The Gift of the Nile: Hellenizing Egypt from Aeschylus to Alexander

The Egyptians mesmerized the ancient Greeks for scores of years. The Greek literature and art of the classical period are especially thick with representations of Egypt and Egyptians. Yet despite numerous firsthand contacts with Egypt, Greek writers constructed their own Egypt, one that differed in significant ways from actual Egyptian history, society, and culture. Informed by recent work on orientalism and colonialism, this book unravels the significance of these misrepresentations of Egypt in the Greek cultural imagination in the fifth and fourth centuries B.C.E. Looking in particular at issues of identity, otherness, and cultural anxiety, Phiroze Vasunia shows how Greek authors constructed an image of Egypt that reflected their own attitudes and prejudices about Greece itself. He focuses his discussion on Aeschylus Suppliants; Book 2 of Herodotus; Euripides' Helen; Plato's Phaedrus, Timaeus, and Critias; and Isocrates' Busiris. Reconstructing the history of the bias that informed these writings, Vasunia shows that Egypt in these works was shaped in relation to Greek institutions, values, and ideas on such subjects as gender and sexuality, death, writing, and political and ethnic identity. This study traces the tendentiousness of Greek representations by introducing comparative Egyptian material, thus interrogating the Greek texts and authors from a cross-cultural perspective. A final chapter also considers the invasion of Egypt by Alexander the Great and shows how he exploited and revised the discursive tradition in his conquest of the country. Firmly and knowledgeably rooted in classical studies and the ancient sources, this study takes a broad look at the issue of cross-cultural exchange in antiquity by framing it within the perspective of contemporary cultural studies. In addition, this provocative and original work shows how Greek writers made possible literary Europe's most persistent and adaptable obsession: the barbarian.

The migrants' daughter's study

The migrants’ daughter’s study is a space within the house of immigrants in which the daughter fulfils her tertiary education. Referring to the study, long inscribed and imagined as the place of a masculine individual subject, the article extends theoretical investigations of a discourse on gender and sexuality in architecture. It examines the relations between body, space, and language through the daughter’s struggle to make and inhabit an individual space, a study. It signals the lack of private space within the migrant house and the lack of public place in terms of subject positions accessible to migrants’ daughters outside the house. The study is proposed as a space of exchange between otherwise disparate cultural fields and as a space for the theatrical staging of provisional identities and possible agencies for the migrants’ daughter. The article speculates on the study as a threshold for a female ethnic imaginary and subjectivity.

Let Us Now Praise Famous Women

Writing this collection of journalistic nonfiction has come at an appropriate time for me as I head out into the world on my own. I still don’t know if or where I’ll be working. I don’t know if I’ll be an intern or employee or if I want to go to graduate school in the future. The world is wide open before me, and that is a scary thing. However, these women have been assuring and guiding me. Meeting and interviewing them has taught me that life is subjective. They have shown me that everything we own can be lost in an instant, that life—family, freedom, happiness—is more precious and more fragile than we may think. These women are not superficial; they are sincere and wise. I would consider myself blessed to have a fraction of their strength, and, indeed, it is their characters to which I aspire. Each woman has suffered loss, but each woman has also gained a new, deeper perspective on life. They are the ones who, from my point of view, are flying high and clinging tight—with views from the crown of the forest.

Unfixing knowledges : queering the literacy curriculum

In the literacy classroom, students have few opportunities to use their literacy practices to contest narratives of race, class, gender and sexuality. Instead, extensive time is spent completing literacy activities associated with what “good” readers and writers do. Students’ literacy practices are often formulaic, repetitive, and serve classroom management strategies producing a mythic narrative of good literacy teaching. This paper introduces a queer literacy curriculum that poses pedagogy as a series of questions: What does being taught, what does knowledge do to students? How does knowledge become understood in the relationship between teacher/text and student? (Lusted, 1986) It emphasizes developing critical analyses of heterosexism, heteronormativity and normativity with the goal of helping students understand binary categories are not givens, rather social constructions we are often forced to perform (Butler, 1990) through available discourses. The paper highlights an interruption into the literacy curriculum where, through collective memory work, students investigated, analysed and contested the usually-not-noticed ways a small understanding of heterosexuality has come to structure their lives.

Resignifying "lesbian"

The marginalised develop a twin vision of the world, and their autobiographical accounts can serve as counter narratives to challenge and transform dominant beliefs. As outsiders, lesbians can be used to test assumptions about gender and sexuality. Their experiences can also serve to renegotiate the terms for "woman" and "lesbian". This paper is comprised of nine short stories, accompanied by an exegesis.

Cultural politics in the English classroom : textually dangerous territory?

How might one approach cultural politics in the English classroom? What might the role of the class text be in these discussions? This article is a snapshot of the author's journey from a pre-service English teacher to her most recent experiences of English teaching. Her pre- service pedagogy indicated a 'minimization' of the role of the text in unpacking cultural politics; the text itself was overshadowed by the important points the teacher was making about critiquing the way the world is socially, culturally and politically organised. In her beginning teaching year, the author was in a remote rural school where she encountered attitudes to hegemonic masculinity and heterosexuality which she felt she did not deal appropriately with. She now believes that more emphasis on how the features of the text itself work to create meaning and construct identities is needed. She recognises the importance of close textual analysis as a way toward engaging in culturally political conversations about constructions of gender and sexuality in media and non-media texts. If she were to have her beginning teaching years over again, she would probably collate a series of contrasting representations of masculinity and femininity from a variety of sources, including popular culture. She would then develop activities based around undertaking textual analysis of the constructions of gender and sexuality, and ask students to identify the different elements in the texts that create meaning, and compare similarities and differences between texts.

Masculino e feminino nas organizações

A análise junguiana contribui de forma significativa para o estudo do gênero e da sexualidade nas organizações. O conceito de processo de individuação e a noção de arquétipos, especialmente de "SELBST", e Anima e Animus são de interesse particular para a pesquisa das masculinidades, feminilidades e sexualidade nas organizações. Esse é o caminho que procuramos trilhar neste texto. A idéia é demonstrar o relacionamento entre gênero e sexualidade com poder e cultura organizacional não como um segmento mas como alguma coisa, que está presente na maior parte do texto.

Gênero e sexualidade nas brincadeiras do recreio

A partir das vertentes dos Estudos Culturais e de Gênero que se aproximam do pós-estruturalismo de Michel Foucault, busco, neste estudo, entender como são atribuídos significados de gênero que atravessam ou instituem modos diferenciados de ser menino e menina num contexto particular, o recreio escolar. Tentando compreender como se aprende a ser feminina e masculino nesse universo cultural, procuro pensar como o corpo torna-se alvo de determinados discursos e como as práticas corporais vivenciadas no recreio disciplinam/resistem nos corpos, generificando-os. Considerando que essas noções se dão através de relações do poder, procurei mapeá-las e identificálas através de uma metodologia de inspiração etnográfica (observação participante e entrevistas) realizada no recreio de uma escola pública de Porto Alegre, RS, onde grupos de crianças de primeira a quarta série do ensino fundamental realizam suas brincadeiras. Focalizei particularmente uma segunda e uma terceira série, analisando o material empírico através dos pressupostos foucaultianos (gênero, linguagem, identidade, poder, discurso, representação, educação, entre outros). Argumento que, no espaço do recreio, acontece uma aprendizagem não-oficial e não-intencional, a partir da qual ou através da qual crianças aprendem a ser meninos e meninas Nesse contexto, existe também uma ocupação dos espaços segundo o gênero, o que inclui maneiras de ocupação, imposição, negociação ou recriação dos próprios espaços e das brincadeiras. Pude ainda observar que, na construção da sexualidade na escola, encontra-se a homossexualidade apesar da norma da heterossexualidade.