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《看不见的人》中的黑人音乐 总被引：1，自引：0，他引：1
拉尔夫.艾里森创造性地将黑人音乐融入小说《看不见的人》之中,深化了黑人寻找身份的小说主题,颂扬了非洲裔美国黑人文化的丰富性和生命力。本文试图解析《看不见的人》中的黑人音乐,探讨其在突出小说主题、人物塑造和叙事策略方面所起到的重要作用。 相似文献
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《洛阳师范学院学报》2017,(7)
小说《最蓝的眼睛》通过克劳迪娅讲述了黑人小女孩佩科拉的悲惨故事。佩科拉想拥有一双像白人女孩一样的蓝色眼睛,这表明白人文化对黑人文化的冲击,黑人文化一直在白人文化的泥潭里挣扎。白人文化的霸权对黑人文化的影响导致了黑人内化的种族主义、自我憎恨、同族的暴力及自我身份的困惑。然而,莫里森在小说中向黑人提供了摆脱困惑的答案,那就是只有保持黑人自身的民族身份和自身文化才能将黑人带到改变自己社会地位和文化地位的正确道路上。就像小说名字所暗示的那样,蓝色代表黑人的传统音乐布鲁斯蓝调,眼睛(eyes)则代表我(I)。莫里森是在告诉黑人保持自身独特性和民族身份的重要性。这对受白人文化深度影响和破坏下的黑人文化的发展有着重要的启迪作用。 相似文献
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1993年诺贝尔文学奖得主、美国杰出黑人女性作家托尼·莫里森（1931-）的处女作《最蓝的眼睛》展现了白人文化主导下的审美价值观对黑人女性的精神戕害,探索了黑人女性身份的困境及出路。本文在性别、种族和文化等多重视域的关照下重点对作品中的佩科拉等几位典型的黑人女性形象进行剖析,从反面说明了黑人女性的健康发展之路,同时也为日趋复杂的黑人女性身份困境提供了一种思考方式和解决途径。 相似文献
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《看不见的人》是美国著名黑人作家拉尔夫·埃里森的成名作．小说讲述了主人公自我身份的迷失、追寻与认同的艰辛成长历程。这一历程揭示了白人文化主导下的黑人要生存和发展,就必须植根于本民族的文化,增强自我主体意识,正视和认同自我身份,并建构自我身份。 相似文献
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徐影 《沈阳教育学院学报》2010,12(3):20-22
从黑人文化身份入手,分析了当代颇负盛名的美国黑人女作家托尼.莫里森的小说《所罗门之歌》中黑人的三种生活状态,并对美国黑人既是非洲裔又是美国人的双重文化身份进行了探索和挖掘。认为作品中挣扎在文化夹缝中的美国黑人只有加强文化身份意识,认同自己的文化身份,发扬自己的民族文化,牢记过去并顺应时代的发展,才能在美国社会更好地生存下去。 相似文献
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非洲黑人随着奴隶贸易的暴力"书写",被贩卖到美洲大陆为奴,备受奴隶制的奴役和严重的种族歧视。在梦魇的历史和历史的梦魇纠缠的岁月长河里,黑人自发组织社团帮助黑人自己走出苦难,树立黑人民族的自信心,成为黑人民众心中的精神家园。在黑人社团的精神援助下,黑人们终于在白人主流文化中构建了自己的位置,黑人的传统文化和白人文化因此达成妥协性的"共生",并共同构建着美国当今社会的多元文化。本文拟从托尼.莫里森作品《宠儿》、《最蓝的眼睛》和《苏拉》来分析黑人社团形成的不同历史背景和原因,以及黑人社团产生的凝聚和指挥作用。 相似文献
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美国印第安人有着自己灿烂的文化,却在欧洲外来移民的强势冲击下渐渐迷失自己。在白人世界主流文化下的生存困境促使印第安人重新审视自己的文化,因此踏上了一条找寻本土身份的"归家路"。该文通过解读美国本土裔作家露易丝·厄德里奇的代表作《爱药》阐述了土地,过去,社区代表的"家"对于印第安人的意义,并分析了《爱药》中三代印第安人艰难的"归家路"。 相似文献
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《荷兰人》是美国当代著名黑人作家阿米里·巴拉卡的代表作。在这部戏剧里,巴拉卡运用了传统的非洲神话和伊句园神话,充分表现了黑人在寻求种族身份过程中所经历的艰辛与困惑,对黑人资产阶级的软弱性进行了无情的批判,揭示了黑人白人之间存在太多的不和谐因素,从而暗示种族融合的时机尚未成熟。以神话-原型批评为理论基础,对《荷兰人》加以解读,可以了解印年代初期巴拉卡对种族和解思想的醒悟与摈弃,从而深入领悟巴拉卡的文学创作主旨。 相似文献
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This article seeks to synthesize and apply White racial identity theory and concomitant research to the interaction between athletic and racial identity, specifically as it relates to the experiential variations of how race impacts White athletes within the college sport environment. White dialectics, or the tensions that White Americans experience as dominant social group members, serve as the guiding theoretical framework and provide a theoretical lens through which the experience of White college athletes is examined at each distinct dialectic. Through this article, the application of White dialectics offers a theoretical foundation for developing a better understanding of how White college athletes not only make sense of their racial identity, but also understand their racialized experiences within intercollegiate athletics. 相似文献
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美国是一个有着很深的民族矛盾和种族歧视的国家,但美国人却仍然到处指手划脚,肆意干涉别国民族方面的事务。美国人的这种双重标准的做法既有其深刻的历史根源,也是出于美国现实战略目标的实际需要,是美国实用主义处世原则的必然结果。它暴露了美国民主价值观中久已存在的狭隘的民族主义意识与霸权意识。 相似文献
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《校园英语(教研版)》2016,(2):252-253
Nowadays, in most of African Americans minds, the negative attitude towards Uncle Tom is dominant. Today, the term "Uncle Tom" has become an insult, conjuring an image of an old black man eager to please his white master and happy to accept his own position of inferiority, a figure from heroic one to inflammatory racial betrayer. People can even find the meaning of the word in all kinds of dictionaries, with mostly negative explanations. This paper analyzes a great many of comments about Uncle Tom, especially negative ones, and presents opinions of several eminent black writers, social historians and critics. 相似文献
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Julie L. Pennington Cynthia H. Brock 《International journal of qualitative studies in education》2013,26(3):225-250
Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences and personal reflections. Results from the study illustrate the ways in which autoethnographic study can be used as an instrument for white teachers to frame their own critique of their white racial identity, as it relates to their classroom instruction. 相似文献
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A synthesis of the literature related to identity processes among American ethnic and racial minority children and adolescents is presented. In general, ethnic and racial identification, preferences, and attitudes have been studied among younger children, while the constructs of ego identity and ethnic identity have been generally studied among adolescents. The literature is unequally distributed across ethnic groups, with more research on African Americans and American Indians, and on Hispanics and Asians. Methodological concerns, such as problems of nonequivalence across groups, are identified in the conduct of research on ethnic and racial minorities. The synthesis concludes with an identification of intervention efforts along with an articulation of conceptual issues salient for promoting and theorizing about identity development processes among ethnic and racial minority children and adolescents. 相似文献
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This study tested the longitudinal association between perceptions of racial discrimination and racial identity among a sample of 219 African American adolescents, aged 14 to 18. Structural equation modeling was used to test relations between perceptions of racial discrimination and racial identity dimensions, namely, racial centrality, private regard, and public regard at 3 time points. The results indicated that perceived racial discrimination at Time 1 was negatively linked to public regard at Time 2. Nested analyses using age were conducted, and perceptions of racial discrimination at Time 2 were negatively linked to private regard at Time 3 among older adolescents. The findings imply that perceived racial discrimination is linked to negative views that the broader society has of African Americans. 相似文献
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张学祥 《牡丹江教育学院学报》2007,(2):15-16
美国黑人女作家托尼·莫里森的第一部小说《最蓝的眼睛》在声讨种族主义、探讨黑人出路的问题上采取了不同于以往多数黑人作家传统的做法,标志着黑人文学逐步走向成熟和理性.小说主人公的悲剧揭示了白人种族文化观对黑人的残害,而黑人对自身的不幸也有不可推卸的责任,黑人的自我歧视埋下了更加痛苦的种子.所以,黑人自我态度的改变成了他们实现真正自我的关键. 相似文献
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Herman M 《Child development》2004,75(3):730-748
This paper categorizes multiracial youth (N=1,496) ages 14 to 19 and compares them with each other and with monoracial youth on identity development measures. The multiracial categories used here are derived from youths' reports of their own and their parents' race(s). Comparisons are made within groups of multiracial respondents who make different choices among single-race categories. Results show differences between subgroups in strength and importance of ethnic identity, self-esteem, and perceptions of ethnic discrimination. Multinomial logistic regression shows further that physiognomy, ethnic identity, and race of coresident parent(s) are significantly associated with reported race. Also related to racial identification among part-Hispanic youth are the racial distribution and socioeconomic status of their neighborhoods and the racial distributions of their schools. 相似文献