Willie Russell has created two extremes of culture, putting them together to identify the differences between them, how these two cultures collide as the play progresses. The play displays the reconstruction of Rita an initially self-assured, vociferous and socially naïve individual who is confined in her middle class lifestyle and beliefs. She believes if she gains a decent education then she will escape her tedious position in the working class sector. Although she is different to her peers she is not ready to be accepted by the middle class. Rita becomes bewildered and believes education is the only way she can change herself on the inside.
She is constantly looking for a “better” life that will bring her self-fulfillment, but to her misfortune she never finds it. In the text Quicksand, Helga Crane shows great dissatisfaction with her life because of the racial barriers she has set for herself psychologically. She has formed these barriers in her life to keep distance from facing racial discrimination and conformity. Crane fights to keep differentiation between herself and the rest of society, and makes a life choice to not repeat the same mistakes as her given mother. While trying to find her own happiness, Helga Crane looks towards her materialistic views which prove to dissatisfy her in every situation.
Furthermore they reject the traditional role of women as well. Concerning their characters, Rita and Eliza are intelligent, quick to learn and with a strong individuality. In order to become educated, the have to make sacrifices: Eliza has to give up her accent and Rita loses her spontaneity and originality. They also become alienated from their working class backgrounds, for they advance socially through acquiring education. Unlike Rita, Eliza didn't want to change her character.
At the end of the day, I see Dee's character as a weakness because with all the education and sophistication she does not know the true importance of family and heritage. It is ironical that she tells her mother and sister that they do not understand their heritage, because it does seem that she does not know anything about it either she did change her name after all. Personally, I think that one should not live in isolation of ones history because it defines who you are. Irrespective of the kind of education and experiences Dee has, she should understand that culture can never be acquired. Culture can never be turned on and off at will, but that culture is lived.
Although these individuals are strongly encouraged to attend a university and better their lives, this is not the most appropriate choice for everyone. One of the major themes in Maggie: A Girl of the Streets is that it is dangerous for people to rely on escaping their social classes as a means of improving their lives. In the beginning of the novel, the reader is introduced to the harsh and unfavorable lifestyle of Maggie’s family. In an effort to escape her cruel reality, she obtains a job working in a sweatshop (956???). However, when exploring the leisure activities of the working-class with Pete, she discovers that this might not be the right choice for her.
Writers like Rousseau and Dr. Gregory desire that women remain servile, confined to the home, and concerned with matters most concerned with rendering themselves pleasing to men. However, Mary Wollstonecraft challenges these societal views and argues for the liberty and gender equality denied to women. According to Wollstonecraft, Dr. Gregory and Rousseau have contributed to “render women more artificial, weaker characters…and consequently, more useless members of society” (23). These ideas are degrading and diminish societal potential for women. Wollstonecraft focuses on the claim made by Rousseau t... ... middle of paper ... ...n’s beauty and charm and more specifically her lack of a proper education makes her outwardly subordinate and dependent to man, whereas education allows her to be independent—education allows women to have and everlasting virtue to fall back on once their charm and beauty fade throughout their marriage.
In Kate Chopin's The Awakening, the main character, Edna leaves her husband to find place in the world. Edna believes her new sexually independent power will make her master of her own life. But, as Martin points out, she has overestimated her strength and is still hampered by her "limited ability to direct her energy and to master her emotions" (22). Unfortunately, Edna has been educated too much in the traditions of society and not enough in reason and independent survival, admitting to Robert that "we women learn so little of life on the whole" (990). She has internalized society's conception of woman as guided by her emotions and not her mind and, therefore, in the search for another man to fill the void of love in her life, lets her goal become clouded instead of learning to depend on herself alone.
She could see Hulga as a professor and Hopewell knows that she wanted to leave home. To compensate for their relationship and Hulga’s condition, Mrs. Hopewell treats her like a child. Hulga is an educated woman but continues to act like a child when it comes to her mother. Not only does she dress like a child, she stomps around the house to ensure that Mrs. Hopewell and Mrs. Freeman hear her. Hulga does not actually want her mother to understand her because she lashes out at her mother.
In order to understand the recent trend towards coeducation, the evolution of the women's college as a response to the lack of access to higher education must first be explored in depth. The women-only institutions that preceded the women's college and were highly popular from the 1820s on were known as "academies" or "seminaries" (Harwarth 1). While they did teach core academic subjects to their pupils, seminaries were seen by many progressive educationalists as an inadequate way to deal with the lack of quality education for females. Such seminaries lacked the governance of a board of trustees that provides educational institutions with permanence, credibility, and direction through the form of a mission statement and economic support in the form of an endowment. Because validity was seen as an essential step towards guaranteeing women a level educational playing- field, women's colleges followed the organizational mold cast by men's colleges, including forming board of trustees, actions that institutionalized and therefore made important the goal of equal education for women.
By highlighting the effect of gender distinctions on her perceived social status, Tambu’s narrative demonstrates the complexity of subaltern status, which cannot be effaced solely through economic gain. At the beginning of the novel, Tambu’s gender encompasses the crux of her subaltern status. Tambu’s relationship to her brother, Nhamo, demonstrates this aspect of her gender. When Tambu complains about not being able to go to school, her mother, Mainini, advises her to accept her lack of opportunity and to bear “the poverty of blackness on one side and the weight of womanhood on the other” (Dangarembga 16). Tambu does not accept her condition and cites her aunt, Maiguru, as an example of overcoming both the “burdens” of race and gender.