Gilbert And Gubar S The Madwoman In The Attic After Thirty Years

When it was published in 1979, Sandra M. Gilbert and Susan Gubar's The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imaginationwas hailed as a pathbreaking work of criticism, changing the way future scholars would read Jane Austen, Mary Shelley, the Brontës, George Eliot, and Emily Dickinson. This thirtieth-anniversary collection adds both valuable reassessments and new readings and analyses inspired by Gilbert and Gubar’s approach. It includes work by established and up-and-coming scholars, as well as retrospective accounts of the ways in which The Madwoman in the Attic has influenced teaching, feminist activism, and the lives of women in academia. These contributions represent both the diversity of today’s feminist criticism and the tremendous expansion of the nineteenth-century canon. The authors take as their subjects specific nineteenth- and twentieth-century women writers, the state of feminist theory and pedagogy, genre studies, film, race, and postcolonialism, with approaches ranging from ecofeminism to psychoanalysis. And although each essay opens Madwoman to a different page, all provocatively circle back—with admiration and respect, objections and challenges, questions and arguments—to Gilbert and Gubar's groundbreaking work. The essays are as diverse as they are provocative. Susan Fraiman describes how Madwoman opened the canon, politicized critical practice, and challenged compulsory heterosexuality, while Marlene Tromp tells how it elegantly embodied many concerns central to second-wave feminism. Other chapters consider Madwoman’s impact on Milton studies, on cinematic adaptations of Wuthering Heights, and on reassessments of Ann Radcliffe as one of the book’s suppressed foremothers. In the thirty years since its publication, The Madwoman in the Attic has potently informed literary criticism of women’s writing: its strategic analyses of canonical works and its insights into the interconnections between social environment and human creativity have been absorbed by contemporary critical practices. These essays constitute substantive interventions into established debates and ongoing questions among scholars concerned with defining third-wave feminism, showing that, as a feminist symbol, the raging madwoman still has the power to disrupt conventional ideas about gender, myth, sexuality, and the literary imagination.

Called "a feminist classic" by Judith Shulevitz in the New York Times Book Review, this pathbreaking book of literary criticism is now reissued with a new introduction by Lisa Appignanesi that speaks to how The Madwoman in the Attic set the groundwork for subsequent generations of scholars writing about women writers, and why the book still feels fresh some four decades later. "Gilbert and Gubar have written a pivotal book, one of those after which we will never think the same again."--Carolyn G. Heilbrun, Washington Post Book World

The 1979 publication of Susan Gubar and Sandra M. Gilbert’s ground-breaking study The Madwoman in the Attic marked a founding moment in feminist literary history as much as feminist literary theory. In their extensive study of nineteenth-century women’s writing, Gubar and Gilbert offer radical re-readings of Jane Austen, the Brontës, Emily Dickinson, George Eliot and Mary Shelley tracing a distinctive female literary tradition and female literary aesthetic. Gubar and Gilbert raise questions about canonisation that continue to resonate today, and model the revolutionary importance of re-reading influential texts that may seem all too familiar

A 2012 New York Times Book Review Notable Book "Staggering, searing…Ms. Gubar deserves the highest admiration for her bravery and honesty." —New York Times Diagnosed with ovarian cancer in 2008, Susan Gubar underwent radical debulking surgery, an attempt to excise the cancer by removing part or all of many organs in the lower abdomen. Her memoir mines the deepest levels of anguish and devotion as she struggles to come to terms with her body’s betrayal and the frightful protocols of contemporary medicine. She finds solace in the abiding love of her husband, children, and friends while she searches for understanding in works of literature, visual art, and the testimonies of others who suffer with various forms of cancer. Ovarian cancer remains an incurable disease for most of those diagnosed, even those lucky enough to find caring and skilled physicians. Memoir of a Debulked Woman is both a polemic against the ineffectual and injurious medical responses to which thousands of women are subjected and a meditation on the gifts of companionship, art, and literature that sustain people in need.

“Winning [and] intelligent. . . . [An] impressive, often heartening addition to the literature of aging.” — Heller McAlpin, Wall Street Journal In this “unique blend of memoir and literary commentary” (Bookpage), acclaimed author and literary scholar Susan Gubar contemplates the beauty and strength of enduring love—both for her husband and for the literature that has shaped her life. Throughout the complications of devoted caregiving, her own ongoing cancer treatments, and a stressful move to a more manageable apartment, Gubar proves that love and desire have no expiration date—on the page or in life. Late-Life Love offers a resounding retort to ageist stereotypes, appraises the obstacles unique to senior couples, and celebrates second chances.

Feminist icon Phyllis Chesler's pioneering work, Women and Madness, remains startlingly relevant today, nearly fifty years since its first publication in 1972. With over 2.5 million copies sold, this landmark book is unanimously regarded as the definitive work on the subject of women's psychology. Now back in print, this completely revised and updated edition adds perspectives on eating disorders, postpartum depression, biological psychology, important feminist political findings, female genital mutilation, and more.

With a little help from Virginia Woolf, Susan Gubar contemplates startling transformations produced by the women's movement in recent decades. What advances have women made and what still needs to be done? Taking Woolf's classic A Room of One's Own as her guide, Gubar engages these questions by recounting one year in the life of an English professor. A meditation on the teaching of literature and on the state of the humanities today, her chapters also provide a crash course on the challenges and changes in feminist intellectual history over the past several decades: the influence of post-structuralism and of critical race, postcolonial, and cultural studies scholarship; the stakes of queer theory and the institutionalization of women's studies; and the effects of globalism and bioengineering on conversations about gender, sex, and sexuality. Yet Rooms of Our Own eschews a scholarly approach. Instead, through narrative criticism it enlists a thoroughly contemporary cast of characters who tell us as much about the comedies and tragedies of campus life today as they do about the sometimes contentious but invariably liberating feminisms of our future.

The exuberant recovery from obscurity of scores of British women writers has prompted professors and publishers to revisit publication of women's writings. New curricular inclusion of these sometimes quirky, often passionate writers profoundly disrupts traditional pedagogical assumptions about what constitutes «literature». This book addresses this radically changed educational landscape, offering practical, proven teaching strategies for newly «recovered» writers, both in special-topics courses and in traditional teaching environments. Moreover, it addresses the institutional issues confronting feminist scholars who teach women writers in a variety of settings and the kinds of career-altering effects the decision to teach this material can have on junior and senior scholars alike. Collectively, these essays argue that teaching noncanonical women writers invigorates the curriculum as a whole, not only by introducing the voices of women writers, but by incorporating new genres, by asking new questions about readers' assumptions and aesthetic values, and by altering the power relations between teacher and student for the better.