Empowering Bangladeshi Female Teachers through Ibsen’s A Doll’s House

Abstract

The term, “empowerment” is undoubtedly a debating issue to many critics, scholars, politicians, academicians, practitioners, feminists, researchers, and litterateurs around the world; it is difficult to define in a practical sense. This study would like to apply this term with a view to empowering Bangladesh’s female teachers. And, the term, “empowerment” would be connected with women empowerment in the Bangladesh Perspective to clarify the discussion of this study. Truly speaking, Ibsen’s A Doll’s House bears the everlasting testimony of a feminist play around the planet. Though Ibsen’s outstanding creation of Nora’s character is still a globally controversial question, but to womankind, she is regarded as a model of freedom, power, and protect. In Bangladeshi colleges and universities, the participation of women is on the increase day by day across the country. Many of them are keenly interested in teaching profession, especially Bengali and English literature. It is interesting to note that many female teachers are very much eager to teach and carry out their scientific research project on A Doll’s House in the light of Bangladesh. They would like to find out an innovative and potential aspect of contemporary women’s issues differently through an epoch making creation of Ibsen’s female character, Nora. Some of female teachers regard Nora as an inspiration of women empowerment in the Bangladesh perspective. They have a popular notion that Nora is not only for the Scandinavian women, but also for Bangladeshi. In this regard, the researcher would like to frame Nora as a pioneer of women empowerment to Bangladeshi female teachers. Moreover, this study would like to examine how Ibsen’s A Doll’s House is now being evaluated, learnt, and taught in the Bangladeshi colleges and universities.