Masculinity and femininity in "The Mabinogion"

This thesis is submitted within the discipline of Women's Studies. It attempts to assess the life of women in a tribal society at the brink of dissolution. Wales at the eve of and during the first century of the Norman occupation is representative of such a society and historians admit that what little we know of its social conditions can be gleaned from the pages of the narrative prose collection The Mabinogion. Consequently this study uses an interdisciplinary approach. Eight stories from The Mabinogion collection have been studied: The Four Branches, comprising Pwyll Prince of Dyfed, Branwen Daughter of Llyr, Manawydan Son of Llyr and Math Son of Mathonwwy; the story of Culhwch and Olwen and the Three Romances, comprising The Lady of the Fountain, Peredur Son of Efrawg and Gereint Son of Erbin. The Four Branches are a fourfold narrative held together by the figure of Sovereignty (formerly the Celtic goddess of the land), her chosen consort and her son. The protagonists are now represented as superhuman men and women and encoded in their lifestories are the rules for gender-related 'right' behaviour of princes and their spouses. The Three Romances still show the same constellation, but the figures of Sovereignty and her consort have been replaced by the Knight and his Lady with considerable loss of behavioural certainty for both genders. The romances are also indicative of growing economic insecurity. Culhwch and Olwen has been included for contrast and for its richness in folkloric motifs. Apart from studying the gender-roles in leading families at the time, the thesis advances the theory that The Four Branches may have been the work of a Welsh noblewoman - a theory based on the inherent knowledge of Welsh pre-Christian dynastic traditions, legal and political practices and the realities of women's lives at the time. The study also shows that the status of women and their legal rights in pre-Norman Wales were much more restricted and cannot generally be compared with that of women in England or Ireland.

L. Bernard Hall and the feminine in Australian painting 1885-1935

This thesis draws on images to explore the processes by which an individual - Lindsay Bernard Hall - and a categorical concept - the feminine - became devalued in Australia's national tradition. It celebrates Hall's contribution to Australia's cultural heritage and the significance of his art in the visual record of modernising womanhood.

Dora Lynnell Wilson (1883-1946) : a life in art

This thesis fills out Wilson's previously unresearched biography and argues for a reassessment of her standing as an important inter-war artist in Melbourne. The role of cultural gatekeepers in building and deconstructing artistic reputation is discussed, with examples of Wilson's art and an inaugural Catalogue of her known works.

An investigation into the origins of the British romantic tradition in art, its subsequent thematic legacy and its influence upon my own work

This study is comprised of a written exegesis and a folio of paintings and drawings. It explores the view that Romanicism in Britain survived its historical period and continues to influence contemporary British artists. Concentrates upon the prominence given by the Romantics to symbols, most commonly located in nature, which express spiritual impulses and ideas related to human destiny and feelings.

Supergirl scorned : lessons about young femininity in an Australian television satire

In this paper I explore the popular Australian television character of Ja’mie King – a teenage private school girl created and performed by male comedian Chris Lilley. I conceptualise Lilley’s satire as a public pedagogy of young femininity. My reading of his satire responds to recent feminist scholarship around young femininities and ‘girl power’, which explores representations of young femininity in popular culture in Western nations. Drawing primarily on the 2005 television mockumentary We can be heroes, I explore how King can be read in terms of exaggerated ‘girl power’ subjectivity. I examine the relationships, fashioned through the character of King, between ‘sexuality’ and global citizenship activity. I consider the extent to which King’s character teaches that young women can ‘have it all’. I explore the extent to which her character teaches that they can be ‘beautiful’ and ‘brainy’, ‘self-determined’ and ‘sexy’ at the same time.

'Go Grrrl!' : constructions of femininity in the textual practices of elite girls' schooling

In this paper I consider the utility of discourses of ‘girl power’ for understanding, and complicating, the way youthful femininities are produced in schooling. The paper is concerned with expanding the possibilities for how queer theoretical resources might be utilized within studies of girls and schooling. Existing studies have drawn upon Judith Butler’s notion of a ‘heterosexual matrix’ for understanding, and attending to, the way normative discourses of heterosexuality underpin the school-based production of youthful femininities. The term ‘heterofemininities’ has been used in order to label these school-produced intersections of sex/gender/sexuality. Drawing on discourses of ‘girl power’ that gather around ‘voice’ and responsibility, I propose that the production of ‘hetero-femininities’ within educational contexts might be further explored, and thus complicated, when the significance of discourses of ‘girl power’ is considered. I analyse young women’s discussions of key ‘girl power’ icons in popular culture, generated through fieldwork in an elite girls’ school in Australia. In this analysis I explore the intersections of gender/sexuality/girl power that are produced in the young women’s textual practices.

Cosmo girls : new configurations of class and femininity in elite educational settings

In this paper we offer a unique contribution to understandings of schooling as a site for the production of social class difference, by bringing together recent work on middle-class educational identities in neoliberal times (O’Flynn and Petersen 2007, Reay et al 2007, 2008) with explorations of classed femininity from the field of critical girlhood studies (Harris 2004, Ringrose and Walkerdine 2008). Drawing on data generated in two recent research projects in Australia and the UK our aim will be to explore how class mediates the construction of young femininities in the private girls’ school. Our particular focus will be on exploring how articulations of identity within such schools are configured through discourses of mobility and global social responsibility. In line with the broader ‘cultural turn’ in the social sciences (Devine 2005) we discuss class and femininity in this paper in cultural and symbolic terms. We draw on Butler’s (1993) notions of performativity to understand the multiple and processual nature of identity constitution and Bourdieu’s (1987) understandings of class (based on symbolic struggles for capital in social space) to enable us to explore the ‘subjective micro distinctions’ through which class is expressed, embodied and lived; viewing class as a set of fictional discourses that inscribe and produce identities (Walkerdine et al 2001). This understanding of class, as something that is ‘done’ rather than something that ‘we are’, was deemed particularly important in these studies of elite education, for the research was undertaken in schools where class was apparently ‘everywhere and nowhere’, never named or ‘directly known as class’ (Lawler 2005, Skeggs 2004). This underplaying of class identity is often linked to neo-liberalism, and in this paper we would like to link these constructions of ‘the private school girl’ with neoliberal subjectivity by focusing on two main characteristics. First we will consider the notion of mobility, where we will discuss the ways in which these girls constructed themselves as ‘cosmo’ girls (global citizens at ease with traversing national borders) and the ways in which the schools supported this through educational practices which enabled the students and their families ‘to exploit and strategically pursue economic and cultural capital’ (Doherty et al 2009). We will also focus on the struggles that the schools and students encountered as they attempted to juggle these discourses of global mobility with more traditional discourses of privilege (often associated with national boundaries and based within a predominantly British model of schooling steeped in colonial history). Second, we will look at discourses of responsibility, to explore how these girls were incited to take responsibility for themselves and their futures but also to embrace diversity and to commit themselves to social service. We will also examine the competing discourses of instrumentalism and social justice that were at play in these schools.

‘Else-where’ : essays in art, architecture, and cultural production 2002-2011

“Else-where”: Essays in Art, Architecture, and Cultural Production 2002–2011 is a synoptic survey of the representational values given to art, architecture, and cultural production at the closing of the twentieth century and the opening of the twenty-first. Written primarily as a critique of what is suppressed in architecture and what is disclosed in art, the essays are informed by the passage out of post-structuralism and its disciplinary analogues toward the Real (denoted over the course of the studies as the “Real-Irreal,” or “Else-where”). The essays collected in “Else-where” cross various disciplines (inclusive of landscape architecture, architecture, and visual art) to develop a nuanced critique of a renascent formal regard and elective exit from nihilism in art and architecture that is also an invocation of the highest coordinates given to the arts – that is, formal ontology as speculative intelligence itself, or the return of the universal as utopian thought “here-and-now.”

Cosmo girls: configurations of class and femininity in elite educational settings

In this paper we offer a unique contribution to understandings of schooling as a site for the production of social class difference. We bring together the rich body of work that has been conducted on middle-class educational identities, with explorations of the centrality of the feminine in representations of class difference from the field of critical girlhood studies. This is done in order to explore how young femininities mediate the representation of class difference in the environment of the private girls’ school. Drawing from our two research studies, located in private girls’ schools in Australia and the United Kingdom, we argue that the notion of ‘disgust’, commonly used in recent engagements around class, has only limited purchase in understanding the representation of class difference in these schools. It is the inconsistencies and complexities in how class and class relations are produced that we wish to illuminate.