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Leaving the (Mother)land: Nationalist Entrapment of the Doubly Colonized Irish Woman in Joyce’s Dubliners and Boland’s Poetry
Get PDFThis paper explores how James Joyce’s “A Mother” and “Eveline” and Eavan Boland’s “The Lost Land” and “Mother Ireland” illuminate the gendered sacrifices underpinning Irish nationalism through the lens of double colonization. Joyce’s female protagonists are caught between personal desire and cultural obligation: Mrs. Kearney’s assertiveness leads to public dismissal, while Eveline’s paralysis reveals the psychic toll of conflating domestic labor with patriotic duty. Boland’s poems, in turn, demonstrate how both staying and leaving reinforce women’s entrapment within nationalist ideologies. In “The Lost Land,” the mother’s grief is naturalized as part of her expected role in preserving the homeland, while in “Mother Ireland,” the speaker’s emigration is met with guilt and familial pleas for return. These texts reveal that neither resistance nor submission grants women freedom, as all choices are shaped by a culture that conflates womanhood with national service. Yet the act of representing this entrapment through literature becomes its own form of agency. Boland’s work in particular reclaims marginalized female experiences, linking private grief to public history and offering an alternative to mythologized national narratives. Together, Joyce and Boland expose the emotional and historical fractures that nationalist discourse seeks to conceal, offering a vital archive in which women’s voices challenge the conditions of their historical erasure. By situating their work in a shared tradition of gendered resistance, this analysis affirms the necessity of including women’s experiences in any comprehensive understanding of Irish identity and independence
Episode 42: On the Waterfront (1954) (Guest: Warren Scharf)
No full textThis episode looks at On the Waterfront, the celebrated 1954 American film directed by Elia Kazan and written by Budd Schulberg. The film stars Marlon Brando as the ex-prize fighter turned New Jersey longshoreman Terry Malloy. Malloy struggles to stand up to mob-affiliated union boss Johnny Friendly (Lee J. Cobb) after Malloy is lured into setting up a fellow dockworker whom Friendly has murdered to prevent him from testifying before the Waterfront Crime Commission about violence and corruption at the docks. The pressure on Malloy rises as he falls in love with Edie Doyle (Eva Marie Saint), the murdered dockworker’s sister, and as Edie, along with local priest Father Pete Barry (Karl Malden), urge Malloy to do the right thing. Malloy ultimately testifies against Friendly and challenges Friendly’s leadership at great personal risk. While the film is about a courageous fight against a corrupt power structure and injustice, it is also influenced by director Elia Kazan’s own controversial decision to act as an informant against fellow directors, writers, and actors during the McCarthy-era Red Scare.
Guest: Warren Scharf
Warren Scharf has been the Executive Director of Lenox Hill Neighborhood House since 2003. Warren served previously as the Attorney-in-Charge of The Brooklyn Neighborhood Office of The Legal Aid Society, the Attorney-in-Charge of The Brooklyn Office for the Aging of The Legal Aid Society and the Vice President of The Partnership for the Homeless. He is the recipient of the Legal Services Award from the Association of the Bar of the City of New York and is a graduate of Columbia College and Columbia Law School.
Timestamps:
0:00 Introduction2:20 Corruption on the docks 9:18 Boxing: I could have been a contender17:07 The priest on the waterfront23:44 Testifying before waterfront crime commission32:10 Informants34:48 Elia Kazan and the House Un-American Activities Committee47:04 The film’s relevance today48:39 Some people who stood up to HUAC50:40 Separating the art and the artist
Further Reading:
Demeri, Michelle J., “The ‘Watchdog’ Agency: Fighting Organized Crime on the Waterfront in New York and New Jersey,” 38 New Eng. J. on Crim. & Civ. Confinement 257 (2012)
Murphy, Sean, “An Underworld Syndicate\u27: Malcolm Johnson\u27s \u27 On the Waterfront\u27 Articles,” The Pulitzer Prizes Archive (1948)
Navasky, Victor S., Naming Names (Viking Press 1980)
Rebello, Stephen, A City Full of Hawks: On the Waterfront Seventy Years Later—Still the Great American Contender (Rowman & Littlefield 2024)
Pjevach, Julia, Note, “A Comparative Look at the Response to Organized Crime in the Ports of New York-New Jersey and Vancouver,” 6 Cardozo Int\u27l & Comp. L. Rev. 283 (2022)
Smith, Wendy, “The Director Who Named Names,” The American Scholar (Dec. 10, 2014)https://scholarship.shu.edu/law-on-film-s03/1011/thumbnail.jp
DIPL 4106 AA Human Rights Law and Policy
No full textThis course introduces students to the historical development and emergence of the human rights movement, particularly following World War II and during the consolidating period of the 1970s. This period is often labeled the golden decade of human rights, as the movement that commenced at the end of World War II was consolidated through the adoption of two crucial international instruments. Furthermore, human rights advocacy, which works through victims’ testimony and evidence-based reporting on violations, began to take center stage, departing from the basic rules of humanitarian engagement that include impartiality, neutrality, and independence.
With four interrelated parts, the course starts with an examination of the historical antecedents that led to the crafting of the Universal Declaration of Human Rights and the subsequent normative instruments spanning civil and political rights, and economic, social, and cultural rights. The conceptual underpinnings forwarded to justify human rights will be discussed based on relevant readings detailed in this syllabus. The second part discusses specific human rights topics based on globally agreed standards such as the International Covenant on Civil and Political Rights (ICCPR) and the International Covenant on Economic, Social and Cultural Rights (ICESCR). The third part focuses on overall enforcement mechanisms that exist at international, regional, as well as domestic levels. The final part raises some of the contemporary topics, such as climate change, pandemics, and technology, as they relate to human rights. The course endeavors to provide a firm grounding for students\u27 understanding of human rights regimes and the institutions mandated to protect these rights, while also fostering a critical perspective on their historical development and current challenges
DIPL 1711 AB Introduction to International Relations
No full textThis course aims to familiarize students with the foundational literature and theoretical frameworks that underpin the field of International Relations. We will integrate these elements by examining contemporary issues and significant historical events through the perspective of IR theory. The course starts with a basic historical review of International Relations study, progressing to the practical use of these theories to understand and interpret major occurrences in global politics.
By the end of this course, you will have:
- Obtained a working knowledge of the “big three” theoretical approaches to international relations and their constituent theories as well as the ability to properly utilize said theories to analyze and explain major issues/events in world politics.
-Be able to identify and articulate the main sources of peace and conflict between nations in world politics.
- Discuss the emerging importance of international organizations, non-state actors, terrorist groups and multinational corporations in a global perspective.
- Become immersed in and become able to discuss contemporary events throughout the world from a theoretically-informed standpoint.
- Become familiar with and be able to properly investigate the various subfields within the discipline.
- Gained a deeper understanding of world events
DIPL 6000 NA/WB Introduction to International Relations Theory and Diplomacy
No full textThis course introduces students to the major theoretical traditions of international relations and diplomacy, with particular attention to how these theories help us understand contemporary challenges including cyber warfare, artificial intelligence, technological disruption, and ongoing conflicts in Ukraine, the Middle East, and Asia. We will begin with a critical investigation of the competing assumptions and concepts that form the heart of various theoretical approaches to the study of world politics. As a class we will grapple with the key actors, processes, and variables highlighted by each theory, and assess their relative strengths and weaknesses in explaining both traditional interstate relations and emerging forms of conflict and cooperation.
Throughout this investigation, we will consider various theoretical tradeoffs relating to issues such as levels of analysis, parsimony versus accuracy, and the types of research questions being addressed. There is an important underlying goal of the course: to provide students with an opportunity to improve their ability to engage in critical analysis through the examination of competing theoretical perspectives
A Hybrid Approach to Teaching Chinese Through Digital Humanities, CALL, and Project-Based Learning
No full textA Hybrid Approach to Teaching Chinese through Digital Humanities, CALL, and Project-Based Learning presents an exposition of current thinking, research, and best practices in Computer-Assisted Language Learning (CALL), Digital Humanities (DH), and Project-Based Language Learning (PBLL) in the context of teaching Chinese as a foreign language (TCFL).It proposes integrating CALL and DH into PBLL to form a Digital Humanities–Augmented Technology-Enhanced Project-Based Language Learning (DATEPBLL) approach to transform student learning. By combining DH pedagogy and CALL technology with PBLL, the approach takes advantage of their synergies, which enables instructors to help students develop linguistic and cultural competency as well as 21st century skills. Case studies and best practices from experienced Chinese language teachers are presented to demonstrate the value of the DATEPBLL approach. This is the first volume that covers all three fields and makes a strong case for the importance of incorporating CALL, DH, and PBLL for effective language learning.Written for professionals in language education, including educators, curriculum designers and developers, graduate students, publishers, government personnel, and researchers, the book provides theoretical insights and practical applications of CALL, DH, and PBLL.https://scholarship.shu.edu/faculty-publications/1075/thumbnail.jp