The Deconstruction and Reconstruction of Power in Rebecca

Authors

  • Yizhi Huang

DOI:

https://doi.org/10.54097/v9qfgt12

Keywords:

Rebecca, Discourse and Power, Deconstruction

Abstract

Rebecca is the most famous work of British female writer Daphne du Maurier. Many scholars have analyzed the mysterious protagonist Rebecca under Foucault’s theory of discourse and power. They claim that as an absent character, Rebecca’s story can only be told by others and prefer to read her as an absent victim in the story. However, this paper argues that Rebecca is no longer a victim; instead, she is portrayed as the winner in the story through building her own power and discourse. Similarly, while the anonymous female narrator is usually regarded as an obedient and childish wife, analyzing the story with Foucault’s theory reveals that she also builds her own power and discourse to some extent.

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References

Yao Wenfang. "Discourse Turning: The Trend of Historicism in Literary Theory." Literary Review.No.05,126-135, 2014.

Todorov. Bakhtin's dialogue theory and others. Jiang Zihua, translated by Zhang Ping. Tianjin: Baihua Literature and Art Publishing House, 2001.

Michel Foucault. Madness and Civilization. Translated by Liu Beicheng and Yang Yuanying. Beijing: Sanlian Bookstore Publishing House, 1999.

Michel Foucault. Discipline and Punishment. Translated by Liu Beicheng and Yang Yuanying. Beijing: Sanlian Bookstore Publishing House, 2022.

Maurier, Du, Daphne. Rebecca. New York: Little, Brown and Company, 2013.

Hall, Lucy. “Men of the House: Oppressive Husbands and Displaced Wives in Interwar, War and Postwar Women’s Fiction (Daphne du Maurier, Dorothy Whipple, Elizabeth Taylor).” British Women’s Writing, 1930 to 1960 Between the Waves. Liverpool: U of Liverpool P, 2020. 161-178.

Tillinghast, Richard. “Daphne du Maurier.” The Hudson Review 71.2 (2018): 255-263.

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Published

30-07-2024

Issue

Section

Articles

How to Cite

Huang, Y. (2024). The Deconstruction and Reconstruction of Power in Rebecca. Journal of Education and Educational Research, 9(3), 110-112. https://doi.org/10.54097/v9qfgt12