratives by reviving an old work and giving it a modern spin – replacing World War I with AIDS and exploring the sexuality of Mrs. Woolf, Mrs. Brown and Mrs. Dalloway through their respective eras.
Clarissa's relationships with other females in Mrs. Dalloway offer great insight into her personality. Additionally, Woolf's decision to focus at length on Sally Seton, Millicent Bruton, Ellie Henderson, and Doris Kilman allows the reader to see how women relate to one another in extremely different ways: sometimes drawing upon one another for things they cannot get from men; other times, turning on one another out of jealousy and insecurity. Although Mrs. Dalloway is far from the most healthy or positive literary portrayal of women, Woolf presents an excellent exploration of female relationships.
Born in 1882 Virginia Woolf is a noted novelist and essayist, prominent for her nonlinear prose style and feminist writings. Her essay “Professions for Women” designed as a speech to be given at the Women’s Service League in 1931, informs her audience of the powerful internal dispute she and other women face in an attempt to live their everyday lives as women living in a masculine controlled society, especially within the careers they desire. Woolf adopted an urgent and motherly tone in order to reach her female audience in 1931 during her speech and in response her audience gathered. As a result of her distinct and emotional writing in Professions for Women, Woolf created an effective piece, still relevant today.
To the Lighthouse is an autobiographical production of Virginia Woolf that captures a modern feminist visionary thrusted in a patriarchal Victorian society, as embodied by Lily Briscoe. Lily’s unique feminist vision and her ability to transcend artistic and patriarchal conventions progressively allows her to locate her quest for identity as an aestheticized epiphany journey. However, no matter how Woolf attempts to present Lily’s aestheticized exploration of her identity as a radical opposition to patriarchy alone, therein lies a specific aspect of feminism that Lily secretly wants to achieve. Therefore, I argue that although Lily is a symbolic rebel of patriarchal conventions who strives for women individuality, she brings her struggles a
Howard, Maureen. Foreward. Mrs. Dalloway. By Virginal Woolf. New York: Harcourt and Brace, 1981, vii-xiv.
DeSalvo, Louise A. Virginia Woolf: the Impact of Chilhood Sexual Abuse on her Life and work. Boston: Beacon, 1989. 122-25.
Rich writes, “It is in the tone of a woman almost in touch with her anger, who is determined not to appear angry, who is willing herself to be calm and detached, and even charming in a roomful of men where things have been said which are attacks on her very integrity...she is acutely conscious-as she always was-of being overheard by men” (Rich 20). Rich articulates that Woolf, even while writing about women in fiction, was not able to free herself from male criticism. Her attempts to appeal to women but not displease men lead her essay to be less effective than it could have