What does it mean to tell a story from a woman’s point of view? How have Canadian anglophone and francophone writers translated feminist literary theory into practice? Avant-garde writers Daphne Marlatt and Nicole Brossard answer these, and many more questions, in their two groundbreaking works, now made more accessible through the careful, narratological readings and theoretical background in Narrative in the Feminine. Susan Knutson begins her study with an analysis of the contributions made by Marlatt and Brossard to international feminist theory. Part Two presents a narratological reading of How Hug a Stone, arguing that at the deepest level of narrative, Marlatt constructs a gender-inclusive human subject which defaults not to the generic masculine but to the feminine. Part Three proposes a parallel reading of Picture Theory, Brossard’s playful novel that draws us into (re-) readings of many other texts written by Brossard, Barnes, Wittig, Joyce, de Beauvoir, Homer...to name a few. Chapter 12 closes with a reflection on the expression criture au fminin — a Qubcois contribution to an international theoretical debate. Readers who care about feminist writing and language theory, and students and teachers of Canadian literature and critical and queer studies, will find this book invaluable for its careful readings, its scholarly overview, and its extension of the feminist concept of the generic. Not least, the study is a guide to two important works of the leading experimental writers of Canada and Quebec, Daphne Marlatt and Nicole Brossard.

Women writers have made significant contributions to Quebec's ongoing process of cultural self-definition. Because the novel has traditionally played a central role in the construction of national identity, Quebec literary history has seen the continued production of identity narratives, which Jacques Godbout calls the "national text." Using the tools of contemporary feminist criticism and building on a tradition of work on Quebec women's writing, Mary Jean Green considers issues of national and cultural self-definition, situating the literary texts of Quebec women within a unique political and historical context while also relating them to the work of women writing in other cultural situations, from nineteenth-century Europe to the postcolonial francophone world.

Women's role in crusades and crusading examined through a close investigation of the narratives in which they appear. Narratives of crusading have often been overlooked as a source for the history of women because of their focus on martial events, and perceptions about women inhibiting the recruitment and progress of crusading armies. Yet women consistently appeared in the histories of crusade and settlement, performing a variety of roles. While some were vilified as "useless mouths" or prostitutes, others undertook menial tasks for the army, went on crusade with retinuesof their own knights, and rose to political prominence in the Levant and and the West. This book compares perceptions of women from a wide range of historical narratives including those eyewitness accounts, lay histories andmonastic chronicles that pertained to major crusade expeditions and the settler society in the Holy Land. It addresses how authors used events involving women and stereotypes based on gender, family role, and social status in writing their histories: how they blended historia and fabula, speculated on women's motivations, and occasionally granted them a literary voice in order to connect with their audience, impart moral advice, and justify the crusade ideal. Dr NATASHA R. HODGSON teaches at Nottingham Trent University.

Women's Narrative and Film in 20th Century Spain examines the development of the feminine cultural tradition in spain and how this tradition reshaped and defined a Spanish national identity. Each chapter focuses on representation of autobiography, alienation and exile, marginality, race, eroticism, political activism, and feminism within the ever-changing nationalisms in different regions of Spain. The book describes how concepts of gender and difference shaped the individual, collective, and national identities of Spanish women and significantly modified the meaning and representation of female sexuality.

This book examines how women experiencing domestic violence employ strategies of resistance and survival, and how narrative therapy helps them define their identities and resist abuse. It demonstrates how an understanding of this resistance can help practitioners effectively intervene and support these women in transitions from abuse to safety.

This book presents the research journey involved in sensitively unearthing and re-presenting the lived experience of women casual academics. The author weaves the as yet unvoiced stories of women casual academics with a reflective account of a narrative inquiry process. In doing so, she both critiques and offers an alternative to masculine and traditional academic discourse, and demonstrates the power of imagistic and theatrical communication. The book situates the felt human and post-human experience/s of narrative research alongside the philosophical and theoretical research practices encountered in an arts-informed narrative research project. Thus, the author establishes valuable frameworks for planning, undertaking and evaluating arts-informed narrative research; a growing and vibrant area of education research. This innovative work will be of interest to feminist researchers, teachers and supervisors, as well as students and scholars of women casual academics.

The intersection of black feminism and gendered racism has formed a complex narrative that impacts black women's leadership, specifically in predominantly white workspaces. As society wrestles with persistent gender and racial disparities, the stories of black women stand out as both bold and brilliant but stifle their professional opportunities and experiences in academia and education. Despite standing as the most educated demographic nationally and displaying unmatched levels of labor market participation, black women are alarmingly scarce in leadership roles across sectors, also facing significant challenges as educational leaders. Their ascent to higher positions is often impacted by barriers stemming from damaging stereotypes such as the "angry black woman" or the dangerous transition from being perceived as a "work pet" to a "work threat." Against this backdrop, Sharing the Legacy and Narrative Leadership Experiences of Black Women in Education explores black women's challenges, unraveling the narratives that need attention, understanding, and urgent action. Sharing the Legacy and Narrative Leadership Experiences of Black Women in Education invites readers to step into the shoes of black women as leaders in academia and education, providing an authentic and raw glimpse into their experiences. The book challenges societal workplace expectations and attempts to reshape conversations around how intersectionality cross-connects with diversity, equity, and inclusion. By intertwining powerful storytelling with compelling research, it seeks to dismantle the barriers that have hindered the progress of black women with a focus on offering relevant theoretical frameworks and the latest academic research. The book empowers leaders, educators, and organizations to become allies in the fight for a more equitable workplace for black women in leadership. It envisions a future where black women can feel empowered to be authentic while thriving and leading with unapologetic determination.

David Malick applies the hermeneutics of narrative analysis to select passages involving women in the Gospels of Mark, Luke, John, and in the Book of Acts. At times, the scope of this analysis extends beyond heightened understanding of how authors presented women as significant characters, and even foils to men, in the narratives. The use of duality and balance in the narratives of Zacharias and Mary, Nicodemus and the Samaritan Woman, and Aeneas, Tabatha, and Cornelius focus on what the author is doing with what he is saying. The use of intercalations, or sandwich stories, brings about heightened meaning when the stories of Jesus' mother and the religious leaders, or Jairus and the woman with a hemorrhage, or Judas and the woman who anoints Jesus for his burial, are read together in Mark. A first and subsequent reading of the healing of Simon's mother-in-law in Mark provides the reader with the first picture of true discipleship. The literary technique of a sign-sermon shows logical unity to what might be considered separate units in Mark and Acts.

Concentrating on major figures of women in The Faerie Queene, together with the figures constellated around them, Anderson's Narrative Figuration explores the contribution of Spenser's epic romance to an appreciation of women's plights and possibilities in the age of Elizabeth. Taken together, their stories have a meaningful tale to tell about the function of narrative, which proves central to figuration in the still moving, metamorphic poem that Spenser created.

First published in 2009, this book investigates the cultural significance of nineteenth-century women’s writing and reading practices. Beginning with an examination of non-fictional diaries and the practice of diary writing, it assesses the interaction between the fictional diary and other forms of literary production such as epistolary narrative, the periodical, the factual document and sensation fiction. The discrepancies between the private diary and its use as a narrative device are explored through the writings of Frances Burney, Elizabeth Gaskell, Anne Brontë, Dinah Craik, Wilkie Collins and Bram Stoker. It also considers women as writers, readers and subjects and demonstrates ways in which women could become performers of their own story through a narrative method which was authorized by their femininity and at the same time allowed them to challenge the myth of domestic womanhood. This book will be of interest to those studying 19th century literature and women in literature.