Gertrude Bell has been described as “one of the few representatives of His Majesty’s Government remembered by the Arabs with anything resembling affection” (Meyer and Brysac, 2008, p.162). Bell gained this reputation in the Arab world through her early travel, archaeological fieldwork, political positions and administrative archaeological position in Iraq. She established intimate and solid connections with Arab leaders and citizens all throughout the Middle East, and this helped her greatly in all facets of her life. Despite her strong ties to colonial Britain through her father, education, and political work, Bell gained authority amongst the people in Iraq due to her unwavering allegiance and determination in furthering the autonomy of their country in any way possible (Meyer and Brysac, 2008, p. 162). The most obvious example of this can be seen in her position as Director of Antiquities in Iraq, but her earlier life and brief political career illustrate this as well.
Life and Times of Gertrude Bell
Gertrude Bell was born in 1868 in Durham County, England to a very wealthy and privileged family; her grandfather was an ironmaster, industrialist and politician (Asher-Greve, 2004, p.145). Her mother died two years after her birth, but her father remarried Florence Bell, an accomplished author of children’s books and a playwright (Asher-Greve, 2004, p. 146). She attended Queens College at age 16, and when she found this unchallenging she convinced her parents to allow her to attend one of the women’s colleges at Oxford, Lady Margaret Hall (Asher-Greve, 2004, p. 146). She graduated a year early with high honors in modern history, the first to do so (Asher-Greve, 2004, p.147). She expressed an interest in politics, art and archite...
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...er, Karl E. and Shareen B. Brysac (2008). Kingmakers: The Invention of the Modern Middle East. New York: W.W. Norton & Co.
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Elizabeth Fernea entered El Nahra, Iraq as an innocent bystander. However, through her stay in the small Muslim village, she gained cultural insight to be passed on about not only El Nahra, but all foreign culture. As Fernea entered the village, she was viewed with a critical eye, ?It seemed to me that many times the women were talking about me, and not in a particularly friendly manner'; (70). The women of El Nahra could not understand why she was not with her entire family, and just her husband Bob. The women did not recognize her American lifestyle as proper. Conversely, BJ, as named by the village, and Bob did not view the El Nahra lifestyle as particularly proper either. They were viewing each other through their own cultural lenses. However, through their constant interaction, both sides began to recognize some benefits each culture possessed. It takes time, immersed in a particular community to understand the cultural ethos and eventually the community as a whole. Through Elizabeth Fernea?s ethnography on Iraq?s El Nahra village, we learn that all cultures have unique and equally important aspects.
A notable image that readers of the twentieth-century literature easily recognize is a bell jar. A bell jar is an unbreakable, stiff glass container that confines objects within its inescapable walls. It metaphorically represents the suffocating and an airless enclosure of conformism prevalent during the 1950’s American society. More specifically, American societal standards approve men to have the dominant role as they are encouraged to attend college in order to pursue professional careers. They are given the responsibility of financially supporting their families. In contrast, a women’s life in the 1950’s is centralized around family life and domestic duties only. They are encouraged to remain at home, raise children and care for their husbands. Women are perceived as highly dependent on their husbands and their ability to receive education is regarded as a low priority. Thus, the social conventions and expectations of women during the 1950’s displayed in The Bell Jar by Sylvia Plath correlate to Esther Greenwood’s downward spiral of her mental state. Throughout the course of her journey, Esther becomes increasingly depressed because of her inability to conform to the gender roles of the women, which mainly revolved around marriage, maternity and domesticity.
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Barry offers this biography of perhaps the most unconventional woman of her century. By drawing upon letters, diaries, and other documents, she integrates Anthony's personal story into the political, economic, and cultural milieu of 19th century.
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Hourani, Albert. A History of the Arab Peoples. Cambridge, MA: Belknap of Harvard UP, 1991. Print.
Iraq’s history is one of both prosperity and violence, and dates back to the ancient civilizations of Mesopotamia. While dominated by a variety of civilizations, the region enjoyed a relatively stable society. Since the birth of Islam, the religion has been the dominant cultural belief of the region, and has made its way into the laws and ruling of the region. (InDepth Info, 2010)
The author exposes how the American and Arabs cultures met and interacted. It is clear that the Arab people did not comprehend the changes they would face. Furthermore, the Americans had to adapt but somehow still overcome religion and tradition. Consequently, the beginning of the oil era brought financial wealth but for the greater part brought painful changes to Arab societies. It is difficult to understand how oil wealth did not completely modernize the Middle East for a greater good. Instead we know about the real situation in both the novel and the real Arab culture and how oil money paired with retroactive empires, old religious beliefs and self-absorbed Western governments took over.
Ulrich, Laurel Thatcher. Well-Behaved Women Seldom Make History. New York: Random House, Inc., 2007. Print.
Katherine Mansfield belongs to a group of female authors that have used their financial resources and social standing to critique the patriarchal status quo. Like Virginia Woolf, Mansfield was socioeconomically privileged enough to write influential texts that have been deemed as ‘proto-feminist’ before the initial feminist movements. The progressive era in which Mansfield writes proves to be especially problematic because, “[w]hile the Modernist tradition typically undermined middle-class values, women … did not have the recognized rights necessary to fully embrace the liberation from the[se] values” (Martin 69). Her short stories emphasized particular facets of female oppression, ranging from gendered social inequality to economic classism, and it is apparent that “[p]oor or rich, single or married, Mansfield’s women characters are all victims of their society” (Aihong 101). Mansfield’s short stories, “The Garden Party” and “Miss Brill”, represent the feminist struggle to identify traditional patriarchy as an inherent caste system in modernity. This notion is exemplified through the social bonds women create, the naïve innocence associated with the upper classes, and the purposeful dehumanization of women through oppressive patriarchal methods. By examining the female characters in “The Garden Party” and “Miss Brill”, it is evident that their relationships with other characters and themselves notify the reader of their encultured classist preconceptions, which is beneficial to analyze before discussing the sources of oppression.
Education for women in the 1800s was far different from what we know today. During her life, a girl was taught more necessary skills around the home than the information out of school books. A woman’s formal education was limited because her job opportunities were limited—and vice versa. Society could not conceive of a woman entering a profession such as medicine or the law and therefore did not offer her the chance to do so. It was much more important to be considered 'accomplished' than thoroughly educated. Elizabeth Bennet indicated to her sisters that she would continue to learn through reading, describing education for herself as being unstructured but accessible. If a woman desired to further he education past what her classes would teach her, she would have to do so independently, and that is what most women did.
Although, within the U.N. Charter of 1945, Article 2(4) prohibits the use of force against ‘the territorial integrity or political independence of any state’ (U.N. Charter, art.2 para.4), it has been suggested by counter-restrictionist international lawyers, that humanitarian intervention does not fall under these criteria, making it legally justifiable under the U.N. Charter (e.g. Damrosch 1991:219 in Baylis and Smith 2001: 481). However, this viewpoint lacks credibility, as it is far from the general international consensus, and unlikely the initial intentions of the draftsmen of the charter. In more recent times, one can examine the emerging doctrine of the ‘Responsibility to Protect’(RtoP), which was adopted unanimously by the UN in 2005, as a far more persuasive example of modern legitimacy of humanitarian intervention. While not consolidated within international law, RtoP, which promotes humanitarian intervention where sovereign states fail in their own responsibility to protect their citizens, does use legal language and functions as a comprehensive international framework to prevent human rights
Magno, A., (2001) Human Rights in Times of Conflict: Humanitarian Intervention. Carnegie Council for Ethics in International Affairs, 2 (5). [online] Available from: http://www.carnegiecouncil.org/resources/publications/dialogue/2_05/articles/883.html> [Accessed 2 March 2011] United Nations Development Programme (UNDP), Human Development Report (2000) Human Rights and Human Development (New York) p.19