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Discursive oppositionality in postco...

Bourhis, Celine V.

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Discursive oppositionality in postcolonial women's memoirs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Discursive oppositionality in postcolonial women's memoirs./
作者:	Bourhis, Celine V.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	149 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
Contained By:	Dissertation Abstracts International77-06A(E).
標題:	Comparative literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3746017
ISBN:	9781339391427

Discursive oppositionality in postcolonial women's memoirs.
Bourhis, Celine V.

Discursive oppositionality in postcolonial women's memoirs. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 149 p.

Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.

Thesis (Ph.D.)--Illinois State University, 2015.

This item is not available from ProQuest Dissertations & Theses.

This dissertation argues that, through a series of selected recollections, memoirists write about personal experiences that have shaped not only their identities, but also their communities; memoirs thereby perform significant ideological work and function as a powerful medium for understanding the world. Memoirs may also serve as historical testimony and subvert institutionalized knowledge by immersing readers in a deeply personal and specific version of history. Specifically, this study examines how Leila Ahmed's A Border Passage, Edwidge Danticat's Brother, I'm Dying and Alexandra Fuller's Don't Let's Go to the Dogs Tonight act as oppositional discourses.

ISBN: 9781339391427Subjects--Topical Terms:

570001
Comparative literature.

Discursive oppositionality in postcolonial women's memoirs.
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245 1 0 $a Discursive oppositionality in postcolonial women's memoirs.
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300 $a 149 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
500 $a Adviser: Rebecca A. Saunders.
502 $a Thesis (Ph.D.)--Illinois State University, 2015.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This dissertation argues that, through a series of selected recollections, memoirists write about personal experiences that have shaped not only their identities, but also their communities; memoirs thereby perform significant ideological work and function as a powerful medium for understanding the world. Memoirs may also serve as historical testimony and subvert institutionalized knowledge by immersing readers in a deeply personal and specific version of history. Specifically, this study examines how Leila Ahmed's A Border Passage, Edwidge Danticat's Brother, I'm Dying and Alexandra Fuller's Don't Let's Go to the Dogs Tonight act as oppositional discourses.
520 $a Chapter One contextualizes memoirs within the field of Life Writing Studies and Postcolonial Studies. It also presents the interdisciplinary framework used in this study. Chapter Two analyzes Fuller's memoir, which explores a variety of discourses, and their psychological influence on the postcolonial subject. I argue that while Fuller's narrative doesn't necessarily counter the dominant discourse, she negotiates the terms of her subjectivity within it. I suggest here that her memoir destabilizes the narrating self as well as national identity and imperial stereotypes. Chapter Three examines issues of national, ethnic, and religious identity in Ahmed's A Border Passage. Ahmed's memoir maps the interaction and effects of multiple discourses on her identity and deconstructs stereotypes associated with Egyptian, Arabs and Muslim women. I contend that Ahmed's memoir presents elements of oppositionality to Western and national patriarchal constructions of Islamic women. I also argue that the choice of memoir as a genre--as opposed to an autobiography---is a specific kind of political statement that resists gender determinism and discrimination. Chapter Four discusses oppositional discourses and the production of countermemory in Danticat's memoir. I aver that Danticat's memoir enables her to question various forms of cultural and socially embedded memories and to negotiate their terms. I argue that her memoir---through both genre and content---enables the writer to revise public memory and national history. Chapter Five offers pedagogical approaches for teaching the three memoirs of this study to a population of general-education undergraduate students. I argue that this study's memoirs are relevant to the twenty-first-century general-education curriculum. I explain that all three texts can be integrated in an Introduction to Literary Studies course, a Life-Writing course, and a Postcolonial Studies course, and present pedagogical perspectives and learning outcomes for each course.
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