Change the Story, Change the World: Gendered Magic and Educational Ideology in Terry Pratchett’s Discworld
While delving into the world of Wyrd Sisters, I have come upon several articles and theses dissecting Pratchett, his witches and the Discworld in general. I have a couple of articles on this blogs from before. As seen from the intro of Katlin L. Williams’ thesis, and ideed its title, Williams takes a look at gender and ideology on our favorite world.
About some of my favorite literary women, Williams says (among other things):
The decidedly ditzy Magrat embodies the extent to which readers’ familiarity with the Shakespearean archetype of witches dictates their identities, yet her superior Granny quickly dismisses such nonsense as a fanciful notion of a young and naïve girl. As a result, readers are directly made aware of the narratives that influence their own perceptions and assumptions, then forced to abandon them entirely. Furthermore, many scholars have remarked on how these three witches conform to the traditional maiden / mother / crone paradigm. After all, in Witches Abroad they are at one point explicitly labeled as such by a rival witch (295). However, while Pratchett plays with the reader’s familiarity with various archetypes, his witches in many ways defy such simple associations just as they challenge the gender roles imposed upon them. In Discworld cackling and building gingerbread houses constitutes madness, Granny Weatherwax owns a broomstick yet finds riding one highly unrespectable and slightly drafty, and despite popular belief, under no circumstances do witches take off their clothes and dance in the moonlight — except perhaps the saucy Nanny Ogg who likes to do all manner of things with her clothes off.”
This thesis is 97 pages long. Enjoy.
Williams, L. Kaitlin; Change the Story, Change the World: Gendered Magic and Educational Ideology in Terry Pratchett’s Discworld; Appalachian State University, 2015;
This thesis explores educational ideology in Terry Pratchett’s Discworld series with a continued focus on the ways gendered magic results in gendered knowledge and education. Pratchett’s witches and wizards demonstrate and even consciously uphold distinct gender separation regarding magical practice, methodology, knowledge, and responsibility. By fracturing the magical community into two distinct factions, Pratchett’s work positions the witches and wizards of Discworld as ideological oppositions. An in-depth analysis of the wizards and Unseen University traces their associations with the history of the British educational system, male privilege, academic elitism, and tradition, reading their order as indicative of the “norm” and a repressive dominant educational ideology. Contrastingly, the witches’ status as Other and insistence on writing their own stories filters their perspectives of reality through the lens of the individual, resulting in an underlying prioritization on social equality and an ethics of selfless social responsibility. Examining Tiffany Aching’s magical education and her interactions with the witches reveals an educational ideology contingent upon recognizing the constructedness of reality, challenging the repressive realities imposed v. by a hegemonic society, and instead purveying a reality that liberates and empowers the individual. Ultimately, the witches’ subversive educational ideology not only undermines the wizards’ repressive educational ideology, but also through Tiffany and the Nac Mac Feegle takes on a threateningly rebellious quality capable of toppling the hegemonic and hierarchal structures of Discworld. In light of recent scholarship on the fantasy genre, this thesis concludes suggesting Pratchett’s complex interplay between the “real” and “unreal” enables readers to recognize and question ideological superstructures, ultimately epitomizing Daniel Baker’s notion of fantasy’s “progressive potential”….