發(fā)布時間：2020-11-19 05:13

　　 托妮·莫里森(Toni Morrison,1931-)和瑪雅·安吉羅(Maya Angelou,1928-2014)是當(dāng)代美國黑人文學(xué)的領(lǐng)軍人物。她們倆人都致力于用文學(xué)作品發(fā)出黑人女性的聲音,彰顯黑人婦女的思想覺醒。在黑人女性中,女孩往往是矛盾和沖突的受害者。她們是最缺乏話語權(quán)、最易被忽視的群體。莫里森的處女作《最藍的眼睛》(The Bluest Eye,1970)和安吉羅的自傳性小說《我知道籠中的鳥為何歌唱》(I Know Why the Caged Bird Sings,1970)不約而同地關(guān)注美國黑人女孩的生存狀況。關(guān)于這兩部小說,學(xué)者們關(guān)注較多的是兩部小說中的種族歧視和性別壓迫主題,對兩部小說中的兒童成長主題的研究仍有待深入。兩部作品中,皮科拉和瑪格麗特的成長經(jīng)歷有著相似之處,但成長結(jié)果卻截然不同�，敻覃愄爻晒Τ砷L而皮科拉的成長卻以瘋癲、死亡告終。本文借用布朗芬布倫納(U.Bronfenbrenner,1917-2005)的生態(tài)系統(tǒng)理論,對兩部小說中主人公的成長歷程與成長環(huán)境進行對比分析,發(fā)現(xiàn)支離破碎的家庭關(guān)系、種族隔離的同伴關(guān)系、疏離冷漠的社區(qū)關(guān)系均對這兩位小女孩的成長造成難以磨滅的影響,揭示了黑人女孩的艱難處境和“無法言說”的震撼經(jīng)歷。生態(tài)系統(tǒng)中不健康的成長環(huán)境使皮科拉與瑪格麗特都陷入自我迷失的成長痛苦中。由于瑪格麗特成長環(huán)境的生態(tài)系統(tǒng)發(fā)生了有利的生態(tài)轉(zhuǎn)變,使得她依賴“引路人”及“成人式”儀式得以重新認識自我,成功成長,而皮科拉病態(tài)的成長環(huán)境未發(fā)生有利的生態(tài)轉(zhuǎn)變,致使其成長失敗。這表明健康的成長生態(tài)系統(tǒng)對黑人女孩成長的重要性,而不健康的成長生態(tài)系統(tǒng)對黑人女孩的成長會造成毀滅性的打擊。
【學(xué)位單位】：華僑大學(xué)
【學(xué)位級別】：碩士
【學(xué)位年份】：2019
【中圖分類】：I712.074
【文章目錄】：
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

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