Keywords
Abstract
Ophelia, a central character in Shakespeare’s tragedy Hamlet, has long been regarded as a symbol of innocence, beauty, and obedience. However, her tragic fate reveals deeper structures of patriarchal oppression and the deprivation of female discursive power. This paper conducts a close textual reading to analyze Ophelia’s “silenced” state within her family, romantic relationship, and broader social structure, arguing that her madness is, in fact, a form of passive resistance and final self-expression. From the perspective of educational theory, her fate prompts us to reexamine the importance of cultivating subjectivity among students—especially female students—by challenging gender stereotypes and empowering their rights to voice and agency. Through the method of textual analysis, this study aims to provoke critical reflection on student discourse rights, gender education, and culturally responsive pedagogy.
References
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