Below is an essay I wrote for ENGL 3890. In it, I examine two literary works – Oroonoko and A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson -where I examine the historical narrative and intersections of race and gender in the 18th century. Although this may seem out of time and place, much of our contemporary notions of race and gender arise from this time period (though certainly an argument could be made that they predate this as well). This course challenged me to avoid presentism when dissecting these concepts. However, it also provided me with valuable insights into how colonial ideologies of race, gender, and power continue to shape modern social frameworks.
Not only does this course relate to all three of the educational foundations – history, philosophy and sociology – it also it also bolstered my understanding of how these disciplines intersect to continue shaping education. By examining historical narratives, I gained insight into how past ideologies of race, gender, and power continue to influence contemporary educational systems. The philosophical lens challenged me to reflect on the ethical responsibilities of educators in examining and addressing these enduring legacies, while the sociological perspective highlighted the systemic structures that shape access, representation, and equity in education.
A large theme in this course was the concept that, while race and gender are inherently socially constructed, power is a real and tangible force that can generate tangible harm. Power, thus, is influenced by concepts such as race and gender – or the intersections of these – and educators must be aware of and responsive to these dynamics.
Exploring-the-Intersection-of-Race-and-Gender-in-the-18th-Century_-A-Comparative-Analysis-of-Aphra-Behn-and-Mary-Rowlandson