Analysis of Memory, Gender, and Identity in Psychological Thrillers with Specific Reference to Alfred Hitchcock’s Spellbound and James Mangold’s Identity

Authors

  • Merin Susan John Jyoti Nivas College, Bangalore, India

DOI:

https://doi.org/10.47631/mejress.v1i2.9

Keywords:

Thrillers, Identity , Film Studies, Visual Image, Gender

Abstract

Purpose: This paper aims to analyze the portrayal and presentation of memory, gender, and identity in selected psychological thrillers.

Approach/Methodology/Design: The selected films are Alfred Hitchcock’s Spellbound and James Mangold’s Identity. For the analysis of these films, the researcher employs both narrative and structural approaches; thematic analysis, psychoanalysis, and also feminist film theory.

Findings: The results of the analysis show that apart from building suspense and mysteries with the identity issue, these thrillers question the stereotypes and inequality in society through the female characters for the consumerist audience. Hence, these films attempt to break the chains of legitimated stereotypes in the society which create binaries in the lives of people.

Practical Implications: The portrayal of illness in psychological thrillers has attracted a lot more audience to seats. Dissociative elements such as memory and identity of the mind perhaps have permeated the film-going experience. The paper showcases these aspects in the selected films.

Originality/value: The picturization of the fading identity and the double personality of the characters are central to the interior experience. The capturing of Amnesia and its related themes of memory, identity, and distributed consciousness are common materials in recent films because they can stretch to basic humanistic concerns and contemporary psycho-social issues.

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Published

2020-11-03

How to Cite

John, M. S. (2020). Analysis of Memory, Gender, and Identity in Psychological Thrillers with Specific Reference to Alfred Hitchcock’s Spellbound and James Mangold’s Identity. Middle Eastern Journal of Research in Education and Social Sciences, 1(2), 1-14. https://doi.org/10.47631/mejress.v1i2.9