In the colonial perspective Spivak criticizes, the feminine subaltern is the voiceless other that is distinct from the colonizer, yet dependent on him. Mary Shelley’s Frankenstein seems to support the colonial perspective at first glance, since Felix educates the foreigner Safie to lift her up from her culture’s role for her. One might suggest that their relationship actually weakens the distinct barrier between the colonizer and subaltern by having the colonizer mimic the subaltern: “He had chosen the work, he said, because the declamatory style was framed in imitation of eastern authors,” (108). However, this mimicry is only for appearance. The clarifier “he said” is unnecessary since his dialogue is already known as the source of the creature’s knowledge. Instead, the clause brings attention to how both Safie and the creature are receiving their information through Felix, a formerly upper-class European male. The education is only “framed” in the perspective and not actually entrenched in it, a fact supported by the subjects covered. The education speaks of ancient Greece, Rome, and kings, but there is no material on the current Europe that surrounds the characters. The only current issue, the genocide of the Americans, is inherently detached by both geographic distance and the cultural distinction between Spanish and British. This lack of relevance keeps focus off of the relationship between subaltern and colonist, hiding it and protecting it from scrutiny.

Despite the attempt to reinforce the colonist-subaltern relationship, the monster presents a flaw. He manages to assimilate the experience of Safie, both informational and emotional like when he “wept with Safie,”  (109). Despite their synonymous experience, the wording implies the creature does not belong. Instead of simply saying he would not have been able to analyze the literature, the monster says  “I should not,” implying some sort of higher rules set the creature has accepted (108). With his male identity that is still other, the colonial perspective suggested by Spivak identifies him more with the Turkish culture that oppresses Safie and justifies Felix’s education. The creature knows the colonial perspective demands that he not break the simple picture of the colonizer teacher and the subaltern student, yet he defies the convention by associating himself, a male figure, with the sympathies given to the feminine subaltern. The colonial perspective becomes a post-colonial one because the subaltern is no longer confined to the role the colonizer gives it. While Safie remains silent, the monster is able to relate his tale to his creator and, in turn, to Walton, removing his status as a voiceless other.

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