NOTHING OF WOMAN IN ME

Diane Lowman

Edited by Abigail Eardley

Art by Iara Silva: www.instagram.com/iiaraz_

Often, the contemporary eye looks at Shakespeare’s plots and characters with a certain skepticism. No matter how timeless and universal the themes – the joy, the anguish, the love – we cannot help but wonder: how could a mother not recognise her own twins? Do those simple disguises really trick everyone? And perhaps most persistently for me, as Jerry Seinfeld would say, what’s up with all these women? Under the auspices of the patriarchal system in early modern England, female Shakespearean characters are often submissive, with few admirable exceptions: the Princess in Love’s Labours Lost and Beatrice in Much Ado About Nothing come to mind.  Ultimately however, Kate in Taming of the Shrew and others like her, leave modern women shaking their heads.

Any author of fiction – and Shakespeare is no exception – asks an audience to momentarily suspend disbelief. In novels, films, and plays, ghosts walk, witches prophesize, and statues come alive. But still, that final question persists: what is up with all these women? In Nothing of Woman in Me, which debuted in February 2018 at the Shakespeare Institute in Stratford Upon Avon, and will be reprised in July at the RSC Dell, director and playwright Juliano Zaffino attempts to answer this question. Zaffino earned his MA in Shakespeare and Theatre from the Shakespeare Institute in Stratford Upon Avon, and will pursue his PhD there next year. As a gay man, he has first-hand experience of belonging to a marginalised group in society. By exploring the psyches of some of Shakespeare’s most complex and thought-provoking female characters, Zaffino hoped to give expression to all silenced populations by “capturing the voice of women throughout history and in our modern day, and unifying these voices through the vehicles of Shakespeare’s voiceless women.”[1] He “brought his experience to the table: my life as a gay man, the women who had raised me and whom I had grown up with, the reading and watching and listening I had done.” The dawning of the #MeToo era has offered a relevant and powerful backdrop for his work, having finally provided the opportunity for many muted female voices to whisper, speak, and shout above decades of oppressive abuse. No longer willing to suffer in silence as if that were the norm, women from professional, political, academic, and personal backgrounds are setting each other free by telling their truths. Women in Shakespeare’s time could not do that: but Zaffino imagines what it might have been like if they could have.

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The Master’s Tools – Audre Lorde

Mayowa Omogbenigun

Edited by Veronica Vivi

Art by Zoë Guthrie http://zoeguthrie.com/

For the master’s tools will never dismantle the master’s house. They may allow us to temporarily beat him at his own game, but they will never allow us to bring about genuine change’. – Audre Lorde (‘The Master’s Tools’ 19)

My four years at university have led me to a simple conclusion: universities are bastions of white supremacy. From my first-year at university, it was clear that I would not belong in the proverbial ‘Master’s House’ (Lorde, ‘The Master’s Tools’ 19). It was micro-aggressions by students and academics alike. It was ignorant comments about the ‘Third World’ and the backward people living in it. It was learning everything from a Eurocentric and Western point of view and as postcolonial scholar Dipesh Chakrabarty explains, Europe was the silent referent in everything I was taught (42). The imbalance of power was clear by the content of what I was taught and by the language used to teach. Throughout my first two years at university, I struggled to find language to express how I felt and was deprived of any courses that discussed people of colour. In my second-year, I remember an ill-conceived course simply called ‘Asia and Africa 2a: Societies, Cultures, and Empires, c.1600-1880’ and ‘Asia and Africa 2b: Nationalisms, Liberation Movements and the Legacies of Colonialism, c. 1880-Present Day’. As you can imagine, the course lacked nuance and was far too vague to offer any real insight into either ‘Asia’ or ‘Africa’.

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Postcolonial Climate Change: John Akomfrah and a discourse of difference

Clara de Massol

Edited by Muireann Crowley

Art by Sarah Summers https://www.instagram.com/ssssummers/

This article considers the ways in which postcolonial studies are integral to understanding climate change. Our planet is warming at an alarming rate; islands and coasts all around the planet are slowly drowning; and species are disappearing in the thousands each year as a result. In less than 100 years, climates and ecosystems will be completely altered; this will have profound implications on humanity in terms of our survival as well as our collective identity. In the last few years, the discussion around ecology and identity has crystallised around the concept of the Anthropocene, the name given to the geological epoch superseding the Holocene, in which human activity on earth becomes the main geological force. Confronting anthropogenic climate change involves destabilising the dominant cultural narratives regulating societies to understand and formulate the intersection of ecology and postcolonialism.

The Anthropocene was introduced by Paul Crutzen and Eugene Stoermer in 2000 and urges us to rethink our relationship to our planet and to the life forms inhabiting it. The Anthropocene debate, along with concepts of globalisation and cosmopolitanism create the illusion that ‘we are all in this together’ (Braidotti, 2017), that with the advent of climate and ecological disasters, a kind of planetary citizenship and solidarity has formed. But this apparent interdependence and planetary empathy is in fact a neoliberal system of differentiation and hierarchy. Butler explains that in this climate, ‘some lives are grievable, and others are not; the differential allocation of grievability that decides what kind of subject is and must be grieved, which kind of subject is not, operates to produce and maintain certain exclusionary conceptions of who is normatively human’ (2004, xiv).

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Sultana’s Dream and Padmarag (Essence of the Lotus)

Ibtisam Ahmed

Edited by Karl Egerton

Art by Priyanka Meenakshi https://www.priyankameenakshi.com/

Utopianism has been a part of Western academia since the work of Lyman Tower Sargent in the 1970s. Taking its etymological roots from Thomas More’s Utopia, it is an interdisciplinary subject that explores human hopes and imagination in radical ways. It aims to build a better tomorrow by criticising the past and the present. It has a broad emancipatory potential which draws in a wide range of scholarship. As an avowed utopianist, I am proud to have my work counted in this field. Yet utopianism is often lacking in racial and cultural diversity. This is a major failing in a field that is supposed to be about challenging oppressive norms.

One of the reasons for this is because of the sources in the canon. Although modern works include writers of colour such as Octavia Butler, there is an assumption that classical utopian literature is almost exclusively white and male. Yet this leaves out a diverse range of texts that imagine the scope of human hope in intersectional ways. An author whose work I feel challenges this white Eurocentrism is Rokeya Shakhawat Hossain. Known in Bangladesh as Begum Rokeya, her life is taught extensively in middle school but is surprisingly absent in later education. Having first studied her biography in History when I was in my early teens, I rediscovered her work in the course of researching my thesis.

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INTERVIEW with LUCAS LAROCHELLE, founder of QUEERING THE MAP

Interview by Toby Sharpe

Editing by Abigail Eardley and Toby Sharpe

Could you start by explaining what Queering the Map does – and why you think it’s important?

Queering the Map is a community-generated mapping project, which geo-locates queer memories, histories, and experiences in relation to physical space using an online platform. Part of the idea is to open up the question of what constitutes queer space, or even more basically, what constitutes queerness. So, it’s a very open call in terms of submissions: whatever counts for the person submitting counts to the project and the process of queering space.

In the context of queer theory, there’s value in trying to unsettle what queer identity means. Queering the Map offers the opportunity for people to define what queerness means for them on their own terms, adding nuance to this term which can be endlessly changed and expanded – moving beyond a singular understanding of queerness, towards a collective understanding.

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Continuing The Unfinished Conversation: Stuart Hall through the lens of John Akomfrah

The archive has been the space of intervention from the beginning. One of the few spaces, reservoirs of memory, for diasporic subjects is the archive.

John Akomfrah (2014)

Benjamin E.I. Lubbock

Edited by Maria Elena Carpintero Torres-Quevedo and Rianna Walcott

Art by Maïa Walcott https://maiawalcott98.wixsite.com/mysite

Memory and the moving image are John Akomfrah’s materials. In The Unfinished Conversation, a three-screen video installation, his subject matter is the formation of identity, which, for individuals struggling to define themselves in their social contexts, is a matter of urgency. It is not easy to explain how identities are created, and there are few who have considered the matter in greater depth than Stuart Hall, around whom the film revolves. Born in Jamaica before immigrating to Oxford, Hall became editor-in-chief of the New Left Review and a founding figure of the New Left movement. He was an activist, regularly televised for his analyses of media reports, and co-authored seminal texts such as The Popular Arts (1964), which advanced the claim that film, media and pop culture should be taken seriously as objects of study. But what he was arguably most renowned for were his theories of identity: “Identity is formed at the intersection between the political and the personal” (Hall, 2013).

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Interview with Professor Ngũgĩ Wa Thiong’o

Interview by Tanuj Raut

Edited by Rianna Walcott

Art by Maïa Walcott https://maiawalcott98.wixsite.com/mysite

I think that Greek mythology should be taught comparatively with African, Norse, Scandinavian, Icelandic and Asian mythologies. They are all very exciting and it is not necessary to put them in a hierarchical relationship to each other. Let them network.

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Moonlight

Fatima Seck

Edited by Maria Elena Torres-Quevedo

Art by Fatima Seck

In a year and a half of studying anthropology I’ve gathered one thing: apparently, LGBTQ folk do not exist.

With the exception of an optional reading about transgender sex workers in Brazil, and a discussion of the Vezo sarin’ampela, (described as men who live as and become women), I have not yet had the opportunity to learn about queer identities in my degree programme. Anthropology is a discipline characterised by breadth: quite literally anything can be studied anthropologically, and I appreciate that consequently, our studies must have certain limits and constraints. However I simply cannot accept that in the study of humanity — one guided by the question of what it means to be a person — LGBT+ identities do not have their rightful place. With the rise of incisive, beautiful and creative media by folks of marginalised backgrounds there is no shortage of content from which we can study queer folk, and I hope we can make these productions significant parts of our curriculum.

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Carpentaria

Curricular Dissonance:
Teaching English Literature as a Postcolonialist, or, the Power of Voice

Dr. Justine Seran

Edited by Maria Elena Torres-Quevedo

Art by Iara Silva https://www.instagram.com/iiaraz_/

I taught pre-honours literature at the University of Edinburgh for three years, and it never ceased to frustrate me, as a researcher specialised in contemporary literature, postcolonial criticism, and women’s studies, to expose future generations to the very curriculum centred on dead white men that I strove to escape by focusing my research on exploring (and celebrating) the work of living women of colour. Critiquing an antiquated curriculum and suggesting a wider breadth of reading to students during tutorials is one thing, but embedding diversity on the level of course design and organisation is another.

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Cooking Dinner for Adam Smith

Elizabeth Dietz

Edited by Rianna Walcott

Art by Arta Ajeti https://www.instagram.com/artawork/

“It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regard to their own interest”. Adam Smith famously asserted the rational features of man in The Wealth of Nations in 1776, and inspired a constellation of theories on Homo Economicus that would come to define the field of Economics.  Over two centuries later, journalist Katrine Marçal wonders if these claims hold true. In Who Cooked Adam Smith’s Dinner? (2016) she points out that Adam Smith in fact had his dinner made by his mother, Margaret Douglas. Why did she make her son dinner? Not simply because of rational self-interest, thinks Marçal, as she develops a feminist critique of economic rationality. What could this perspective add to how we understand the economy? Perhaps it is time Economics students found out.

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