《最蓝的眼睛》与《我知道笼中鸟为何歌唱》中成长主题研究
发布时间：2020-11-19 05:13
托妮·莫里森(Toni Morrison,1931-)和玛雅·安吉罗(Maya Angelou,1928-2014)是当代美国黑人文学的领军人物。她们俩人都致力于用文学作品发出黑人女性的声音,彰显黑人妇女的思想觉醒。在黑人女性中,女孩往往是矛盾和冲突的受害者。她们是最缺乏话语权、最易被忽视的群体。莫里森的处女作《最蓝的眼睛》(The Bluest Eye,1970)和安吉罗的自传性小说《我知道笼中的鸟为何歌唱》(I Know Why the Caged Bird Sings,1970)不约而同地关注美国黑人女孩的生存状况。关于这两部小说,学者们关注较多的是两部小说中的种族歧视和性别压迫主题,对两部小说中的儿童成长主题的研究仍有待深入。两部作品中,皮科拉和玛格丽特的成长经历有着相似之处,但成长结果却截然不同。玛格丽特成功成长而皮科拉的成长却以疯癫、死亡告终。本文借用布朗芬布伦纳(U.Bronfenbrenner,1917-2005)的生态系统理论,对两部小说中主人公的成长历程与成长环境进行对比分析,发现支离破碎的家庭关系、种族隔离的同伴关系、疏离冷漠的社区关系均对这两位小女孩的成长造成难以磨灭的影响,揭示了黑人女孩的艰难处境和“无法言说”的震撼经历。生态系统中不健康的成长环境使皮科拉与玛格丽特都陷入自我迷失的成长痛苦中。由于玛格丽特成长环境的生态系统发生了有利的生态转变,使得她依赖“引路人”及“成人式”仪式得以重新认识自我,成功成长,而皮科拉病态的成长环境未发生有利的生态转变,致使其成长失败。这表明健康的成长生态系统对黑人女孩成长的重要性,而不健康的成长生态系统对黑人女孩的成长会造成毁灭性的打击。
【学位单位】：华侨大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：I712.074
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Toni Morrison,Maya Angelou and Their Literary Careers
1.2 A Brief Introduction to The Bluest Eye and I Know Why the Caged Bird Sings
1.2.1 The Bluest Eye
1.2.2 I Know Why the Caged Bird Sings
1.3 Literature Review
1.3.1 Studies on Toni Morrison and Maya Angelou
1.3.2 Studies on The Bluest Eye
1.3.3 Studies on I Know Why the Caged Bird Sings
1.4 Objective and Significance of the Thesis
1.5 Layout of the Thesis
Chapter Two Ecological Systems Theory of Bronfenbrenner
2.1 Child Development and Ecological Systems
2.2 Settings of Child Development in Ecological Systems
2.2.1 Family Setting in Ecological Systems
2.2.2 School Setting in Ecological Systems
2.2.3 Social Setting in Ecological Systems
2.3 Ecological Transitions and Child Development
2.4 The Applicability of Bronfenbrenner’s Theory to the Study
Chapter Three A Comparative Analysis of Pecola’s and Marguerite’s Development Settings and Their Loss of Self
3.1 Pecola’s and Marguerite’s Family Setting under the Wave of Migration
3.1.1 Spousal Relations
3.1.2 Parentage Relations
3.1.3 Sibling Relations and Inter-Generational Relations
3.2 Pecola’s and Marguerite’s School Setting under Racism
3.2.1 Peer Relations
3.2.1.1 Acceptance and Exclusion in Peer Groups
3.2.1.2 The Influence of the Opposite Sex in Peer Groups
3.2.2 Teacher-Student Relations
3.3 Pecola’s and Marguerite’s Social Setting With the Distorted Values
3.4 Pecola’s and Marguerite’s Loss of Self
3.4.1 Pecola’s Delirium
3.4.2 Marguerite’s Speechlessness and Nightmare
3.5 Summary
Chapter Four Reasons for Pecola’s Development Failure and Marguerite’s Development Success
4.1 Reasons for Pecola’s Development Failure
4.1.1 The Absence of A Guide
4.1.2 The Absence of A Rite of Initiation
4.2 Reasons for Marguerite’s Development Success
4.2.1 A Guide of Marguerite’s Development in Ecological Systems
4.2.1.1 Mentors
4.2.1.2 Literature and Arts
4.2.2 Ecological Transitions of Marguerite’s Development Success
4.2.2.1 The Awakening of Self-Consciousness in A rite of Initiation
4.2.2.2 The Shock of Life and Death
4.3 Summary
Chapter Five Conclusion
References
Acknowledgements
Curriculum Vitae
【参考文献】
本文编号：2889752
【学位单位】：华侨大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：I712.074
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Toni Morrison,Maya Angelou and Their Literary Careers
1.2 A Brief Introduction to The Bluest Eye and I Know Why the Caged Bird Sings
1.2.1 The Bluest Eye
1.2.2 I Know Why the Caged Bird Sings
1.3 Literature Review
1.3.1 Studies on Toni Morrison and Maya Angelou
1.3.2 Studies on The Bluest Eye
1.3.3 Studies on I Know Why the Caged Bird Sings
1.4 Objective and Significance of the Thesis
1.5 Layout of the Thesis
Chapter Two Ecological Systems Theory of Bronfenbrenner
2.1 Child Development and Ecological Systems
2.2 Settings of Child Development in Ecological Systems
2.2.1 Family Setting in Ecological Systems
2.2.2 School Setting in Ecological Systems
2.2.3 Social Setting in Ecological Systems
2.3 Ecological Transitions and Child Development
2.4 The Applicability of Bronfenbrenner’s Theory to the Study
Chapter Three A Comparative Analysis of Pecola’s and Marguerite’s Development Settings and Their Loss of Self
3.1 Pecola’s and Marguerite’s Family Setting under the Wave of Migration
3.1.1 Spousal Relations
3.1.2 Parentage Relations
3.1.3 Sibling Relations and Inter-Generational Relations
3.2 Pecola’s and Marguerite’s School Setting under Racism
3.2.1 Peer Relations
3.2.1.1 Acceptance and Exclusion in Peer Groups
3.2.1.2 The Influence of the Opposite Sex in Peer Groups
3.2.2 Teacher-Student Relations
3.3 Pecola’s and Marguerite’s Social Setting With the Distorted Values
3.4 Pecola’s and Marguerite’s Loss of Self
3.4.1 Pecola’s Delirium
3.4.2 Marguerite’s Speechlessness and Nightmare
3.5 Summary
Chapter Four Reasons for Pecola’s Development Failure and Marguerite’s Development Success
4.1 Reasons for Pecola’s Development Failure
4.1.1 The Absence of A Guide
4.1.2 The Absence of A Rite of Initiation
4.2 Reasons for Marguerite’s Development Success
4.2.1 A Guide of Marguerite’s Development in Ecological Systems
4.2.1.1 Mentors
4.2.1.2 Literature and Arts
4.2.2 Ecological Transitions of Marguerite’s Development Success
4.2.2.1 The Awakening of Self-Consciousness in A rite of Initiation
4.2.2.2 The Shock of Life and Death
4.3 Summary
Chapter Five Conclusion
References
Acknowledgements
Curriculum Vitae
【参考文献】
相关期刊论文 前5条
1 王莉萍;;《最蓝的眼睛》的话语建构与叙事策略研究[J];齐齐哈尔大学学报(哲学社会科学版);2015年06期
2 张宏薇;;《最蓝的眼睛》的文化透视[J];外语学刊;2008年05期
3 赵娜;;《最蓝的眼睛》后殖民解读[J];长春师范学院学报;2007年01期
4 万梅;《最蓝的眼睛》的叙事结构和话语策略[J];南京林业大学学报(人文社会科学版);2005年01期
5 章汝雯;《最蓝的眼睛》中的话语结构[J];外国文学研究;2004年04期
相关硕士学位论文 前2条
1 郭馨;社会生态视角下塔亚丽·琼斯的小说《离开亚特兰大》的主题研究[D];东北师范大学;2016年
2 杨果;论《我知道笼中鸟为何歌唱》中的成长主题[D];四川师范大学;2012年
本文编号：2889752
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