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dc.contributor.authorBurns, Lorna Margaret
dc.date.accessioned2012-09-10T14:01:02Z
dc.date.available2012-09-10T14:01:02Z
dc.date.issued2010-03
dc.identifier27444306
dc.identifierb601aea2-88e7-4283-8b86-d3bf175b8169
dc.identifier79551659511
dc.identifier.citationBurns , L M 2010 , ' Becoming Bertha : Virtual difference and repetition in postcolonial 'writing back', a Deleuzian reading of Jean Rhys's Wide Sargasso Sea ' , Deleuze Studies , vol. 4 , no. 1 , pp. 16-41 . https://doi.org/10.3366/E1750224110000784en
dc.identifier.issn1750-2241
dc.identifier.otherORCID: /0000-0002-2142-8853/work/60631222
dc.identifier.urihttps://hdl.handle.net/10023/3064
dc.description.abstractCritical responses to Wide Sargasso Sea have seized upon Rhys's novel as an exemplary model of writing back. Looking beyond the actual repetitions which recall Brontë’s text, I explore Rhys's novel as an expression of virtual difference and becomings that exemplify Deleuze's three syntheses of time. Elaborating the processes of becoming that Deleuze's third synthesis depicts, Antoinette's fate emerges not as a violence against an original identity. Rather, what the reader witnesses is a series of becomings or masks, some of which are validated, some of which are not, and it is in the rejection of certain masks, forcing Antoinette to become-Bertha, that the greatest violence lies.
dc.format.extent135119
dc.language.isoeng
dc.relation.ispartofDeleuze Studiesen
dc.subjectCaribbean literature-20th century-History and criticismen
dc.subjectDeleuze, Gillesen
dc.subjectPostcolonialism in literatureen
dc.subjectJean Rhysen
dc.subjectContinental philosophyen
dc.subjectWide Sargasso Seaen
dc.subjectDifference and Repetitionen
dc.subjectWriting backen
dc.subjectBecomingen
dc.subjectPN0080 Criticismen
dc.subjectSDG 16 - Peace, Justice and Strong Institutionsen
dc.subject.lccPN0080en
dc.titleBecoming Bertha : Virtual difference and repetition in postcolonial 'writing back', a Deleuzian reading of Jean Rhys's Wide Sargasso Seaen
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. School of Englishen
dc.identifier.doi10.3366/E1750224110000784
dc.description.statusPeer revieweden


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