A Romance across Centuries

Posted in Alternate Reality, Bangalore, Boys, Compare people, Country/ Place, India, individual, People, Post Colonial, Random, Uncategorized on March 15, 2017 by Poonam Vaidya

In winter 2015, I read about James Holman from the book ‘A Sense of the World: How a Blind Man became History’s Best Traveller and was instantly in love with this man. I read and re-read portions of the book, spoke to everyone I would come across about him and even gave a philosophy class about him. But of course, it was a romance not to be. Holman and I had several things going against us, predominantly his mortality. Ah, James, I wish we could have been contemporaries.

To backtrack a bit, James Holman was a blind traveller in the early 18th century. Please Google him for more information, or try reading ‘A Sense of the World: How a blind man became history’s best traveller by Jason Roberts. You can see this link: http://greatbritishnutters.blogspot.in/2008/04/james-holman-blind-traveller.html for more information…

This year, I learnt about the Holman Prize for Blind Ambition, and was so glad that James Holman now had a Prize named after him! What’s more, it was given to those who wanted to do something others might consider quixotic. Bryan Bashin, CEO of Lighthouse puts it perfectly, “The Holman Prize is not meant to save the world or congratulate someone for leaving the house. This prize will spark unanticipated accomplishments in the blindness community. You will see blind people doing things that surprise and perhaps even confuse you. These new Lighthouse prizes will change perceptions about what blind people are capable of doing.”

This award comes at a vital time, especially in the zeitgeist of the United States, where in winter 2016, a campaign called the “How Eye See It” Blindfold Challenge” was introduced by the Foundation Fighting Blindness. Using the #HowEyeSeeIt; sighted people would don blindfolds and attempt everyday tasks with the aim to show how difficult it is to live with blindness and create awareness; after which, much like the Ice Bucket challenge, they would challenge 3 others to do the same. While this might have garnered funds for the Foundation Fighting Blindness, a charity advancing research around retinal degenerative diseases; it further led to misconceptions and fear about blindness and blind people which unfortunately is so rampant. The National Federation for the Blind issued a press release and the two organizations were temporarily at war before the Foundation Fighting Blindness agreed to dedicate part 2 of the campaign to successfully adjusted blind people doing daily tasks.

So, here I am, just 24 hours before the voting ends; requesting you all to watch, like and share my video pitch for the Holman Prize for Blind Ambition.

https://www.youtube.com/watch?v=8jaNt2gUm7A&sns=em

Watch the other videos as well; I hope they blow your mind!

 

Why I decided to learn Braille

Posted in Uncategorized on September 27, 2014 by Poonam Vaidya

Currently having finished Braille Literacy 2 and making progress in Braille Literacy 3 in the distance learning course from Hadley School for the blind, I thought I’d just share why I decided to learn Braille.

Reducing reliance on screen readers and electronic technology
The computer is the centre of many people’s world and is especially for me. I use it to do almost everything with a screen reader. However, I realize that a few activities, like learning how to spell new words; identifying capital letters, proper nouns, punctuation symbols and homophones; controlling the output of words and reading out data becomes difficult.
Accessing tangible items
Though computers are integrated in our world, there are places they haven’t yet penetrated to. This is not to say there are not adaptations, but the real thing; something we can touch and feel, for example boxes of food, name plates, business cards, CD and book labels, and price tags are hard to convert to speech. I am sure Braille would be a great substitute to the only other alternative here—taking photos of the text, converting and reading the font through screen readers.
The other things I could use Braille for is playing card games; reading out loud-something I could never do with the screenreader in the background; telling time; and be able to read shopping lists and menu cards in restaurants. I will be able to buy a Braille watch and tell time even in noisy places—currently, I am using my phone to do that and it can’t if the battery is low or the noise outside is too much. It would also be helpful at places like airports or movie theatres, where using technology is frowned upon or not permitted.
Meeting Expectations
Most people today assume that if you are blind, you know Braille. Braille has been around for ages and most blind people are still interested in learning Braille, though today the focus is first on screen readers and then on Braille. Still, when a blind colleague apologized for giving me a business card in print, I had to confess I didn’t know Braille, anyway. It is akin to learning sign language for a deaf person—he can always go through life writing down and having other people write down words to compensate for the lack of his or her ability to converse; but isn’t it more dynamic for him to use sign language? It is basically a way to access information and express yourself that I want to learn.
Learning new things
Braille would help me learn something new—like a new language. After reading the biography of Helen Keller, I found out she learnt French, Latin and German in Braille. Therefore, learning the script for Braille will help me learn a new language (as long as it contains the Latin alphabet). I think I would be able to learn more about a new language, be able to spell new words better and learn to speak and write better using Braille rather than a screen reader.
Integration with Technology
Though Braille is a really old system, today it blends with technology. People use it with computers (refreshable Braille display), with cell phones, etc. it has been integrated into the modern world and is a part of it. I have never used technology with Braille before, but after this course, it should be possible.
Free thinking and interpretation
There is just something wrong about listening to a robotic voice drill words into your head all day long. I did it for so long without complaint because I didn’t have another option. After learning Braille, I’ll have a choice—do I want to read myself or be read to?
Imagine reading a book, your eyes shifting over two words as you ponder their meaning in the context they are written.
For example, take the sentence:
‘Moneesha gazed anxiously around the door before slowly creeping into the room.’
You stop, pondering the scene before you, feeling what Moneesha feels. You stop and empathize with her before going on. This is not possible for me when I am reading an audio book or an e-book—where I usually give the Insert+down arrow command and lie back and listen without a pause or moment for contemplation. It is, however, I think, possible with Braille.

Here Despite it all

Posted in Uncategorized with tags , , , , , , , , , , , , , , , , , , , , , , , , , , on April 15, 2014 by Poonam Vaidya

Participant Stephen Ojungo (known as Steve) from Kenya is very happy to be at Kanthari. His habit of making friends was the thing that brought him here, as it was recommended to him by a friend from the Philippines. Furthermore, this habit also helped him raise the funds that would be required to reach India. Before his second interview on Skype with Priya, the Intake Coordinator at Kanthari, he had been unaware that any funds would be required, so when asked as to whether he would be able to pay the safety deposit of $ 500, he had to explain that he couldn’t. He thought that it was all over after this, but his wife and him talked it over and decided to sleep on it.

After thinking it over, Steve was certain he wanted to come to Kanthari at all costs, and made it his mission to do so. From the rural district of Kenya, Steve, 45 began to think about how he would raise the funds to get to Kanthari.

Steve’s project involves working with orphans and vulnerable children in his hometown. These children would be provided with food, school stationery, uniforms and psychological support. Steve began to think about ways to raise the money to make his dream a reality. He first visited his friends in Kenya to ask them if they could lend him some money. Unfortunately, most of them had nothing to spare. A Canadian couple he had met when they came to Kenya were sought out. they were sceptical about Kanthari’s authenticity, but his determination won them over and they agreed to provide him with $200. He was not so lucky with everyone, though. “I have a relative, who is a man of money. He was very sceptical about Kanthari and refused to help me with funding, which was a big let down. Some of my friends also refused to help me out,” says Steve.

When he had first seen the amount for the safety deposit of $500, he had not considered that the travelling expenses and other legal charges would be included. The money raised was not even half of what was required, so when Steve sought the help of his friends again, one of them suggested he have a local fundraiser, called an Arami, something he had not even thought about. Steve took up this suggestion and called for two fundraisers, the first of which was more successful than the second. But even after this, there was not enough money to go to Kanthari.

Steve’s confidence began to waver: could he possibly raise the funds required? After a talk again with his wife, they decided to take the help of the Kenyan government. Through microfinance, a scheme that allows women to take loans from the government, Steve’s wife borrowed the money that would get Steve to India.

Yet, the hurdles were not all over. a day or two after a visit to the Indian embassy in Nirobi, which is 650 KM away with a bus fare of Rs. 1000, Steve got a call demanding that he come to see them again and pay them more, as his Visa and passport had been approved for a period of only six months, whereas the Kanthari program was for a duration of seven months. Therefore, Steve not only had to pay once for the bus to Nirobi, but twice. Add in the charges for the approval of his documents, and one begins to realize just how passionate he is about his project.

As the final step, Steve had to do something that broke his children’s heart. He had four animals, out of which he had to sell three, one bull and two cows to be able to afford the ticket to India. “I had to explain to my children that this was required, but they were still very sad,” says Steve. Adding to the $500, the other expenses came up to a sum total of $1500 more, leaving the Kenyan $2000 poorer, but finally at Kanthari.

When we ask him whether he has any regrets, he answered that he had none whatsoever, and would absolutely recommend it to his friends. “The thing that first got me was the statement on the Kanthari website, which mentioned it was ‘an Incubator for social change makers’, something I found very inspirational. Furthermore, I believed in Kanthari since they got back to me within three days as they had promised,” says Steve.

His advice to the future participants is to act with speed. “As soon as you are sure you have been selected for Kanthari, don’t wait. Begin fundraising immediately, plan for uncalculated expenses and don’t be disheartened when somebody turns you down when you ask for money,“ he advices future applicants.

Is India’s National Anthem Pro-Colonial?

Posted in Uncategorized with tags , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , on October 4, 2013 by Poonam Vaidya

Below is the Bengali transliteration of Janna Ganna Mana, the Indian National anthem:

Jana-gaṇa-mana adhināyaka jaya he
Bhārata bhāgya vidhātā
Pañjāba Sindh Gujarāṭa Marāṭhā
Drāviḍa Utkala Baṅga
Vindhya Himācala Yamunā Gaṅgā
Ucchala jaladhi taraṅga
Tava śubha nāme jāge
Tava śubha āśiṣa māge
Gāhe tava jaya gāthā
Jana gaṇa maṅgala dāyaka jaya he
Bhārata bhāgya vidhāta
Jaya he, jaya he, jaya he
Jaya jaya jaya, jaya he.

Ever the cynic, I was arguing with my family today about our National anthem. I am extremely suspicious about saying something I don’t understand, which is why I never chant any prayers or sing in Sanskrit, as it is a language of exclusion; that I believes keeps out understanding and encourages mindless zombism.

My family argued that it promoted nationalism, and hence was ‘good’. This was exactly the ‘mindless zombism’ I was talking about. I may have ruined my family’s breakfast by my insistence that ’it was wrong to force the whole country to sing something only 1% of the population could understand’;
but it created another skeptic. I decoded what I could decipher: india, cheer good, Punjab, Sindh, Gujrat, Maratha, Vindya, Himachal, Yamuna, Ganga. One thing became glaringly obvious. Only the north Indian states, and rivers, that too, a very select few, were mentioned. How did anyone manage to force South India to sing a song about the nation that did not include them? It was like forcing you to sign above someone elses name in a form.

I agree that the song sounds good, which is why all of us would throw up our heads proudly and feel our hearts soar when we sung as a group in our assembly in school every Friday. All our complaints about our country would disappear as we sucked in the atmosphere and lent strength to the pillar of rising voices, to finish of satisfactorily with :Jaya Jaya, Jaya hai!’.

Okay, it sounds good, but what does it mean? If this was the olden age, I would have sought my ‘wise old grandmother’, but since it is not, I sought wise old Wikipedia.

All I found below is taken from https://www.google.co.in/search?q=english+translation+jana+gana+mana&ie=utf-8&oe=utf-8&rls=org.mozilla:en-US:official&client=firefox-a&gws_rd=cr&ei=iCBOUraoEoaAiQf60oCwBQ

Jana Gana Mana written in Sanskritised Bengali is the first of five stanzas of a Brahmo hymn composed and scored by Nobel Prize winner Rabindranath Tagore. It is addressed to King George V. It was written to welcome him during his India visit. He is addressed as Bharat Bhagya Vidhata. Somehow this song that was written in praise of the ruler of the Empire, became a National Anthem, without proper understanding of its meaning and significance.
English translation[
Thou art the ruler of the minds of all people,
Dispenser of India’s destiny.
Thy name rouses the hearts of Punjab, Sindh,
Gujarat and Maratha,
Of the Dravida and Orissa and Bengal;
It echoes in the hills of the Vindhyas and Himalayas,
mingles in the music of Yamuna and Ganges and is
chanted by the waves of the Indian Sea.
They pray for thy blessings and sing thy praise.
The saving of all people waits in thy hand,
Thou dispenser of India’s destiny.
victory forever.

I rest my case. I now doubt anyone knows what they are singing when they chant like parrots what the millions of people sing around us. The national anthem, of India then, is the British National Anthem. That’s what I thought as soon as I finished reading this.

However, it is always good to be sceptical, even when you find out something that gives strength to your suspicion. On Wikipedia, this song is claimed to be sung to god, not the Empire.

It says it was wrongly reported by the Anglo-Indian community, since George’s visit was in sync with the anthem’s first public performance.
According to Wikipedia, the poet claims in a letter written in 1939: “I should only insult myself if I cared to answer those who consider me capable of such unbounded stupidity.”. In another letter to Pulin Behari Sen, Tagore later wrote, “A certain high official in His Majesty’s service, who was also my friend, had requested that I write a song of felicitation towards the Emperor. The request simply amazed me. It caused a great stir in my heart. In response to that great mental turmoil, I pronounced the victory in Jana Gana Mana of that Bhagya Vidhata [ed. God of Destiny] of India who has from age after age held steadfast the reins of India’s chariot through rise and fall, through the straight path and the curved. That Lord of Destiny, that Reader of the Collective Mind of India, that Perennial Guide, could never be George V, George VI, or any other George. Even my official friend understood this about the song. After all, even if his admiration for the crown was excessive, he was not lacking in simple common sense.”
Whatever the truth maybe, the National anthem is yet another way we urge ourselves to fall prostrate, helplessly at the feet of someone, either George, an icon of the British Empire, or else at the imaginary feet of ‘god’. It is more a prayer, as empty as all the slokas babbled in temples, mosques , churches and other places of worship.

I give credit where it is due. One good thing about the national anthem is that it is not jingoistic. It doesn’t preach that India is better than the rest, like ‘Saare Jaha Se Accha’, nor does it go on forever, which is a blessing to tired kids who have to sing it every day at assembly. However, if “the saving of all people waits in thy hand,” why do we need the Indian army, navy or air force? Or even the Indian Government?

Volenteering: The Road Not Taken

Posted in Uncategorized with tags , , , , , , , , , , , , , , , , , , , , , , , , on September 13, 2013 by Poonam Vaidya

“any volunteers? How about you, at the back?” The professor’s finger is pointing to you, his eyes meet yours, the steely glint of triumph evident in his eyes. the rest of the class turns to face you, too and you freeze, forgetting to breathe. This was me, several times in college. No wonder my heart skips an uncomfortable beat whenever I hear the word ‘volenteer’.

Do you volunteer to become a volunteer or do some, like the professor, volunteer you to be a volunteer, using it as a shield against the accusation of having ‘forced’ a student to step forth? . “You can’t force one to volunteer , can you?”. Though this is one of the most seberely misused words in academia, my story of volunteering is a positive one. 

I wasn’t forced a position, I was offered one. And the decision to take it up was the best one I ever took. To compare it with the professor example, it was like the professor laughed and said, “Looks like someone in the last row knows. And he looks at me . I think I know, and I take the plunge and go for it. The answer is deemed a brilliant one, leaving a glow  of happiness on my face for the rest of the day.

Perhaps the following comparison to volunteering is not the most upright example, but I have given it because most youngsters like myself will be able to relate to it. Men may reverse the situation to fit it into their contexts. picture this: you like a boy. You have found out tthat he is single. You have pieced together a mental checklist of what he likes and found out you are qualified, potentially at least. How do you go about asking him on a date? Though it admittedly also depends on many things, apart from just yourself, including other potential competition,, the boy’s parents, friends and the boy himself, what can you control? You could just go up to him and strike up a conversation. Maybe ask  his friends to ask  him about you, or even send  him flowers and love letters to peak  his interest.

But the most excellent way to really get to know  him is by finding out what you can best help  him with. Observe or ask around what he is really struggling with, or find out  what he needs and help  him with it. whether it is a difficulty with a particular subject you know suitably well, walking  his dog, anything. Chances are, he would probably find it harder to refuse your offer to take  him out. chances are, he’ll be asking you out himself, if only to show gratitude for the help you have given him. And if he still refuses, he might just end by saying, “I like someone else, but I know this other friend of mine, he’ll really like your type, I’ll introduce you both.”

While employment is infinitely more serious than asking a boy out, the principles and effects remain the same. The ‘’date’ represents the job, the ‘boy’  the employer, the ‘friends and family’ the employers colleagues  and superiors and the other competition represents other potential employees,. While blatantly applying for the job is the road most taken, volunteering  is not, and as claimed by Robert Frost, it does ‘make all the difference’.  

You can keep stretching this comparison to analyse the other criteria, like the indirect way of asking  him out as possibly snooping around for recommendation letters, and the sending of gifts as calling in favours.  Chances are that if the job is actually not the right fit for you, or else, if it is already occupied, it still will help you much more than just thinking about it. volunteering boosts your confidence, enables you to learn more about the outside world as well as yourself, and helps you network and build your portfolio. The ‘boy’s friend‘ refers to a chance at current or future employability in the same company  or a similar one. What’s more, you get to spend more time with the boy, something that will give you a more practical experience. We are all a little concerned about whether a chosen career is the one for us. What better way to confirm this than by taking a no-obligations position and finding out?

Expect more than all this from a volenteership a sort of summary is listed below. .

  1. Meet new people: There are only a limited number of people you can see: at work, at home and in parties. Think of volunteering as the job you never had, as an occasion to socialize amd network. Volunteer.
  2. Gain experience: If you have never worked before, volunteering helps you take a bite of the apple, ensuring you haven’t bitten off more than you can chew. You know your pay check isn’t in danger if you say something or don’t show up one day. On the way, you’ll learn how people are and how the cogs turn. Volunteer
  3. Feel good: Doing something and not being paid for it is an experience by itself. People look at you with respect, and it looks great on your C.V., too. Plus you have this ‘I’m a superhero’ feeling that just doesn’t go away.  Volenteer.
  4. Make your mark: Make a good impression on the company you are volunteering for. They might decide you are indisposable and offer you a job on the spot; or at least recommend you to another. Volunteer.
  5. Know your work and yourself better: This especially works great for those who are working for the first time, are working after a long time or are getting into a new line. Volenteering  helps shape your attitude and personality, fill certain knowledge gaps and makes you more sure of the job you are doing. Volunteer. 
  6. Saves you from Boredom: So you’be been sitting at home for the past month or more, doing nothing. You don’t need money, not really, anyway, but you need something to do, anything. Volenteer

How to counter Writer’s Block

Posted in Uncategorized with tags , , , , , , , , , , , , , , , on September 5, 2013 by Poonam Vaidya

Ideas flow like water. Sometimes fast, sometimes slow, Sometimes not at all: they are stagnant. A writer’s block stems from the lack of (good) ideas. If you push at the waters, they will slip through your hands, and throwing stones only causes ripples, which subside eventually.

 

Many writers, through ‘‘hands’and stones’, try to continue the flow of words, coming up with insufficient results In most cases. However, if the writer, say- digs tunnels, makes water channels, and whatever alternate methods, he or she can get the water flowing. So my suggestion is—do something you’ve never done before. Bungee jumping, a night at the graveyard, a visit to an old age home, travelling to a new place—perhaps something specifically related to the place you are “stuck” at. These new experiences will surely trigger new thoughts, making the writer’s block a thing of the past.

Capital Punishment: A Necessary Evil

Posted in Uncategorized with tags , , , , , , , , , , , on August 24, 2013 by Poonam Vaidya

The spokespersons against capital punishment describe it as morally and ethically wrong, equate the death penalty with legalized murder, and ask: If the premeditated killing of another human being is wrong, how does the premeditated killing of the murderer make it right? Shouldn’t society repudiate the death penalty and emphasize mercy rather than revenge?

These questions asked by death penalty opponents are legitimate questions for society to consider. The debate surrounding the death penalty includes discussion of the sanctity of human life, personal responsibility, and the role of the state in administering justice. Yet, for all this complexity, the death penalty remains primarily a form of punishment. It assumes that human life is sacred, and that the killers who take the lives of their victims forfeit the rights to their own.

In the Western legal tradition, murder is defined as the deliberate malicious killing of a person. Throughout history, murder has always been regarded as a serious crime. In tribal societies, it was murder that led to the concept of the blood feud, also known as the vendetta.

According to some historians and anthropologists, the emergence of religious and legal codes were the first attempts by humans to restrain the destruction of blood feuds. The ancient Mesopotamian Code of Hammurabi (1760 BCE) was one of the first examples of a city forming a religious-secular code of rules for citizens to follow. In the Code of Hammurabi are the first proscriptions against murder, and the first occurrence of the phrase “an eye for an eye, a tooth for a tooth,” which specified that if a free man murdered another free man, he too would die.

The ancient city-states could not allow blood feuds between tribes to escalate into outright war in the streets. By codifying rules of conduct, the state claimed the right and the responsibility of vengeance from the victim’s relatives. Thus, the city-states elevated the crime of murder above the level of the blood feud, claiming that murder affected society as a whole. Murder became the ultimate crime, an offense against society, not just the victim and his family. Finally, the state ended the blood feud by inventing capital punishment.

Some arguments suggest that capital punishment is all about revenge. In fact, Albert Pierrepont, the last official hangman in the United Kingdom, wrote in his memoirs: “Capital punishment, in my view, achieved nothing but revenge.” But is revenge inherently immoral? Let’s not forget that murder is a horrifying, vicious crime. The reality is that there are few innocent people on death row; the vast majority of these inmates did, in fact, commit the crimes for which they were found guilty. These killers brutally took the lives of innocent victims. Like in the case of Ajmal Amir Kasab, who took millions of lives without a thought, can we rest peacefully, when all his victim’s families still weep over their loved ones, while Kasab is alive and well, with the states permission and the public’s funds?In the end, the death penalty is an individual punishment for an individual crime.

For better or worse, the law is the codified morality of society. While society is far from perfect, it reserves the ultimate judgment on the rule of law. Punishment is the only proven method to enforce the law. Everyone agrees that murder is a crime, and we agree there must be a punishment for the crime. We disagree over whether the death penalty is necessary. If you recognize the sanctity of human life, however, there can be no debate: The ultimate crime deserves the ultimate punishment.

The Protagonist Fights Back Finding the Self in the Televised Hegemonies of the Orwellian New World of 1984 and The Hunger Games

Posted in Uncategorized with tags , , , , , , , , , , , , , , , , , , , , , , , , on August 24, 2013 by Poonam Vaidya

The Protagonist Fights Back Finding the Self in the Televised Hegemonies of the Orwellian New World of 1984 and The Hunger Games

This research paper uses the dystopian novels. 1984 by George Orwell and the Hunger Games by Suzanne Collins to analyse the societies of Oceania and Panem through the eyes of their protagonists, Winston Smith and Katniss Everdeen, respectively.

The researcher has used the textual analysis method and the methodologies of Hypodermic Needle, Agenda Setting and Media Gate-Keeping, as well as the New World Order Conspiracy theory along with theories of subjectivity and Agency, throughout the course of this research.

While the thesis statement of this research states that “Despite the efforts of the totalitarian regime, the protagonists of 1984 and The Hunger Games resist brainwashing by the mass media and also prevent the possibility of the formation of a Dystopian New World”; the objectives of this research are threefold. They are as follows: one, to critically analyse the novels through the three chosen mass society theories and mention where they can be applied; two, Elucidate how the texts can be perceived from the New World Order Conspiracy Theory and finally, three, Explain how the select mass society theories can be rejected when it comes to the protagonists of the select novels and also observe the ways in which the protagonists subvert the totalitarian government, thus preventing the formation of a Dystopian New World.

I Raise a Cheetah, Translated from Marathi to English: from a book by Martand Parshuram Jog,

Posted in Uncategorized with tags , , , , , , , , , , , , , , , , , , , , on May 19, 2013 by Poonam Vaidya

The following is a translation of one of the chapters called ‘I Raise a Cheetah’ from a Marathi book called,‘Turning the Pages of Memory’ which was written by my great-grandfather, Martand Parshuram Jog, and published by Shyalaja Publishers, Nagpur in 1978.

On April 1932, I had gone hunting in the jungle that was on the banks of the Wainganga river, which lay in the district of Bhandara. Here, the Cheetahs were known for their destructive nature. With help from the tribals, I made arrangements to stay hidden along the banks of the Wienganga river. I was informed that just 50 feet away from me, there were traps in the form of nets that had been spread. These were set in order to trap rabbits. After awhile, a few rabbits, hopping and skipping, pranced towards my direction in order to drink water. In the blazing afternoon sun, there was no shade to be found anywhere. The tribals with me attempted to imitate the sounds of the sambar deer, Chital deer and the wild boar in order to draw out these animals from the top layer of the jungle. This ritual was carried out so that the mentioned animals would come towards my direction. After a while, a couple of Cheetah cubs, who looked like cats came towards me. They began to chase the rabbits. These Cheetah cubs got caught in the net. Running towards the nets, I and a few tribal’s endeavoured to rescue the cubs from the clutches of death.  With great difficulty, I put one of the cubs into a sack, however, in the confusion; the second cub slipped through our fingers and disappeared into the undergrowth of the jungle. It was dangerous to remain there. So I went home.

 

The Cheetah cub remained within the sack for a whole day. The next day, I chained him, cut his nails and fed him milk. Until then, he had been lying there morosely. The life came back to him after a bit of water and milk had gone into his belly.  He took fifteen days to get accustomed to humans. I began to go outside with him in my arms. I tried giving him rice and chappati, but he did not even let a bit enter his stomach. Everyday, however, he would have a sher of milk. We had to start increasing this by two, two and a half shers. Even then, he was always hungry. When he was four months old, we began to add a bit of cooked meat into his milk. He became a year old. Then, he needed to eat 1 to 1 and a half shers of meat. He would roam around like a tame dog. He enjoyed sitting in the motor car with me. Sometimes, I would roam the roads with him in my arms. The dogs would see him and run away quickly. An atmosphere of fear settled in my neighbourhood.

             

I was a member of the Rifle Club in Nagpur. When I was heading to the shooting range, he would sit in the backseat of my car. In the club, there was a British sergeant, who was the instructor. He was very scared of this Cheetah. This was probably because during target practice he used a red flag. My Cheetah, Shankar, was angered by the sight of red. When the sergeant showed him the red flag, he would roar from the car, even jump off the backseat and glare at him. Restrained by his chain, he would remain, growling at the sergeant. I began to give Shankar a few lessons on hunting. I must have taken him several times to hunt in the Chaori Ghat jungle, near Umraid. Blindfolded, I took Shankar into the jungles, and, chancing up on plants and animals of interest, I would lift the blindfold and point at them, repeating their names for his benefit. When I saw that his attention was focused on the plant or animal, I would unfasten his chain. At once, he would leap from the car and, before one could say ‘ha-ha’, would attack the specimen. Catching the specimen by the neck, he would endeavour to extract the maximum amount of blood from it. I would have to wrestle the prey from his grip. I had to keep him under my control with a cane. He was very afraid of me. He would shudder when I said his name, ‘Shankar’ loudly.

 

One day, I was sitting in the inner chambers, with Shankar sitting behind me. At this time, my friend, Mr. Gunvant Rao Wakekar, arrived along with a harmonium, he sat next to me. After a while, I got up to retrieve my own harmonium box, as he began to play his own. Suddenly, Shankar got up and began to roar. The man got a fright, and stopped singing, and froze.  His fingers began to shake. Once I realized this, I yelled, “Shankar,” in an authoritative manner, and made him sit again at the back. Ever since, then, Wakekar has not visited me.

 

Shankar had become a hot topic of discussion. To satiate his hunger, every Wednesday, I would go up on the roofs of my factory, catch eagles, and put them into his cage. He would get from three to four eagles that day. For many days, he remained at home. However, Leela, my daughter, would continuously trouble him. As he began to grow, it began to become dangerous to keep him around children. Therefore, I placed him into a cage in my factory. He was now 3 feet high, 9-10 feet long.

 

One day, I got a message from the Queen’s palace, which said, ‘The Queen wishes to see your Cheetah.’ As I had work, I instructed my nephew to take the Cheetah. Until that day, my nephew had never had the opportunity to take the Cheetah out. However, he bravely took up this responsibility and headed towards the palace. There, several children clustered around them. The Cheetah was annoyed by this. Within this crowd of children, one child accidentally stepped on the Cheetah’s tail. The Cheetah pulled at his chain, and pawed one of the children. Dropping him to the ground, he held him by the neck with his paw. He snapped, and the child’s thick coat came within his teeth. That and his well-manicured nails prevented more damage. Seeing the attack on the boy, my nephew ran away, following the rest of the children in the crowd. However, the Queen could not escape, as the Cheetah was blocking her. Presently, using his presence of mind, a child entered from the other door, and yanked at the Cheetah’s tail. The Cheetah, leaving the captured boy, advanced to attack the other boy. The boy on the ground stood up and ran away, heart in his mouth. The other boy fled, too, closing the door behind him, and thus tricking the Cheetah.  Now, the Queen and the Cheetah were the only ones left in that room. The Queen was standing with her heart in her mouth, behind a big pillar. The Cheetah was attempting to pounce on her. Meanwhile, I began to become a bit uncomfortable about sending my nephew alone with the animal. Thus, I took up my cycle and headed towards the direction of the palace. As I reached the palace and parked my cycle, I heard the voices of children. ‘The big cat got Shyam!’ saying this, they were running helter-skelter. Hearing of this, my heart skipped a beat, and taking the stairs two at a time, I ran up. This was when the two previously mentioned incidents took place. As I reached the door where the Cheetah and the Queen lay, the animal had just begun to advance towards the Queen. From the door, I yelled Shankar’s name, and he came towards me and stood beside me, obediently. At once I restrained him with a chain. The Queen was beside me then and in a frightened voice thanked me, and proclaimed, “You saved me .If you hadn’t, he would have attacked me. I don’t know with what mind I had him brought here and why. Thanks to God, that boy’s life was saved today, otherwise our reputations would have been blackened by this event.” After this event I never let Shankar out of his cage.

 

Incidents like these, (and others) reflected Shankar’s growing disobedience. Raj Bhadur Bhonsle was a zoo outside the city. Finally, I had to deposit him under their care. I would visit him twice a week on horseback. I would see him and pat him. Once, on an appointed day, I skipped this visit due to urgent work in my factory .I went straight home. Hereafter, I received an urgent message from the Zoo officials, requesting that I go there at once, as my cheetah was creating a fuss. I arrived at the zoo and petted Shankar, who was finally satisfied.

 

As I translated this article from my mother tongue, Marathi to English, I encountered a few problems. However, these problems could easily be avoided, had I been a professional translator, or had a bit more experience with translation. Personally, it is my view that translating a text from one to another is hardly a problem, and should be strongly encouraged, as it allows for a cultural exchange of ideas and leads to expansion in literature.

 

The first problem I encountered was the difference in the formation of sentences. Even a person, who knows both the languages equally well, would not be able to translate a text perfectly. This is because if only words are translated, the sentence would not make any sense to the reader. Therefore, one needs to read the whole sentence, sometimes the whole paragraph, in order to be able to do justice to the translation.

 

Another problem I faced were difficult words. Although my knowledge of Marathi is moderately fair, a few words that I read were unknown to me. Therefore, I used my discursion and depending on the context, I translated that word into what I thought it meant.

 

Conjunctions were another problem. Marathi does not really use conjunctions that much, therefore, there can be sentences that make no sense until the next one is read. For example, with reference to the line about the British sergeant being afraid of the Cheetah, the unedited translation would be as follows:

‘‘At the club, there was a British Sergeant, who was the instructor. He was very afraid of the Cheetah. This is was because, at the firing range, he used to use a red flag for target practice. My cheetah’s name was Shankar. He used to get angry when he saw red, and when the sergeant showed that red flag, he would roar loudly from the motor”. (Pg. 104, Line 5)

 

Another difficulty I faced was punctuation marks and capitalisation. In some contexts, unknown words might seem like names, and since there is no indication that a word is a name except for common sense and general knowledge, this task might prove to be difficult for an outsider. For example, the name’ ‘Shyam’ is mentioned when the children are screaming. They are screaming, “The big cat has Shyam!” For me, it was common sense that Shyam was the unknown boy who had been pinned down by the Cheetah. However, to anyone unfamiliar with Indian names, ‘Shyam’ could logically mean just about anything.

 

Another problem were phrases and other untranslatable words. Here, the translator faces a choice—should he substitute a word or write it down, as he sees it, in the English script? Or should he translate it to the best of his abilities, into the word closest to the concerned word? He also could rewrite the entire sentence, so that it gives the general gist. I have used options one and two in my translation of this work. For example, the word                       (vaagh) has no literal translation in English, but the closest meaning in English which I could think about was ‘big cat’. Another example could be seen in the phrase                                                                 (take their lives in their hands), which is a phrase that occurs more than once in this text. As it might not make much sense to an outsider, I substituted this phrase with ‘hearts in their mouths’, which conveys the same meaning and emotion, though with different words.

 

Synonyms are another problem. I have often observed that Indian languages, at least in the north, have limited amounts of synonyms. Therefore, the translator is sometimes at a loss for which meaning to choose, that would exactly tell us what the author meant. For example, the words                          essentially mean ‘jumped. However, the translator could just as easily use the synonyms of ‘jumped’, that are ‘leapt’, or ‘sprang’.

 

How would the author have liked you to translate his work? This question, posed by the translator to himself, is a difficult one. It would require the author, first of all, to be alive. Secondly, the author should know the language of translation considerably well, and thirdly, should be interested in answering any doubts you have in mind, and therefore should also be easily accessible. However, the paradox is that if these criteria were actually true, the author might as well translate the book by himself. Therefore, the translator will just have to leave all his doubts aside and translate the text according to his own discretion.

The last two problems I faced were the paragraphs and pronouns. We have been taught that every new paragraph should contain one or two strong points, and we generally change a paragraph every time we change an idea. However, this writer has not written this text with the same logic, and there appears to be simply a random change of paragraphs throughout the text.  What does the translator do, then? Does he make his own paragraphs, according to his own discretion, or does he respect the author’s random paragraph changes and stick to the same format? As a translator, I chose the second option. This, as well as my second difficulty, could occur in any translation, even if the translation was only from ‘old’ English to ‘new’ English.

 

 Pronouns are seldom used in this text. The word ‘Cheetah’ is rampant, rather than easy substitutions like ‘his’, or ‘the big cat’ or, even his name, Shankar. Was this move a premeditated one, on the part of the author, to indicate a distance in the relationship he had with the animal? Or did he simply write it down, unconsciously? In that case, should the Cheetah be called a Cheetah in the translation, as well? Weighing my options, I decided to use ‘him’, ‘the animal, and ‘Shankar’ to replace ‘cheetah’. I made this decision because I rationalized that the repetition would annoy and bore readers.

 

To conclude, I would say that translation is a great art, and can also be a lot of fun, if taken in the right spirit. It could be a tool to bridge the gap between different cultures and people of different languages, and allow the literature of that particular language to expand and grow. Furthermore, it allows for creativity and individuality, along with keeping the meaning still grounded in what the author has written (in successful translations).  The most important question a translator must ask himself is—“Should he focus on delivering the words as far as possible, in the words of the author, or does he translate the text, and tweak it a little here and there, so that it becomes that much more interesting, and can be suitable to outsiders? The perfect translation would try to keep these two questions in mind and take the middle path.

UNDOING HETERONORMATIVE EXPECTATIONS OF GENDER AND SEXUALITY THROUGH ANIME

Posted in Uncategorized with tags , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , on April 10, 2012 by Poonam Vaidya

THESIS STATEMENT:

In the anime -Ranma ½, Ouran Host Club and Princess Mononoke, genders and sexualities are juxtaposed and performed in ways that either run counter to or subvert hetro-normative expectations, and juxtaposed and probed to prove that they are merely ‘baseless constructions’.

 

ABSTRACT: 

This study examines how gender and sexuality operate within English-translations of certain Anime, (animated Japanese television series;) with special emphasis on Ouran High School Host Club(Ouran), Princess Mononoke and Ranma 1/2.. through these anime, which employ tropes of fantasy, the supernatural, metamorphosis, gender-switching, cross-dressing, bishonen (meaning ‘pretty boy’) and yaoi (meaning ‘male-love,’) I propose to question the universal, traditional and normative roles and perceptions of gender.

 

An even more important aspect of animation is that, compared to other twentieth-century visual media, it is explicitly nonreferential. animation stresses to the viewer that it is separate from reality, or perhaps even an alternative reality. In animation , there is no underlying expectation of any kind of normality, which allows for the creation of genres and autonomous stereotypes, displayed through exaggerated and over emphasized characters , which influence rather than are influenced by society.

 

The concept of ‘performativity’ comes from references from Gender Trouble, Bodies that Matter and other texts by Judith Butler. Performativity conceptualises the paradox of identity as apparently fixed but inherently unstable, revealing (gender) norms requiring continual maintenance. Here, gender is seen not as essence or socialisation, but as the consequence of the performative.

 

Ouran, through the aesthetic traditions of the queer practice of camp and the fan practice of parody complicates and ridicules traditional sexuality and ideal gender roles. Princess Mononoke revolves around three main female characters, set in the historical time of the fourteenth-century Muromachi period, who are all distinctively ‘androgenous.’ Ranma ½, through the trope of metamorphoses, narrates the adventures of an adolescent whose sex changes when water is poured on him.

 

In these anime and manga, female and male protagonists perform their own genders and sexualities in ways that run counter to or subvert heterosexual expectations. Gender and sexuality are thus juxtaposed and probed to prove that they are merely baseless constructions’ originating from society, culture and language

 

OVERVIEW

  1. Abstract
  2. Introduction
  3. Ranma ½ : The Ultimate Gender-Bender
  4. Ouran High School Host Club: Doujinshi at its Best
  5. Princess Mononoke: The Vicious Feminine
  6. Conclusion
  7. Works Cited
  8. Glossary of Terms
  9. Attachments

 

INTRODUCTION

Japanese culture has seen a change, especially in the last two and a half decades,, and most of the social trends in recent years have been gender-related, as both men and women increasingly question their assigned roles in society. (Napier)

 

One trend seen in women recently is the tendency to put off marriage and child-bearing, or completely forsaking them for the free single life, sometimes turning, along with their male counter-parts,  into a Hikikomori, or/and Otaru. Another trend is the movement toward the sexualization of young girls, exemplified by enjokosai, a practice in which high school and junior high school girls “date” older men for money to buy fancy consumer Goods. This can be directly recognized in the iconic figures of the shojo {anime and manga directed towards teenage and adolescent girls), is clearly both a reflection of and a comment on these trends. (Napier)

 

The culture of Japanese boys seems equally problematic, as the media increasingly fixes on sensational stories of their violence and irresponsibility. Even in arenas like the sports world, some of the players see traditional masculinity as “out of date.” (Napier)

 

Japanese men are finding a more nuanced masculine identity. For example, in his study of young Japanese men, anthropologist Fu toshi Toga interviews a number of youths who seem open to a changing gender identity, especially in regard to the roles women play in their lives. Several of Toga’s respondents specifically mentioned a willingness to share the housework and acceptance of and support for their potential wife’s career. Lifestyles that have been seen as exclusively the preserve of women are beginning to open. In her report on men’s cooking in Japan, Tomoko Aoyama suggests that “the cooking man has never before quite enjoyed the profile that he does in contemporary media and popular culture.”

 

Negative or positive, what does seem clear is that the gender identity of men in contemporary Japan is as much in flux as that of women, perhaps even more so. Japanese men today are being forced out of traditional notions of masculine performance and presented with a wide range of possible identities.

 

Media and cultural products explore these changes as well. However, it is in the world of Japanese animation and manga, however, that we can find a particularly wide variety of masculine representations. Because animation and manga function in a nonreferential realm, they may allow for a more complex form of viewer identification than live action can, which Paul Wells says, serve to “challenge. .. the illusions of realism. ” (Napier)

 

When it comes to the body, we cannot ignore the most important device in animation, the process of metamorphosis, also known as henshin in Japanese. This device allows us to explore the ways in which the body works within each narrative to highlight some of the most explosive issues of Japanese identity.

 

What Scott Bukatman says of superhero comics in America is highly appropriate, both for Japanese comics and for anime as well:, “The body is obsessively centered upon. It is contained and delineated, becomes irresistible force and immovable object… The body is asexual and homosexual, heterosexual and hermaphroditic.”

 

In shojo texts, being effeminate does not detract from the male character’s appeal. Instead, it only enhances his charm and social status. As a matter of fact, the female subject is put in a lesser position because she is not able to ‘perform’ femininity better than the male characters. As Judith Butler notes about gender construction, ‘Identity is performatively constituted by the very ‘expressions’’ that are said to be its results’. What Butler claims is that the performance aspect of one’s gender is itself the process of constructing one’s own gender identity. (Hay)

 

 

 

RANMA ½: THE ULTIMATE GENDER-BENDER

 

To put Ranma ½ into theoretical perspective, let us examine two quotes:

Segregating the sexes during childhood and defining the contexts and nature of their encounters later on, Japanese society defines gender roles with adamantine rules, In the realm of the imaginary, the strict roles encapsulating male and female are broken, being transgressed in fantasies which can be singly and variously violent, sadistic, maudlin, sentimental or comical…(Boronoff, Nicholas. The Pursuit and Politics of Sex in Japan)

 

…identification is always an ambivalent process, Identifying with a gender under contemporary regimes of power involves identifying with a set of norms that are and are not realizable, and whose power and status precede the identifications by which they are insistently approximated, This “being a man” and this “being a woman” are internally unstable affairs, They are always beset by ambivalence precisely because there is a cost in every identification, the loss of some other set of identifications, the forcible approximation of a norm one never chooses, a norm that chooses us, but which we occupy, reverse, resignify to the extent that the norm fails to determine us completely. (Butler, Judith. Bodies that Matter)

 

Ranma ½, an anime popular in the late 1980s and early 1990s is an imaginative comic romance that plays with gender (mis)identification through a fantasized form of transsexuality. Ranma Saotome, the hero of the series, is simply a regular high school boy who falls into a magic spring while practicing martial arts with his father. The magic of the spring causes him to turn into a girl when touched by cold water and to return to male form when touched by warm water.

 

Since rainy days, hot baths, and ponds or pools abound in the series, the opportunities for inadvertent metamorphoses are plentiful.therefore, we can say that Ranma is a literal representation of Butler’s vision of the “norm that chooses us.“ Unfortunately for Ranma, norms choose him, and his very public and haphazard boundary-crossing between male and female creates confusion not only for him but also for those around him. They are uncomfortably aware of a threatening destabilization of social boundaries without necessarily understanding the reasons for their own discomfort. (Napier)

Ranma 1/2 operates on at least two levels: the issue of constructing gender identity at the individual level and the public level. At the individual level, the viewer watches the appealing characters of Ranma and, at certain moments, Akane as they attempt to construct their gender identities while navigating the confusing tides of adolescence. At the public level, the series shows the gender norms that society attempts to impose upon him through the agencies of school and family. Issues of sexual identity, generational conflict, and societal confusion, are all invoked.  (Napier)

 

It is clear that Ranma is not the only character with a confusing gender identity in the series. Akane, the youngest of the sisters of the Tendo family, whom with which Ranma and his father stay with throughout the series, is the most fully developed female character. Akane is in many ways Ranma’s feminine “double,” both mirroring and distorting his own gender identity problems, Although she is attractive and feminine (and without overtly masculine speech patterns), Akane is clearly shown as “different,” not only from her sisters, but also from the other high school girls. it is interesting to examine her character in terms of homosexuality and androgyny. Like Ranma, she too is a brilliantly gifted martial artist, who insists that she hates boys, although they constantly flock to her beauty. (Napier)

 

Whereas turning from female into male is usually seen in many fantasies as a means of empowerment, Ranma’s transformation from male to female is clearly coded as negative. As scholar Rebecca BellMetereau puts it in her discussion of androgyny and cross-dressing in Western film, “Impersonating a woman involves anxiety over loss of power, because it means that the male must identify with a typically lower-status figure. (Napier) However, it is clear that Ranma begins to come to terms with his dual self towards the end of the anime, and even volenteeraly changes his gender at times, clearly no longer looking at his curse in a negative light.

 

rejected by a girl he likes (Akane), Ranma-as-girl is the fantastic embodiment of certain key adolescent fears. Perhaps one of the most terrifying of these fears is what literary scholar Eve Sedgewick calls “homosexual panic,” the fear of the heterosexual male that he is really homosexual. This fear is played out in a variety of episodes throughout the series. For example, in one of the episodes, when Ranma is fighting with Kuno, one of his obmoxious schoolmate, he is splashed by water and becomes a girl. What follows is Kuno falling in love with Ranma, calling her ‘the pigtailed girl’. What is more revealing is the dream Ranma has later in the episode, where he has a dream where he and Kuno are seen naked in a bathtub, with Ranma changing from girl to boy.

 

The action in subsequent, increasingly broad episodes consists of Ranma fleeing various male and female figures who have fallen madly in love with one or the other of his identities. The mad pursuit of the evertransforming Ranma, and the ambiguously gender-coded Akane is evocative of Shakespearean comedy in which cross-dressing becomes a catalyst for a variety of misidentifications and misadventures. (Napier)

 

Kuno, in fact, appears to be the only ‘traditionally male’ character in the anime, being well-built, rich, and a good Kendo swordsman. He is the only person to wield a sword, which has strong symbolic allusions to phallic potency. He often duels with Ranma, and the duel can be recognized as a way to negate gender anxieties in Ranma, as he struggles to prove his manhood. Kuno is also the most comic character, with his over-the-top and obnoxious nature being the butt of many jokes, as well as parodying the traditional male image.

To conclude, Ranma1/2 is an anime that destabilizes sex and gender by juxtaposing sex in an individual human being, thus showing it as ‘literally’ baseless.

 

 

 

OURAN HIGH SCHOOL HOST CLUB: DOUJINSHI AT ITS BEST

 

Like Ranma, as both male and female, who suggested an extremely appealing form of androgyny, one that recalls the so-called bishonen (“beautiful boy”, is only one of the examples from a larger fantasy world in Japanese culture in which androgyny and gender-crossing are staple tropes. The boys of the Ouran Host Club take gender ambiguity to a whole new level.

 

What Boronoff calls the “realm of the imaginary” includes such famous cultural institutions as the all-male kabuki theater where onnagata, or female impersonators, were traditionally raised from boyhood to be more womanly than a woman. A more contemporary example of genderbending fantasy would be the renowned Takarazuka acting troops, in which women take all the parts in plays that themselves often revolve around plots based on manga and anime.

 

As John Fiorillo, in FAQ: Onnagata,says,

since the 1600s, onnagata are responsible for playing female roles. Like bishônen, the early onnagata struck a chord with the female audience and “became, ironically, the arbiters of female style among the urban population, and their skill at onnarashisa (‘female likeness’) represented a model for feminine expression and behavior that women found compelling, and which they sometimes emulated

 

Ouran High School Host Club is one of a handful of otaku parody anime released during 2006.The anime revolves around a girl, Haruki-Fujioka, whose cross-dressing and androgenous features lead the viewer as well as the ‘boys howst club’ to mistake her for a boy. The first episode shows her journey as she is forced to join the host blub, and towards the end of it, is revealed as a girl.

 

Gender-fluidity and cross-dressing have been accepted into Japanese culture, and are reflected in anime and manga. Apart from these, Ouran uses genres like reverse harem, bishonen, incest, bishojo, parody and sets all these events within the traditional limits of a high school ‘for the rich and famous’.

Ouran plays on these popular tropes and pushes against their boundaries by poking fun at the tropes themselves and the fans who enjoy them. In doing so, Ouran engages two important aesthetic traditions, both of which explicitly question traditional sexualities and gender roles, the queer practice of camp and the fan practice of parody. (Darlington)

 

Both camp and fan parody complicate traditional narratives by appropriating and refiguring them. In each case, a marginalized group seizes on an iconic cultural production and draws attention to its ridiculousness through playful, often reverent, exploitation. The more recent Japanese tradition of fan parody is associated with anime and manga fanatics who both undermine and pay homage to popular mainstream anime and manga by creating their own counternarratives that involve well-known characters in fantastic, often absurd, situations and unexpected homoerotic pairings, creating a subtext that complicates and questions the inclusiveness of the master narrative. Thus, while Ouran seems harmless though somewhat condescending toward both fan culture and cross-dressing, its engagement with these fundamentally disruptive traditions suggests a subtle undermining of Japanese patriarchal and heteronormative traditions. (Darlington)

 

According to James Welker’s article, “Beautiful, Borrowed and Bent:         

The bishônen is a liminal figure who is “visually and physically neither male nor female; his romantic and erotic interests are directed at other beautiful boys, but his tastes are not exclusively homosexual; he lives and loves outside the heteropatriarchal world inhabited by his readers.

 

Another boundary-pushing theme which came into prominence – was female-to-male cross-dressing, a genre that was also dominated by female mangaka. Ouran is primarily based on this theme. Though a mainstream anime, Ouran engages in the style of camp/parody that is generally associated with dojinshi: It plays on earlier cross-dressing and shônen-ai manga by incorporating names and elements from famous series; its central character is a cross-dressing woman; it includes overt and excessive symbols associated with shônen-ai manga such as roses, lilies and the black/blond binary; and it constantly alludes to homosexual attraction and potential (through unrealized) homosexual relationships, which are watched closely by their female fans, who are always waiting for potential moments of homosexual lust, and often buy photos to commemorate them. (Darlington)

 

men are obsessively and fiercely objectified in the host club, which offers the clients, the high school girls, ‘every type of boy’, ranging from the ‘strong silent type, the boy-lolita, the smart type, the ‘apparently‘ homosexual twin brothers (who constantly evoke screams from their fans as they display ‘brotherly love’), the sophisticated and good-looking ‘king’ of the host club, and now Haruhi, who features as the ‘androgenous commoner’.

 

Like much good camp, Ouran’s ridicule is so couched in a layer of humor and over-the-top silliness that it easily slips under the radar. In the meantime, it has established incestuousness, cross-dressing and gay identities as normative narratives to be played against rather than questioned. (Darlington) In this way, Ouran, through a multiple number of themes, shows us that there can be more than one way, in fact many ways, in which gender and sexuality can be perceived. Lastly, through Haruhi Fujioka, the protagonist, it shows us that one’s gender or sex can not be decided based on looks or personality.

 

 

 

PRINCESS MONONOKE: THE VICIOUS FEMININE

 

Miyazaki Hayao’s 1 997 epic Princess Mononoke (Mononoke- hime) is a film that traces the journey of a prince, Ashitaka who strives, and finally succeeds in lifting a curse that was put on him by a tatarigami, a boar-god. Though arguably, the film mostly focuses on Ashitaka, what rendered it a ground-breaking and popular film was its ‘unconventional’ female characters, its imaginery, yet grounded retelling of history from the female perspective, as well as the ambiguous depiction of gender and the supernatural. The film is set in the japan that existed before the patriarchal system, in which nature, rather than humans, ruled.

 

Princess Mononoke reenvisions the conventions of Japanese history through a variety of distinctive and effective strategies. Perhaps the most important is one of subversion and defamiliarization. The film defamiliarizes two important icons in Japanese culture, the myth of the feminine as long-suffering and supportive and the myth of the Japanese as living in harmony with nature, often expressed through a union of the feminine with the natural. (Napier)

 

Princess Mononoke starts squarely in the realm of the non-human. It is set firstly in the sacred forests that are ruled by a fantastic deer-like presence known as the ‘shishigami’ and contains supernatural creatures such as the doll-like forest spirits known as the ‘nodama’ and clans of sentient animals such as wolves, monkeys, and boars. The second is the fortress of Tatara, a manufacturing factory headed by Lady Eboshi, where they mine iron ore to make armaments. In another example of subversion, guns, rather than swords are manufactured here. (Napier)

 

Furthermore, the film defamiliarizes conventional notions of Japanese history through Miyazaki’s decision to set the film during the fourteenth-century Muromachi period and his subsequent subversion of conventional expectations concerning what a film set in that period should be “about. (Napier)

 

As critic Komatsu Kazuhiko said in his book “Mori no kamikoroshi”, “This is not a work based on historical faithfulness. …This is fantasy dressed as historical fiction with a variety of facts and fictions gathered together.” Princess Mononoke takes place in a mythical space deeply removed from the capital, both literally and symbolically. As Miyazaki states in his introduction to a book about the film, “Contrary to the usual film, this is a movie in which few samurai, peasants, or feudal lords appear. This is a film in which the main protagonists are those who usually do not appear on the stage of history. Instead, this is the story of the marginals of history”.

 

The marginals, in particular, the female characters represent the ‘abjected Other’, which, when linked to the aspects of repudiation and destruction, can be seen as ‘seeking revenge’, something we see happen directly between San and Eboshi, where San, who hates all humans, harbours a particular hatred towards Lady Eboshi, the leader of the technology-driven and modernised community of Tatara. Eboshi in turn is determined to take over the forest, requiring her to killl the shishigami. Thus, Miyazaki aptly titles his introduction to The Art of Mononoke-hime, “This is a story of battle between humanity and the wild gods”.

 

The way in which the film mixes “facts and fiction” is an important element in its destabilizing effect.Two of the most important aspects of this destabilization are the film’s defamiliarizing of conventional female characterization and its “supernaturalization” of nature. (Napier)

 

Animation scholar Paul Wells says that earlier Miyazaki films ” operate in ways which re-negotiate narrative paradigms accentuating masculine power and authority…” and this is especially true for Princess Mononoke. Turning to his female characters, it is evident that in Princess Mononoke, Miyazaki not only undermines a host of female stereo-types from conventional Japanese culture, but also from the anime world

 

As critic Murase Hiromi points out, there are three important female characters in the film: Eboshi, the leader of Tatara; San, the human girl who has joined wild nature; and  Moro, San’s adoptive wolf mother. What is most remarkable in the three characters is the lack of the expected gendered aspects of sweetness and cuteness s(kawaii), which are more or less present in all other Shojo anime. Overall, the female characters possess a gender-neutral, or at least deeply ambiguous, characterization compared to traditional female stereotypes, and they remain completely outside the misogynistic patriarchal collectivity that rapidly became the foundation of premodern Japan.

 

In her provocative essay, Murase Hiromi sees the three females as occupying significantly different positions in relation to the nature-culture dichotomy that exists as one of the main pivots of the film, For Murase, San and  Moro exist as a mother-daughter coalition aligned with nature and in opposition to the “civilization ” of Tatara over which Eboshi rules, Eboshi in turn may be seen as a kind of artificial mother to the collectivity of Tatara, In the death of  Moro at the film’s end, Murase sees nature being overwhelmed by culture. Murase also suggests that Miyazaki may be covertly playing with gender boundaries behind the screen of the nature/culture dichotomy.

 

It is certainly true that all three female protagonists possess characteristics traditionally coded as male, and that, with the important exception of Ashitaka, there are no male “heroes” in the film. It is also possible to suggest that the use of females in conventionally male-coded roles is another link within the film’s overall strategy of destabilization. (Napier)

 

This is even true in the case of Moro who, at first glance, could just as easily have been made into a male wolf. By making her both female and a mother but refusing to allow her any conventionally maternal characteristics disturbs the audience’. Even more defamiliarizing is Eboshi. While most standard historical dramas use the main female character as a “vehicle for tradition,” Eboshi’s character subverts the conventional notion of the traditional female role. (Napier)

 

San’s character also defamiliarizes the feminine. The “heroine” of the film, she is shown as a ruthless figure of virtually unrelenting violence. Her blood-smeared face, fierce demeanor, and fur clothing obviously connect San with both violence and nature, but there is also a strong hint of the sexual primordial female as well, who is more ominous than erotic. San’s body is thus inscribed with wildness and primordial sexuality, making her Otherness not simply female but bestial as well‘. (Napier)

 

Her refusal to live with Ashitaka and her decision to stay in the forest ensure that a sense of loss or absence inevitably permeates the film’s conclusion. As a result, the ending of Princess Mononoke is a kind of draw, with neither side triumphant and the abject still not entirely repudiated. (Napier) Therefore, by showing that gender and sexuality are merely constructions of society and culture through its female protagonists, Princess Mononoke renders these constructions ‘baseless’ .

 

 

 

CONCLUSION

 

Ouran, Ranma1/2 and Princess Mononoke are just three anime that reflect  Japanese culture’s reaction and parodying of gender and sexuality by performing their gender roles in non-familiar ways, which disturb the normative understanding and force us to reinvestigate what gender and sexuality mean to us, or even if they mean anything at all.

 

Therefore, shojo anime uses tropes like metamorphoses, cross-dressing, bishonen, gender-switching, homosexuality yaoi and yuri to not only act as a reflection to contemporary events but a response (or, rather, a variety of responses) to them

 

 

 

 

 

 

 

WORKS CITED

Napier, Susan. Experiencing Contemporary Japanese Animation. 2nd ed. New York: Palgrave Macmillant, 2005.

Hay, Valerie. “The Politics of Performative Resignification.” British Journal of Sociology of Education Vol 27, No. 4 (September 2006): pp. 439-457

Darlington, Tania. “The Queering of Haruhi Fujioka: Cross-Dressing, Camp and Commoner Culture in Ouran High School Host Club.” . ImageTexT: Interdisciplinary Comics Studies. 4.3 (2009). Dept of English, University of Florida. 7 Feb 2012. <http://www.english.ufl.edu/imagetext/archives/v4_3/darlington/>.

‘Okayama DNNG Guide: New Anime Series Previews’, 10 Feb 2012

http://www.animeph.com/anime-terminology-vocabulary-term

Ouran High School Host Club. Dir. Takuya Igarashi. 26 episodes. Prod. Bones/Animax, NTV. 2006.

Ranma 1/2. Dir. Tomomi Mochizuki (season 1). 161 episodes. Prod. MVM Films Network Fuji Television, Animax1989-1992

 

Princess Mononoke. Dir. Hayao Miyazaki. Prod. Nippon Television Network . 1997

 

 

 

 

 

 

 

 

 

 

GLOSSARY OF TERMS: ANIME TERMINOLOGY OR LEXICAN )

A

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Anime:

Animes are Japanese cartoons. They used to be hand-drawn, but today most series are computer-generated (CG). Anime authors often base their works on the stories of popular manga, H-Games, novels and computer games. A typical anime television episode is 24 minutes long. A series usually consists of 12, 24, 52 or more than 100 episodes

(B

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Bishoujo:

 Anime/manga genre. Literally means “beautiful girl”. Bishoujo series usually are targeted at men and this subgenre is present in almost all genres where there are attractive female character designs, like for example in harem series or eroge.

Bishounen:

Anime/manga genre. It is literally translated to “beautiful boy”. Bishounen anime/manga usually deal with homosexuality or are romances with a female protagonist.

D

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Doujinshi:

Usually short One-shot mangas drawn by amateurs and fans, which are then sold and traded in big and popular manga conventions in Japan. But even some popular professional mangaka participate in those events and create doujinshi. Doujinshi are based on popular manga and anime and often function as comedy, parody and erotica. The copyright owner of these series sometimes do not wish to see any violation in their rights by doujinshi, but often it is commonly accepted anyhow and can be rather seen as promotion. Doujinshi scans and translations are also available on the internet.

E

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Ecchi:

Ecchi is the Japanese letter for „H“, which is short for hentai. Still ecchi is different from hentai. Ecchi as a genre stands for series with lots of fanservice, sexual hints/thoughts and skin showing, often in a comical manner or creating a funny situation. There is no pornography involved. Anime characters either say hentai or ecchi to call someone else a pervert, while hentai is stronger than ecchi.

Enjo kosai:

Enjo kosai or compensated/assisted dating is a practice in Japan where high school-aged girls are paid by older men to accompany them on dates and sometimes even to render sexual services. While in some cases it is a form of child prostitution, in most cases enjo kosai does not even involve kissing or holding hands. Enjo k?sai is linked with the consumerist ko-gal subculture and many observers believe that it serves as a way for young girls to preserve an expensive lifestyle, despite their families’ more difficult financial situations.

F

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Fanservice:

Fanservice in anime/manga refers to sexual hints like breasts showing or panty shots. There is a very large variety in fanservice. Shower scenes, sexy clothes, swimsuits, close-ups, wet see-throughs and many more things count as fanservice. It is basically all sorts of sexual eye candy and it is shown in almost every Anime/manga series to a certain extend.

Fujoshi:

Fujoshi is what fan-girls of the yaoi genre call themselves. It is a pun on the terms for “rotten girl” and “respectable woman”, which are homophonous but slightly different in Japanese writing.

H

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Harem:

Anime/manga genre. The term is a creation of Western anime fans. Harem animes are love comedy shows that feature 3 or more girls who are or fall in love with the male protagonist. The concept of these shows is for the viewer to identify himself with the often average type protagonist and find a girl among the large female cast appealing to his taste. These series are often adaptations of famous Japanese dating simulation games or designed to appeal to a similar audience.

Hentai:

Literally means pervert. Hentai are pornographic anime. There is also hentai-manga, hentai-doujinshi and hentai-games. Because of a certain very old law in Japan, it is forbidden to sell erotica that clearly shows genitals. Therefore male and female genitals (if shown) have to be censored in every piece of adult material on the Japanese market. However, there is Japanese adult material licensed by foreign companies and produced for foreign companies, which are therefore available uncensored in foreign counties.

Hikikomori:

Literally means “pulling away, being confined”. The term hikikomori refers not only to the sociological phenomenon but also to individuals belonging to that group. Hikikomori are people who feel uncomfortable in public and lock themselves away from society in their apartment or their parent’s home. They rarely leave their dumped down room and often kill time by playing computer games all day or watching anime and the likes.

J

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Josei:

Anime/manga genre. Josei literally means woman and is targeted at woman and older teens. It is one of the rather rare genres and feature realistic romance stories about adulthood, growing up, collage, complicated relationships and other post-modern realistic topics with female protagonists. Josei is something like a rather mature shoujo. Examples for Josei are Paradise Kiss and Nana.

K

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Ka-waii:

Japanese for „cute“. This word is very very often used in anime. Often even as a single word (Kawaii!!).

Kendo:

Japanese material art with a typical wooden sword. In anime there is always a kendo club at school.

L

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Lolicon:

Erotica anime, anime pictures and manga that feature young girls. While erotica involving minors is illegal of course, lolicon is still legal in most countries because of the artistic freedom. This genre even has a surprisingly large fandom in Japan.

This word is also used to describe, insult or mock people for being interested in this kind of material.

M

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Mahou Shoujo:

Anime/manga genre. Literally means magical girl. Mahou shoujo are stories about witches or sorceress with magical powers. They are usually rather young and depend on transformations to activate their powers. A very famous example for mahou shoujo is Sailor Moon.

Manga:

Manga are Japanese comic books. Manga series are usually released in weekly magazines (for example Shounen Jump), which contain several different series of the same genre. Later on each of those series will be released as box-sets. Depending on the series one volume of a certain manga can contain from 2 up till more than 12 chapters, but in the end, no matter in how many chapter a volume is divided in, it almost always consists of roughly 200 pages. The amount of volumes a manga series lasts depends not only on the mangaka`s (the author`s) intentions, but also on the popularity of the manga. Weekly manga magazines also contain one-shots, which are short stories that consist of only one chapter. Most Manga are black and white and are read from right to left, which might be a bit confusing for foreign readers at first. In economic terms, weekly sales of comics in Japan exceed the entire annual output of the American comic industry. Manga series get licensed, translated and released all over the world. International manga-fans complain about edited and censored manga. Editing happens due to cultural references, voilence and nudity. A lot of Fan-groups also release their own translated scanlations of unlicensed (and sometimes even licensed) manga and release them for free on the internet (For further information on this topic look at my Download-Guide).

Mangaka:

Mangaka are professional manga authors. Successful mangaka are treated like big celebrities in Japan.

Mononoke:

Means ‘possessed by a human spirit’

Moe:

Moe is a Japanese slang word and would be best translated to „cute“. But it is not simply cute. There is a big moe fandom. Anime and manga characters that are described as moe are often young, naïve, cute and innocent.

O

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Otaku:

Literally means fanatic. Otaku are obsessed Japanese anime and manga fans. Certain merchandise and anime that air late at night are exclusively targeted at otaku. While it has negative connotations in Japan to be called otaku, in America and the international anime community this term is more flexible. Some call themselves otaku with pride for their detailed knowledge of anime, manga and the Japanese culture, others think it is negative and implies being a freak and even others think it is only appropriate for Japanese people to be called otaku.

S

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Seinen:

Anime/manga genre. Literally means young adult. Seinen is targeted at men and older male teens. It is sometimes similar to shounen but deals with darker, deeper and more realistic themes and characters, but most often it deals with issues of university students, adulthood and the working world. Can also contain sexual hints.

Shishigami:

The deer-like spirit of the forest, turns into a figure at night, known as the ‘night-walker.’ The forest depends on it for life.

Shoujo:

Anime/manga genre. Literally means girl. Shoujo is targeted at young female audience and usually features a romance story with a female protagonist. The most common setting is 2 or more beautiful boys from school fall in love with the protagonist, while she herself is unsure about her feeling.

Shoujo-ai:

Anime/manga genre. It literally means girls` love. Shoujo-ai series deal with homosexual relationships between females. Shoujo-ai is synonymous with yuri, while yuri usually is more graphical. This genre is very popular among male readers and viewers.

Shounen:

Anime/manga genre. Literally means boy. Shounen is targeted at young male audience. Most common shounen settings are action adventures of the male protagonist in a fantasy world that features fighters and super powers.

Shounen-ai:

Anime/manga genre. Literally means boys` love. Series of this genre deal with homosexual relationships between men. Shounen-ai is synonymous with yaoi, while yaoi is usually more graphical. This genre is very popular among Japanese girls and women.

T

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Tatarigami

A powerful spirit, usually one of a god, that has been contaminated with hatred and evil

Y

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Yaoi:

Anime/manga genre. Series of this genre deal with homosexual relationships between men. Yaoi is synonymous with shounen-ai, while shounen-ai is usually not as graphic as yaoi. This genre is very popular among Japanese girls and women.

Yuri:

Anime/manga genre. Series of this genre deal with female homosexual relationships. Yuri is synonymous with shoujo-ai, while yuri is usually more graphical. This genre is very popular among male readers and viewers.

(Okayama DNNG Guide)

 

 

 

 

 

 

 

 

 

 

 

 

 

ATTACHMENTS

CD containing three anime:

1.     Ouran High School Host Club. Dir. Takuya Igarashi. episode.1 )Run time: 23 min.) Prod. Bones/Animax, NTV. 2006.

2.     Ranma 1/2. Dir. Tomomi Mochizuki. season 1, episode 1 (Run time: 23 mins.) Prod. MVM Films Network Fuji Television, Animax1989-1992

3.     Princess Mononoke. Dir. Hayao Miyazaki. Prod. Movie (Run time: 130 mins.) Nippon Television Network . 1997