“The Handmaid’s Tale”: A Critique of Cultural Hegemony

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Margaret Atwood's renowned novel "The Handmaid's Tale" brings the concept of cultural

hegemony to the forefront. Cultural hegemony is defined as the supremacy of one culture or

group over others in the society. The social dominance of upper class exerts influence on

others’ beliefs, values, and ideologies. This research paper aims to elucidate the theme of

cultural hegemony in "The Handmaid's Tale," analyzing the ways in which Gramchi's theory

describes different cultural and ideological strategies enforced by Capital state or dominant

class to maintain their power through various mechanisms. Cultural Hegemony is the concept

developed by Italian philosopher Antonio Gramchi, from the Karl Marx’s theory. It is defined

as the dominance maintained by the social groups through cultural ideologies. It is basically

accomplished via social norms, ideas, values, world view and behavior of the rest of the

society. These cultural views were framed by ruling class as socioeconomic structure to

embody it as legitimate and hoped to benefit all. However, these structures predominately

benefit only the ruling class.

The hegemon establishes its control and dominance over others through various techniques,

including cultural imperialism and language. The hegemon imposes its way of life, including

an imperial lingua franca and bureaucracies, to transform direct military domination into

indirect imperial domination (Hegemony, n.d). Through this process, the hegemon dictates

the internal politics and societal character of subordinate states that constitute the hegemonic

sphere of influence (Hegemony, n.d). However, J. Brutt-Griffler criticizes this view, arguing

that it is deeply condescending and treats people as blank slates for global capitalism

(Hegemony, n.d).

In an attempt to shed light on why the worker-led revolution that Marx had foretold in the

previous century had not materialized, Gramsci created the notion of cultural hegemony. The

key idea of Marx's theory of capitalism was that highlighting the evils of capitalism that is
predicated on the abuse of the working class by the dominant ruling class. However, the

collapse of this economic system was intrinsic in the same system. Marx believed that before

the working class revolted and overthrew the ruling class, they could only endure so much

economic exploitation. This revolution, however, failed to occur on a huge scale.

The dominance of one group or ideology can have effects on power dynamics and society

(Hegemony, n.d). Hegemony operates largely through language as a practice of power

(Hegemony, n.d). For instance, the leader state's language becomes the official source of

information for the sub-ordinate state, and Western countries set up educational systems in

African countries mediated by Western languages, which is an example of the use of

language in establishing hegemony (Hegemony, n.d). This type of cultural hegemony leads to

an absence of cross-cultural exchanges and thus minimizes opportunity for critical reflection

and transformative learning (Hegemony, n.d). However, cultural exchanges can disrupt fixed

beliefs involved in hegemony (Zaidi et al. 7). Educational objectivism assumes teaching

requires a distance between teacher and learner and that the self should be eliminated, which

provides a type of cultural hegemony (Zaidi et al. 7). Cultural hegemony is maintained when

there is a rule to limit dialogue to the content or educational task at hand (Zaidi et al. 8).

The Handmaids Tale is a dystopian novel by Margaret Atwood on the white, patriarchal,

totalarian theonomic state known as Republic of Gilead and its oppression as well as

supremacy over women in different ways (Margaret 3). Cultural hegemony is accurately

portrayed in this novel through the institution of Gileadean’s power. His ability to assert and

maintain power due to the establishment of hierarchical power structures within society is

captured by the Author dexterously. The regime exercises strict control over individuals by

assigning roles based on their class, gender, and fertility status. For example, the Handmaids

are treated as nothing more than vessels for reproduction subjected to extreme surveillance

and control by their commander. This hierarchical structure ensures the dominance of the
ruling class and reinforces cultural norms that maintain the control and subjugation of certain

groups. (Margaret. 8).

The Republic of Gilead was described by the author as a theocratic and dystopian state,

which imparts its power to enforce a specific set of principles, standards, and protagonists on

its civilians, principally women. The leaders of Gilead utilize religion to justify their

authority over the populace. They build a belief system that supports the oppression of

women and the establishment of the caste-like system by twisting religious teachings and

presenting their view as the sole legitimate one. They maintain their dominance by

manipulating religious ideas. Gilead's censorship and control of language serve to uphold the

ruling class's worldview. Communication of dissent or alternative ideas is restricted by the

use of certain words and ideas. This control over language stifles resistance by keeping

individuals from challenging the status quo. Even some women absorb and embrace their

own subjection because to the level to which Gilead society has normalized oppression. Some

Wives and Aunts take part in the mistreatment of the Handmaids, showing how cultural

hegemony may cause people to accept and maintain their own tyranny. The divisions between

various groups of women, such as Handmaids, Wives, and Marthas, are purposefully made by

society. (Cory. 11).

Each group is set against the others as a result of this division, which precludes cooperation

and collective resistance. To continue exercising control over the populace, the ruling elite

takes advantage of this fragmentation. To stay in power, the Gilead regime relies on

surveillance and fear. Dissent is quite dangerous since a hidden police force called The Eyes

keeps track of how people behave. Resistance is discouraged and cooperation with the

established power structure is guaranteed in this climate of constant scrutiny.

The manipulation of language and speech in "The Handmaid's Tale" is essential to enforcing

cultural hegemony, which is the predominance of one cultural group's views and values over

those of other cultures. The dystopian Republic of Gilead, depicted in the book, use language

as a tool to impose mind control, obstruct communication, and uphold its hierarchical power

structure. The leaders of Gilead use a restricted lexicon to manipulate language in order to

further their political agenda. The employment of words like "Angels," "Eyes,"

"Particication," "Unbaby," and "Salvaging" helps to sustain the existing power structure and

shape views.

Gilead manipulates how people perceive and discuss their reality by giving them particular,

frequently euphemism names to various facets of society. George Orwell's "1984" novel's

concept of "doublethink" is applicable in this situation. Language is perverted in Gilead to

signify the exact opposite of what it originally meant. For instance, the words "freedom from"

and "praise be" are used to justify injustice and to describe misery, respectively. It is

challenging for citizens to challenge the authorities because this language inversion confuses

and restricts how they comprehend their circumstances (Cory. 15).

Language that might contradict its ideology or encourage independent thought is censored by

Gilead. There are restrictions on the written word, and some books and materials are

forbidden. This limitation restricts people's access to different viewpoints and expertise, thus

solidifying the regime's control over information. The freedom to read, write, or

communicate is prohibited for handmaids. Their relationships are carefully observed, and

they are dissuaded from developing friendships that might result in dissension.

By limiting communication, the hierarchy is kept in place and disruptive ideas are kept from

spreading. The freedom to read, write, or communicate is prohibited for handmaids. Their

relationships are carefully observed, and they are dissuaded from developing friendships that
might result in dissension. This communication restriction helps to prevent the dissemination

of disruptive ideas and helps keep the hierarchy in place.

Gilead separates many groups of people from one another through regulating language.

Because of their isolation, women are unable to communicate effectively or stand together,

which makes it difficult for them to organize a group opposition. The leaders of Gilead stifle

opposition, mold opinions, and guarantee the survival of their oppressive system by

regulating how individuals express themselves and how they perceive the world. The book

serves as a warning about the risks of unregulated discourse manipulation and emphasizes the

importance of language in shaping and managing societies. (Cory. 16).

The regime manipulates language and discourse to cement its cultural dominance. By

restricting the use of certain words, they exert control over thought and expression, altering

meanings to normalize oppressive practices and erase alternative perspectives. For instance,

they redefine the term "freedom" to mean submission to Gilead's rules and regulations. This

manipulation serves as a mechanism for reinforcing cultural hegemony by limiting language

and thought in subjugated classes.

Gilead's tight control over reproductive rights is one of the most significant aspects used to

maintain cultural hegemony. The Handmaids are reduced to their reproductive capacity and

subjected to ritualized sexual violence in the name of procreation. By regulating fertility and

controlling women's bodies, the regime maintains its dominance and perpetuates a patriarchal

power structure. This control over reproduction serves as a crucial tool for cultural hegemony,

allowing the ruling class to shape beliefs and values of future generations. (Cory. 13).

Religion is another tool crucial to the establishment of cultural hegemony in "The

Handmaid's Tale," as the Gileadean regime uses a distorted interpretation of Christianity to

justify its oppressive practices and ideologies. The dominance is exerted by transforming
religious symbols and rituals, in order to represent themselves as divinely ordained. They

impart a sense of religious responsibility in the subjects by such appropriations. This

manipulation creates a moral framework that legitimizes the regime's actions, further

solidifying its cultural dominance. (Johnson. 3).

Offred, the protagonist, exhibits moments of agency and rebellion, exhibiting potential for

resistance and subversion against the cultural norms and power structures in "The

Handmaid's Tale." Offred challenges the dominant power structures, asserting her

individuality and straying from the norms set by the oppressive regime. Her acts of resistance

represent a challenge to the cultural hegemony of Gilead, and it thus provides a glimpse of

hope for the reader that it's possible to challenge the cultural dominance. (Johnson. 3).

"The Handmaid's Tale" portrays the idea of subversion through the power of human

connection and love. The characters in the novel develop relationships that defy cultural

norms and oppressive power structures. For instance, Offred and her lover defy strict gender

roles by developing a consensual and affectionate bond, which is forbidden by the Gileadean

regime. By cementing human connection and love as means of resistance against the cultural

hegemony of Gilead, the novel emphasizes that love and human bond are strong enough to

tear down the oppressive power structure. (Johnson. 7).

The book shows that even little acts of resistance through knowledge-sharing, critical

thinking, and remembering can challenge cultural hegemony, despite the systematic

suppression of education in Gilead. Whether formal or informal, education develops into a

tool for upholding humanity, battling tyranny, and ultimately enhancing the possibility of

change and transformation. Education plays a crucial role in challenging and dismantling

cultural hegemony.
In "The Handmaid's Tale," Offred's exposure to education prior to the rise of Gilead has a

lasting impact on her perception of the oppressive regime. Education broadens one's

knowledge and encourages critical thinking, empowering individuals to question the

dominant power structures and cultural norms imposed by the regime. Through education,

Offred and other characters in the novel gain the tools and knowledge necessary to challenge

the established order and resist cultural hegemony. (Stillman et al. 74).

Even in Gilead's oppressive culture, there is informal knowledge exchange. Despite the

dangers, Offred and other handmaids find methods to share personal experiences and

knowledge. They are able to fight the isolation that the government wants to impose by

growing in solidarity thanks to the experiences they share. Critical thinking and the challenge

of the prevailing paradigm might result from education. Offred's interactions with the

Commander, where they converse outside of their designated duties, demonstrate how

intellectual engagement and education can thwart the regime's attempts to impose conformity.

To fight the regime's efforts to obliterate individual identities and history, one must recall the

past, particularly pre-Gilead society. People contest the regime's narrative and maintain a

feeling of identity through preserving memories. (Stillman et al. 77).

In order to access Offred's ideas and feelings in opposition to the regime's propaganda,

readers can listen to her internal monologue throughout the entire book. The disconnect

between the regime's narrative and individual experiences is made clear by this personal tale.

By empowering people with knowledge and critical thinking abilities, education serves as a

potent instrument. The main character, Offred, frequently considers her prior schooling and

how it has given her a wider view of the world. This information emboldens her to challenge

the regime's narrative and strengthens her internal opposition. (Tolan. 24).
In "The Handmaid's Tale," cultural hegemony is portrayed as a powerful system of

dominance that ensures social control and oppression. Through the establishment of

hierarchical power structures, manipulation of language and discourse, control over

reproductive rights, and manipulation of religion, Gilead's regime reinforces power. However,

the novel emphasizes the potential for resistance and subversion through Offred's

individuation and acts of rebellion. The idea of love and human connection as a means of

subversion against the cultural norms solidifies the possibility of rebellion. By recognizing

that oppressive power structures rely on cultural dominance to exert control, the reader feels

inspired to bear witness to and resist such systems. Education emerges as a vital tool in

challenging cultural hegemony, empowering individuals to question and dismantle oppressive

norms.
Works cited
Primary sources

Atwood, Margaret. The Handmaid's Tale. Anchor Books, 1986.

Secondary sources

Cori, Maryan et al. “A Portrayal of Hegemonic Power in The Handmaid’s Tale Novel by

Margaret Atwood”, Lililacs Journal English Literature Language and Cultural Studies

Journal, Vol.2(1), pp.1-17

Hegemony. (n.d.) Retrieved August 16, 2023, from en.wikipedia.org/wiki/Hegemony

Johnson, Stephen. “Cultural Hegemony As Hegemonic Culture in Atwood’s The Handmaids

Tale”, Contemporaneity of Language and Literature in the Robotized Millennium, Vol.3(1),

2021. doi:10.46632/cllrm/3/1/5 fatcat:qpagaqlzozcahibdty22rsmeqy

Stillman, Peter G. Johnson, S. Anne. “Identity, Complicity, and Resistance in The Handmaid’s Tale.”

Utopian Studies. Vol. 5, no. 2, 1994, pp. 70-8

Tolan, Fiona. “The Handmaid’s Tale: Second-Wave Feminism as Anti-Utopia.” Margaret

Atwood: Feminism and Fiction. Editions Rodpi B. V., Amsterdam – New York, NY, 2007

Zaidi, Zareen et al. “Cultural hegemony? Educators' perspectives on facilitating cross-cultural

dialogue.” Medical education online vol. 21 33145. 25 Nov. 2016,

doi:10.3402/meo.v21.33145