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남기헌 ( Kiheon Nam ) 한국제임스조이스학회 2015 제임스조이스저널 Vol.21 No.1
James Joyce pays a close attention to the development of optical devices, photography and film techniques, which must have had a great influence on his novelistic styles. The emergence of photography seemed to challenge the verisimilitude of realistic paintings and novels, but Joyce recognizes that photography rather contributed to the expansion of pornography. So by tracing the visual effects produced by optical devices, photography, pre-cinema inventions, and early cinematography, Joyce poses a problematics of representation that must have been challenged and transformed by early modernist artists and novelists. In Ulysses, Joyce brings up Bloom’s daughter, Milly, working in the photography business, by making Stephen refer to her as a “photo girl.” Bloom’s hereditary predilection for photography is related to his father’s interest in daguerreotype, an earlier form of photography, which is not appropriate for capturing any movements of a figure. Bloom’s attempt to ascertain the presence of sexual organs in the nude statues of the Greek goddesses undermines the mimesis of art. So Joyce shows his recognition of the bilateral development of photography and pornographic business. Bloom’s collection of photographs and photocards reveals the pervasion of pornographic desire among popular culture. By mentioning early visual devices such stereoscope and mutoscope, Joyce traces the contour ofvisual pleasure in the early twentieth century popular culture, which looks forward to the dominance of film. Joyce’s interest in film does not mean his displacement of old forms of representation such as painting, but rather Joyce embraces a variety of artistic forms of representation, for example, early cinema devices, to show that realistic representation is problematic since it presupposes the prior condition of the rigidity of reality insisted on by nineteenth-century Realism. By presenting various representational devices, Joyce makes them compete with each other, thus incessantly shattering the complacent anchorage of any way of representation.
남기헌(Kiheon Nam) 한국영미문학교육학회 2006 영미문학교육 Vol.10 No.2
James Joyce"s work has been explored from every possible angle or perspective of literary disciplinary clans. Joyce"s text is still a burden in terms of pedagogy. In addition, it is filled with references to pedagogical or educational problems in Ireland. Under the penal laws, Catholics were not allowed to have public education or be employed as public officials according to their religious creed. They invented so-called "hedge schools," a kind of private, Catholic church-subsidized school. These schools inculcated Irish nationalism into Catholics from poor families under the penal laws. Convents and monasteries also operated as educational institutes prior to the Catholic Emancipation.<BR> In 1831 the non-denominational national schools were introduced, thus precluding Catholics from the public education, unless they converted into Protestants. In addition, these schools are not non-denominational, since its programs were designed only for Protestants. So many religious orders established the educational system through such institutions as Christian Brothers School, the Jesuit, and so on. Joyce describes this sectarian conflict by referring to these institutes in his work.<BR> Stephen Dedalus, not to mention Joyce himself, went to a school run by the Jesuit, Clongowes College. As Kevin Sullivan remarks, this school was rather conservative, since most students came from the Irish middle class including government officials. Nevertheless, the Jesuit education had a great influence on Joyce"s resistance to the conventional values in the Irish society. Furthermore, Leopold Bloom"s education is constructed from both traditional higher education available and Jewish upbringing. Therefore, Bloom is not contained in the Irish education system, and by extension, the British one.<BR> Irish women were excluded from the benefits of education. Instead, they were brought up under the control of Catholic authority. Their education were done by the convents or corresponding institutes. At home they were constrained by the patriarchal system.<BR> In conclusion, Joyce criticizes and undermines the education system implemented under the British occupation of Ireland and by the Catholic authorities by positioning Stephen and Bloom outside the traditional boundary. So their colonial subjectivity evades the values institutionalized through the education system and ironically reproduced by Irish Catholic authorities.