Why I'm Giving Two Fingers To Brexit Britain: Insularity, Monolingualism And Isolation

This article has been written in English and German. You will find the English translation underneath the German version. Please also note that I am not a professional translator by any means! But I have tried my best to produce an English version that more or less conveys what I'm trying to express.

Oh Gott... Es fuehlt sich richtig komisch an, hier auf Deutsch zu schreiben, besonders, weil ich mit Sicherheit sagen kann, dass die meisten Leute, die diese Artikel lesen, Deutsch weder sprechen noch verstehen koennen. Das ist aber genau der Grund, warum ich unter dem deutschen Text eine englische Uebersetzung aufgeschrieben habe, also viel Spass!

Aber lass uns nicht um den heissen Brei herumreden... Warum schreibe ich auf Deutsch ueberhaupt? Es begann alles mit einem von der Journalistin Gaby Hinsliff geschriebenen Artikel, der ,Learn another European language – and give two fingers to Brexit Britain' heisst. Der Artikel wurde im Jahr 2018 geschrieben aber Brexit scheint zwei Jahre nach der Veroeffentlichung dieses Artikels und vier Jahre nach dem urspruenglichen Referendum immer noch relevant zu sein. Als ich angefangen habe, jedes Wort zu lesen und den Sinn des Artikels zu begreifen, war ich von Gefuehlen des Stolzes und gleichzeitig der Scham ueberwaeltigt - Stolz, weil ich wirklich bemerkt habe, wie absolut erstaunlich es sein kann, eine Fremdsprache zu lernen und dadurch die Schoenheit einer kulturell vielfaeltigen Welt zu entdecken... und Scham, weil ich auch bemerkt habe, wie Brexit zu einer Menge von negativen Rueckwirkungen fuer diejenigen, die eine Fremdsprache lernen oder studieren, fuehren wird. Ich bin leider einer dieser Menschen. Ich habe mit 11 angefangen, Deutsch in der Schule zu lernen. Es war am Anfang ueberhaupt nicht mein Ding aber, weil ich ganz bestimmt eine Streberin bin, habe ich immer noch jeden Unterricht besucht und jede Hausaufgabe gemacht, damit ich so schnell wie moeglich mit Deutsch fertig sein koennte. Ha! Wie anders sich alles herausstellte... Ich habe dieses Jahr das Deutschabitur gemacht (na ja, ich habe versucht, das Abitur abzuschliessen, waehrend ich gleichzeitig gegen die Unsicherheiten von Corona gekaempft habe) und habe jetzt vor, Deutsch an der Universitaet zu studieren, damit ich in der Zukunft als Journalistin in Deutschland leben und arbeiten kann. Kurz gesagt bin ich jetzt ein Megafan von Fremdsprachen.

Im Artikel von Gaby Hinsliff spricht sie darueber, wie wir uns weigern sollten, ,kulturell isoliert' wegen des Brexits zu sein. Wie kann man das denn machen? Natuerlich durch das Erlernen einer Fremdsprache, was eine positive Botschaft aussendet, dass nicht alle von uns bereit sind, das Europa, das wir so sehr lieben, loszulassen, nur aufgrund eines Referendums. Hinsliff versucht aber nicht, ueber die negativen Folgen des Brexits, mindestens in Bezug auf das Erlernen von Fremdsprachen, zu klagen. Stattdessen konzentriert sie sich auf die grosse Chance der Rebellion, die sich daraus ergibt. Und zwar ist das genau was im Titel steht - ,give two fingers to Brexit Britain.' In dieser Hinsicht ist die Tatsache, dass ich diesen Artikel auf Deutsch schreibe, meine eigene und besondere Rebellion gegen Brexit. Und ich muss eigentlich zugeben, dass es sich so gut anfuehlt! Ich schreibe auf Deutsch, um die Liebe zu meiner europaeischen Identitaet zu demonstrieren. Ich sehe Europa als Teil meiner Gegenwart und meiner Zukunft, egal was Brexit auf mein Land hindeutet.

Aber wie wird Brexit diese Zukunft, von der ich immer wieder traeume, veraendern? Es ist seit einiger Zeit offensichtlich, dass Fremdsprachen keine beliebten Schulfaecher sind. Zum Beispiel bin ich seit zwei Jahren die einzige Studentin in meiner Deutschklasse. Das ist leider nicht besonders ueberraschend, besonders wenn man sich daran erinnert, dass Deutsch seit 2010 einen Rueckgang der Eingaenge um 45 Prozent erlebt hat (laut einem Artikel von ,The Guardian'). In meiner Schule gab es im Spanischunterricht drei Studentinnen und im Franzoesischunterricht vier Studentinnen. Und es gibt schon viele Gruende dafuer, warum Fremdsprachen keine wichtige Rolle mehr in Schulen spielen. Man sieht einen verschlechternden Lehrermangel, sowie einen Lustmangel von Schuelern, die echt schwierige und intensive Pruefungen ablegen muessen und Muttersprachlern gegenueber in den Nachteil gesetzt werden. Trotzdem sollte es allem ganz klar scheinen, dass Brexit die britische Ablehnung von Fremdsprachen verschaerft hat, was sich in der Zukunft nur verschlechtern wird.

Ausserdem gibt es unzaehlige Unsicherheiten fuer Student(inn)en, die Fremdsprachen in England studieren und deswegen in Zukunft ihr Auslandsjahr machen werden oder die in anderen europaeischen Laendern wohnen und in England studieren moechten - das wuerde normalerweise zur Freizuegigkeit von Student(inn)en innerhalb der EU fuerhren. Dieser Austausch, durch den Kulturen, Sprachen, Traditionen und Lebensstile besser verstanden und umarmt werden koennen, verlaesst sich schwer auf das Erasmus-Programm, das von der EU finanziert und gefoerdert wird. 2017 haben 16.561 englische Student(inn)en an dem Erasmus-Programm teilgenommen. Natuerlich ist das nur eine Zahl aber hinter dieser Zahl verbergen sich tausend Erinnerungen, sowie zahlreiche internationale Freundschaften und kulturelle Erfahrungen, die diese jungen Leute durch das Programm geschafft haben. Seitdem viele unserer konservativen Politiker im Januar 2020 gegen die Fortfuehrung des Erasmus-Programmes gewaehlt haben, ist es unklar geworden, wie das obligatorische Auslandsjahr weitergehen wird, wie Student(inn)en es finanzieren werden (oder ob sie das ueberhaupt finanzieren koennen) und wie ihre kuenftigen Berufschancen in der EU aussehen.

Die Ablehnung dieses Programmes wird auch sozialwirtschaftliche Unterteilungen in der Gesellschaft betonen und verschaerfen. Das Erasmus-Programm, das seit 1987 existiert, ermoeglicht Student(inn)en, die aus Familien mit einem niedrigen Einkommen stammen, eine neue Kultur zu erleben, ihre Sprachkenntnisse zu verbessern und ihren Horizont zu erweitern. Deswegen kann man im Grunde genommen behaupten, dass unsere konservative Regierung, die fuer die Minderheit regiert, durch die Ablehnung des Programmes das Wachstum der Klassenunterschiede in unserem Land offen befuerwortet hat. Meiner Ansicht nach war diese Entscheidung sowohl schaendlich als auch bedauerlich.

Die Auswirkung auf Studierende ist jedoch nur die Spitze des Eisbergs. Laut dem jaehrlichen Bericht des britischen Rates 2019 haetten mehr als 80 Prozent der Lehrer(innen), die in staatlichen Schulen arbeiten, zugegeben, dass ihre Schueler weniger Interesse an Fremdsprachen als vorher haetten. Es muss auf diese Art und Weise anerkannt werden, dass dieses Resultat das Ergebnis davon ist, dass Brexit Schule gemacht hat, dass die Einsprachigkeit nicht nur akzeptabel sondern auch wuenschenswert ist. Eltern im ganzen Land haben sich nach dem Ausstieg der EU entschieden, dass es nicht mehr noetig sei, dass ihr Sohn oder ihre Tochter eine Fremdsprache lerne, die vermutlich nichts bringen werde. Diesen Trend finde ich allerdings nicht raetselhaft. Unsere konservative Regierung hat so wenig in das Erlernen von Fremdsprachen in Schulen investiert, dass ein Mangel an Klassenfahrten und internationalen Erfahrungen, sowie Mittelkuerzungen, eine Bevoelkerung hevorgebracht hat, die kein Interesse daran hat, sich der Schoenheit kultureller und sprachlicher Vielfalt zu oeffnen. Der Brexit und die folgende Umarmung unserer sogenannten isolationistischen Mentalitaet waren deswegen vielen Sprachliebhabern in England der Tropfen, der das Fass zum Ueberlaufen gebracht hat. Geoff Barton, der Generalsekretaer des Verbands fuer Schul- und Hochschulleiter, hat es selbst perfekt gesagt: ,Wir sind in Gefahr, ein monolinguistisches Land zu werden, wenn wir nicht etwas tun, um die Liebe und das Erlernen von Sprachen zu verjuengen.'

Es ist auch wichtig, die Auswirkungen des Brexits auf britische Kultur und das Erlernen von Fremdsprachen in der ganzen Gesellschaft zu beruecksichtigen: wie wird ein Grossbritannien nach dem Brexit jetzt aussehen? Es steht fest, dass Englisch weltweit an der Spitze des Sprachenlernens steht. Trotz dieser angenommenen Tatsache ist das noch keine Ausrede, ein Leben der Abgeschlossenheit, Ignoranz und Beschraenktheit zu fuehren. Die wachsende Beliebtheit, English zu sprechen, ist auch mit bestimmten Folgen verbunden, und zwar, dass wir den allmaehlichen aber tragischen Verfall reicher und bunter europaeischer Sprachen sehen werden, die sich nicht gegen die Ueberlegenheit der englischen Sprache behaupten koennen. Diejenigen, die fuer den Brexit gewaehlt haben, haben es impliziert, dass alles in Ordnung ist, wenn unsere Kinder in einer Gesellschaft aufwachsen, in der sie andere Lebensweisen und die lebendigen Traditionen, die unsere europaeische Identitaet umfassen, nicht kennen. Das finde ich einfach herzzerreissend, denn, obwohl ich Britin bin, betrachte ich mich in erster Linie als europaeische Staatsbuergerin.

Probleme und Unsicherheiten beiseite habe ich in den letzten paar Tagen ziemlich oft an den Artikel von Gaby Hinsliff gedacht. Er hat mich daran erinnert, dass der Brexit, trotz der Neudefinition der Werte meines Landes, meine eigenen Werte nicht neu definieren kann. Es ist wirklich etwas Schoenes, Fremdsprachen zu lernen. Sie zeigen Respekt und Empathie zwischen Laendern auf, sowie die Entschlossenheit, ein Land, seine Geschichte und seine Kultur besser zu verstehen. Das Erlernen von Fremdsprachen macht verletzlich, weil man zwangslaeufig Fehler machen und doofe Dinge sagen wird - wie Hinsliff es sagt: ,eine grundsaetzliche Bereitschaft, sich selbst auszusetzen, um andere zu beruhigen.' Es geht darum, Bruecken zu bauen, anderen auf halben Weg entgegenzukommen und Unterschiede zu akzeptieren. Das alles erklaert Hinsliff mit Eloquenz. Das ist genau der Grund, warum ich Fremdsprachen lerne. Also... ,two fingers to Brexit Britain!'

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English Translation:

Oh God... It feels very strange to be writing in German on here, especially because I'm certain that most people who read these articles can neither speak nor understand German. But that is exactly why I have written an English translation underneath the German version, so enjoy!

But let's not beat around the bush here... Why am I writing in German at all? It all began with an article, written by the Journalist Gaby Hinsliff, called 'Learn another European Language - and give two fingers to Brexit Britain'. The article was written in 2018, but Brexit stills seems to be relevant two years on from the publication of this article and four years on from the original referendum. As I began to read every word and comprehend the meaning of the article, I was overwhelmed with feelings of both pride and shame - pride, because I truly realised how incredible it can be to learn a foreign language and, through this, to discover the beauty of a culturally diverse world... and shame, because I also realised how Brexit will lead to plenty of negative repercussions for those who are studying foreign languages. Unfortunately, I am one of these people. I began learning German at school when I was 11 years old. At the beginning, it wasn't my kind of thing at all, but because I am most certainly a teacher's pet, I still attended every lesson and completed every piece of homework, so that I could be done with German as quickly as possible. Ha! How differently everything turned out... I completed my German A-Level this year (well, tried to complete it whilst also battling against the uncertainties of Corona) and I now intend to study German at University, so that, in the future, I can live and work in Germany as a Journalist. In short, I am now a major fan of foreign languages.

In her article, Gaby Hinsliff talks about how we should refuse to be 'culturally isolated' because of Brexit. So, how can we do this? By learning a foreign language of course, which sends out a positive message that not all of us are willing to let go of the Europe that we love so dearly, simply because of a referendum. But Hinsliff doesn't try to lament the negative consequences of Brexit, at least as far as language learning is concerned. Instead, she focuses on the great opportunity for rebellion, which arises out of that. And that is exactly what the title indicates - 'give two fingers to Brexit Britain.' In this regard, the fact that I am writing this article in German is my own special rebellion against Brexit. And I must admit that it feels so good! I am writing in German to demonstrate the love I have for my European identity. I see Europe as part of my present and part of my future, no matter what Brexit suggests about my country.

But how will Brexit change this future, which I so frequently dream about? It has been apparent for some time now that foreign languages are not popular subjects in school. As an example, for the past two years I have been the only student in my German class. Unfortunately, that does not come as a particular surprise, especially when we are reminded that German has experienced a decline in exam entries by 45 percent since 2010 (according to an article from 'The Guardian'). At my school there were three students studying A-Level Spanish and four students studying A-Level French. And there are certainly many reasons as to why foreign languages no longer play an important role in schools. There has been a deteriorating shortage of teachers, as well as a lack of desire from students, who are made to sit incredibly difficult and intense exams and are put at a disadvantage against native speakers. Despite this, it should seem clear to us all that Brexit has strengthened British rejection of foreign languages, which will only deteriorate in the future.

In addition to this, there are countless uncertainties for students who are studying foreign languages and will, therefore, be completing their year abroad in the future, and for students who live in other European countries and would like to study in England - this would normally result in the free movement of students within the EU. This exchange, through which cultures, languages, traditions and ways of life can be be better understood and embraced, relies heavily on the Erasmus Programme, which is financed and promoted by the EU. In 2017, 16,561 English students took part in the Erasmus Programme. Obviously, this is only a number, but behind this number are hidden a thousand memories, as well as numerous international friendships and cultural experiences, which these students have created through the programme. Since many of our conservative politicians voted against the continuation of the Erasmus Programme in January of 2020, it has become unclear as to how the compulsory year abroad will continue, how students will finance it (or if they will be able to finance it at all) and what their future career prospects in the EU will look like.

The rejection of this programme will also stand to highlight and strengthen socio-economic divisions in society. The Erasmus Programme, in place since 1987, enables students from low-income families to experience a new culture, improve their language skills and broaden their horizon. Therefore, it can certainly be said that our conservative government, which seems to govern for the few and not the many, has openly advocated the growth of class divisions in our country by rejecting this programme. In my view, this decision was both disgraceful and regrettable.

The impact on students, however, is only the tip of the iceberg. According to the annual report published by the British Council in 2019, more than 80 percent of teachers in state schools admitted that their students had less of an interest in foreign languages than was previously the case. In this way, we must recognise that these findings are the result of Brexit having set a precedent that monolingualism is not only acceptable but also desirable. Following our exit from the EU, parents across the country have decided that it is no longer necessary for their son or daughter to learn a foreign language, which will supposedly be of no use. But this trend has by no means baffled me. Our conservative government has invested so little into language learning that a lack of class excursions and international experiences, as well as funding cuts, have produced a population that possesses no interest in opening itself up to the beauty of cultural and linguistic diversity. On account of this, Brexit and the subsequent embrace of our so-called isolationist mentality were the last straw for many language lovers in England. Geoff Barton, general secretary of the Association of School and College Leaders, said it perfectly himself: 'We are in danger of becoming a monolinguistic country unless we do something to rejuvenate the love and learning of languages.'

It is also important to consider the impact that Brexit will have on British culture and language learning in society as a whole: how will a post-Brexit Great Britain now look? It is certain that English remains at the forefront of language learning across the globe. Although this is an accepted fact, it is still no excuse to lead a life of insularity, ignorance and narrow-mindedness. The growing popularity of English is also associated with other consequences, namely that we will see the gradual yet tragic decay of rich and vibrant European languages, which are unable to hold their ground against the superiority of English. Those who did vote for Brexit have implicated that it is perfectly okay for our children to grow up in a society in which other ways of life and the lively traditions, which encompass our European identity, are unknown and forgotten. To me this is simply heart-breaking, as, despite being a Briton, I first and foremost consider myself to be a European citizen.

All problems and uncertainties aside, I have thought about Gaby Hinsliff's article quite often over the past few days. It has reminded me that Brexit, despite re-defining my country's values, cannot redefine my own. Learning foreign languages is really something beautiful. They demonstrate respect and empathy between countries, as well as a determination to understand a country, its history and its culture better. Learning languages makes you vulnerable, because you will inevitably make mistakes and say stupid things - as Hinsliff puts it: 'a fundamental willingness to put oneself out in order to put someone else at ease.' It's about building bridges, meeting others halfway and accepting differences. Hinsliff explains all of this with eloquence. That is exactly why I learn languages. So, 'two fingers to Brexit Britain!'

How To Succeed In Writing A Book About failure: 'How To Fail' By Elizabeth Day

It's really quite ironic when you think about it. An award-winning journalist, who also hosts a successful podcast series and is a best-selling novelist (do I also need to mention that she received a double first at the University of Cambridge?), decides to write a book on failure. By quickly typing the name 'Elizabeth Day' into Google, it would seem that this woman has achieved anything but a reputation for failure. Yet, that is not what Elizabeth Day wants you to think - indeed, it is quite the opposite.

I'm a little late to the game here: 'How to Fail: Everything I've Ever Learned from Things Going Wrong' by Elizabeth Day was published in March of 2019, but with the abrupt cancellation of my A-Level exams, along with what has now been a painfully long period in lockdown, I have finally been able to carve a bit of time out of my daily routine to read this playfully witty, yet tragically personal and heartbreaking, exploration of what failure means to the author and, most importantly, what failure should also mean to us.

As Day rightfully notes in the first chapter: 'Failure is viewed as the end point, not a necessary staging post on a journey towards greater success.' In signposting this notion from the outset, Day paints a picture of how modern society seems to understand, and in doing so misinterpret, the connotations attached to failure. It doesn't take much brain power for any one of us to come up with a single memory of failure - the humiliation, the regret, and that all-so-painful feeling of just wanting to give up, as if you have run into an impenetrable brick wall.

However, Day is very quick in shattering this false conception of failure, hoping to teach us that it's most certainly something worth striving towards... Okay, perhaps this concept needs a bit of explaining. Day is by no means advocating failure. She is not suggesting that we all drop what we're doing and stop working towards our greatest ambitions and dreams of success. Instead, she normalises failure and depicts it as an inevitable and shared experience, in the hope that we as readers can open ourselves up to our own failures and vulnerabilities. Perhaps Day expresses this idea more elegantly when she states: 'I have evolved more as a result of things going wrong than when everything seemed to be going right. Out of crisis has come clarity, and sometimes even catharsis.'

Day's unique writing style is also worth commending, striking a balance between surface-level humour and a heart-rending, autobiographical memoir. In doing so, she establishes a genuine and personal relationship with readers, as if her heartfelt story is unfolding over a good chat and a cup of coffee; she really seems more like a close friend than an author. Day's especial writing style comes to fruition in her painfully raw account of her failed IVF cycles, miscarriage and subsequent divorce. Even though Day notes that not becoming a mother is by no means a failure for a woman, she also exposes us to the contradictions of her conflicted mind, noting the immense amount of pressure placed on the modern woman to get married and start a family; women who do not comply with these expectations, she notes, are often perceived as weird, selfish and more interested in advancing in their careers - what a crime for a woman to commit!

To be completely honest, my stumbling across this book was not random or coincidental. I, rather, feel as though failure has become central to my way of thinking since the world was thrown into lockdown, and I wanted to use this book as a means of confronting these negative thoughts. The exams that I have been working towards for two years have been cancelled. Although this decision was completely beyond my control, I can't help but hear the word 'failure' pounding in my head, as I will soon receive a grade that I don't believe I deserve. Failure. Failure. Failure. On days where I feel motivated enough to wake up at 7:30 in the morning, go for a run, register with a thousand online courses and clean the entire house, I feel like a failure for not having let myself recover from months of school-induced stress. Failure. Failure. Failure. And on the days where I allow myself not to do anything, instead indulging in an entire season of The Office or scrolling through Instagram for hours beyond end, I am once again greeted with a sense of failure for not having done anything productive with my day. Failure. Failure. Failure.

I am sure that this inescapable feeling of failure captures perfectly the national, and perhaps global, mood. Workers are becoming unemployed left, right and centre, businesses are being stripped of their profits, many of which are likely to collapse in an unprecedented economic situation. Despite the efforts of the majority to stay inside and practise social distancing, we are still met with the daily governmental briefing, informing us that hundreds have died. And, as of writing this article, the UK currently has the second highest death toll in the world.

As I think about this topic more, it becomes quite clear to me how much failure has defined my life. I remember being part of the Gifted and Talented group for Art in primary school, but I was soon kicked out and replaced by a new girl, who possessed better artistic skills than myself. I've never considered myself to be a good artist, and to be frank I don't really care, but this was still a defining moment for 10-year-old Katie, perhaps because I don't like being told that I'm not good enough or that there is someone out there who is capable of doing something better than myself (a shameful confession!). My strive towards perfection followed me to secondary school, and before I knew it I was analysing every test result as if it was a matter of life and death. But these are not distant memories from years ago. No, not at all. Only last year, my German teacher emailed me with my AS German exam results, yet all I was able to express was my disappointment in getting 79/90 on one of the papers. Now having re-read the email several months on, I am left feeling embarrassed for having focused on such a minuscule 'failure', when there were most certainly other things to celebrate.

Perhaps I should have realised that, as Day beautifully writes herself, 'it's never a particularly good idea to build your sense of self on the shaky foundations of academic merit.' In this way, I found that Day's book was confrontational but also quite liberating, forcing me to analyse my own experiences of 'failure', which have all, in one way or another, made me a better person. This year in my German lessons, for example, I have tried to accept that losing marks is not an indicator of failure, but rather shows that I am a normal human being and, like every other person on this planet, I am capable of and allowed to make mistakes. After all, 'success and failure... are the same: it is our reaction to them that makes them either negative or positive.'

So, Elizabeth Day has definitely succeeded (no pun intended there) in painting an extremely complex and realistic picture of failure and, in doing so, has normalised a topic that we are very often afraid to talk about. Failure is not one side of a coin. It's part of a kaleidoscopic spectrum, that, of course, opens us up to moments of humiliation and disappointment, but equally ignites a sense of determination within us all - a determination to get up, brush ourselves off and try again. In the words of the author herself: 'What does it mean to fail? I think all it means is that we’re living life to its fullest. We’re experiencing it in several dimensions, rather than simply contenting ourselves with the flatness of a single, consistent emotion.'

A Challenge for the Reader:

In Elizabeth's Day suitably named podcast 'How to Fail with Elizabeth Day', she invites guest speakers to unpick three moments in their lives, which they would categorise as 'failures'. That is what I challenge you all to do: consider three failures that you have experienced in your life, but instead of lamenting on what was lost, consider how these experiences shaped you to become a better person. Because failure really is quite a beautiful thing.

'The Woman Question' And Why We're Still Waiting For An Answer

I remember very clearly when I first came across the term 'The Woman Question'. It was some time in 2018, and I had only been in Sixth Form for a couple of months. So, naturally, I had a lot of time on my hands to complete rigorous wider reading for my English Literature course. Back then, before the true weight of A-Levels was placed on my shoulders, I actually enjoyed wider reading - I'm afraid this has changed a little bit since then. There were only about ten minutes left of my free period; most people, by this point, had started easing into break-time conversations, packing their books away and gathering with their friends like swarms of bees. I, on the other hand, tried to squeeze as much productivity as I could out of those ten minutes - that thin sliver of time - wading through books and finding the chapters that I deemed most interesting. On this particular day, I happened to stumble across a book containing several in-depth chapters on Victorian Literature, one of which focused on the plight of women.

And there it was: 'The Woman Question'. The words stuck out to me like a lighthouse in a storm, piquing my curiosity. The term certainly intrigued me, even if my first thought was that it could bag me a few extra marks in my English Literature essays. All jokes aside, something more pressing became clear to me with every new word I read: 'The Woman Question', posed and debated by women in the 19th century, had still not been answered.

The emergence of 'The Woman Question' in the Victorian era found its origins in intellectual debates that had taken place centuries before; writers and critics gradually became more interested in the precise role of women in society - as if such a role had to be reduced down to a plain list of do's and don'ts to comply with. The idea that women were actually capable of carving out a life for themselves was, at this precise moment in history, ludicrous. Victorian women hung onto this concept and believed that, in reigniting the debate, they could spark revolutionary change. Women's suffrage was being denied time and again, their legal rights in marriage were akin to some kind of oppressive chain that tied them to their husbands' evident superiority. White, middle-class men were publishing critical works rapidly, reinforcing the domestic and subjugated role assigned to women, in an attempt to match the brisk pace at which women were trying to counteract these very assertions. Henry Maudsley, a 19th century British psychiatrist, argued that women should be denied the right to an education, because it used up mental and bodily energy deemed vital for reproduction. William Acton's 1857 publication 'The Functions and Disorders of the Reproductive System' denied women pleasure in sex through the apparently acceptable and logical claim that it was antithetical to healthy procreation.

It would be wrong for me to maintain a pessimistic outlook and claim that things did not change. They did. 1857 saw recognition of marital violence as a reason for divorce, and female authors, such as Elizabeth Barrett-Browning, were challenging literary norms through writing in what has often been described as a 'masculine style'. By 1918, female suffrage had been achieved, and this is very often where the story ends, at least within the walls of the classroom. The idea is presented to us that women refused to accept their position in society, subsequently resisting the patriarchy through a series of triumphant acts and protests, which eventually led to a parity-loving nation that enabled female suffrage. 'The Woman Question' had finally been answered, right?

Not at all. More than one hundred years on from this period, we still find ourselves grappling with 'The Woman Question' and the answer that it has failed to deliver us. This has left behind a path of destruction. Our identities are determined by oppressive feminine ideals, which simply originate from a social construct. More is now expected of women than never before. The high-earning CEO of her own business is also expected to raise the children, cook the dinners, organise the play dates and maintain a desirable physique for her hard-working partner. And, despite all these achievements, an article written by Donna Ferguson from The Guardian has revealed that mothers are typically providing at least 50% more childcare during the coronavirus pandemic, as well as spending around 10% to 30% more time than fathers home schooling their children (figures analysed by the Observer).

So, whilst the modern woman is facing different challenges compared to the Victorian woman, they are still challenges. Sure, the issues they are facing have somewhat changed as society itself has developed; for example, perhaps William Acton's publication would best be represented through a misogynistic tweet nowadays, and I am certain that Henry Maudsley would be bitterly opposed to organisations, such as WISE and the Association for Women in Science, which attempt to engage female school pupils in STEM subjects. Yet, one thing remains blatantly clear: we are not equal.

I would love more than anything to publish this post with a neat and tidy check list of things that we can all do to achieve gender equality. But nothing is every really that simple, is it? I will also admit that I am not the most knowledgeable when it comes to this topic. Yes, I have my own opinions and I definitely know where I stand. I may not know all the facts and statistics, I may not know many of the fancy feminist terms that are thrown around in newspapers and televised debates, and perhaps I am not always the most confident in my arguments, leaving that task to others whilst I simply sit and nod. Yet, as a woman, I know who I am, what I deserve and how I should be treated. Fact.

This continuous struggle for women has become so central to my thoughts in the last few years, primarily because... well... I'm a woman! I am no longer the young, naive child that I used to be, and, unfortunately, I have grown up in a society in which attention must be drawn towards gender disparity, in which young girls must be warned of the gross appetite of dissatisfied men. Having studied texts, such as Ibsen's 'A Doll's House' and Shakespeare's 'Hamlet', it's incredibly hard not to identify similarities between, let's say, Nora's denied dream of entering the public sphere and gender discrimination in the workplace today. Yet, what is even more heartbreaking is the realisation of how frequently these issues define my generation's experiences. To hear of friends who have suffered at the hands of mistreatment and abuse, to hear of young people, my own age and walking the same school corridors as I do, who are still ardently denying the existence of the patriarchy. It makes this world in which I live feel hyper-real. It makes me feel like I'm living in the 19th century.

So, it now feels appropriate to come to some sort of conclusion, if that is even possible. It is very easy to get lost in thoughts such as these, untangling one consideration after the next and trying to make sense of something that is, ultimately, inconceivable. As I said, I don't have any answers, but I believe that they can be found in compassion, kindness and solidarity. I believe that this answer can be found in the politicians, the protestors, the writers and the normal civilians, who speak up about their experiences with absolute bravery and courage. Even just by focusing on these incredible women, we should feel uplifted, hopeful and, most importantly, proud to be part of a kick-ass generation of amazing women.

I have hopes and dreams and a vision of a society in which I would like to live, in which I would like future generations to live. And, thus, our only duty is to remain true to ourselves and what we believe in. Perhaps, then, change will really begin to occur. Perhaps, when we all stay true to ourselves and hold our values high above our heads, we will finally find the all-so-glorious answer to the question that generations have been debating for centuries. The answer of how we can stop living in the past.