The Self-value Construction of Female Characters in Hidden Figures from the Perspective of Feminism

Authors

  • Ou Meng

DOI:

https://doi.org/10.54097/ijeh.v3i2.802

Keywords:

feminist criticism theory, Hidden Figures, The construction of female self-value.

Abstract

The Feminist criticism theory, which originated in the 1960s, is a literary criticism theory that interprets literary and cultural phenomena with female gender consciousness as its focus. The theory of criticism has gradually penetrated from political life to all aspects of culture, economy and social life, and has exerted a profound influence in the field of film. Film hidden figure depicts three women from 7 to revolt, from weak to strong career growth process, in the male-dominated field of science and technology have the courage to explore and create our own a piece of heaven and earth, through the career women are the epitome of difficulties and resistance, shows the wisdom of women dried fruits and individual consciousness. From the perspective of feminist criticism, Text Tong explores the self-worth construction process and important influence of the three women in Hidden Figures.

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References

W. Fangmin (2007). Reflections on the rhetoric of female discourse. Applied Linguistics, vol.15, no.1, p.171-170.

Simon de Beauvoir (2014). Shanghai: Shanghai Translation Publishing House. Le Deuxième Sexe, p. 89.

Gayatri C. Spivak (1999). Can the Subaltern Speak. Beijing: China Social Sciences Prpgress, p. 63.

D. Ning (1998).Contemporary Western Rhetoric: critical paradigms and methods. Beijing: China Social Sciences Prpgress, p. 51.

M. Walters (2015). Feminism: A Very Short Introduction. Beijing: Foreign Language Teaching and Research Rress, p.175.

W. Zhen and K. Junhui (2007). Western female films and cultural connotations. Movie Literature, vol.15, no.2, p.87.

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Published

7 July 2022

Issue

Section

Articles

How to Cite

Meng, O. (2022). The Self-value Construction of Female Characters in Hidden Figures from the Perspective of Feminism. International Journal of Education and Humanities, 3(2), 64-67. https://doi.org/10.54097/ijeh.v3i2.802