《宠儿》中的呼唤-应答模式探究

<宠儿>是非裔美国女作家托尼·莫里森1993年荣获诺贝尔文学奖的鼎力之作.作为一部黑人文学作品,该小说在内容和形式上蕴涵着丰富的黑人口述传统文化.呼唤-应答模式在该部作品中的运用,不仅在语言上继承传递了黑人文化传统,而且在主题上解构了传统视角的二元对立话语,实现了文本解读的开放性与多样性.     

西洋镜:中国元素在美国青少年文学中的投射

美国作为推崇多元文化的移民国家,青少年文学作品中存在相当数量的中国元素。三类中国元素的描写在作品中大量出现:神话传说,包括中国历史上的传说故事和美国作家在此基础上的改写;美国的中国移民和美籍华裔;中国人的衣食住行,节日习俗等常见文化点。但中肯而平实的作品不多:很多作品存在中国元素明显与现实不符的问题,对中国文化的细节描述个体性、地域性太强;对当代中国和第三波移民的描写太少,而对这个关键历史时刻的沉默和话语权的缺失,从客观上也给那些描写回忆与想象改革开放之前的中国的作品让了路。中国元素对美国作家而言,写起来要么非常沉重,要么就流于浅薄浮泛。     

Tridimensional acculturation and adaptation among jamaican adolescent-mother dyads in the United States

A bidimensional acculturation framework cannot account for multiple destination cultures within contemporary settlement societies. A tridimensional model is proposed and tested among Jamaican adolescent–mother dyads in the United States compared to Jamaican Islander, European American, African American, and other Black and non‐Black U.S. immigrant dyads (473 dyads, M adolescent age = 14 years). Jamaican immigrants evidence tridimensional acculturation, orienting toward Jamaican, African American, and European American cultures. Integration is favored (70%), particularly tricultural integration; moreover, Jamaican and other Black U.S. immigrants are more oriented toward African American than European American culture. Jamaican immigrant youth adapt at least as well as nonimmigrant peers in Jamaica and the United States. However, assimilated adolescents, particularly first generation immigrants, have worse sociocultural adaptation than integrated and separated adolescents.     

"欢笑是痛苦的面具"——浅谈狄金森诗中的黑色幽默

黑色幽默文学通常被等同于美国20世纪60年代的黑色幽默小说,其实它超越创作体裁、国界和时代的限制,体现的是一种处世态度。狄金森的幽默常常与荒诞感相结合,产生了黑色幽默。狄金森的黑色幽默巧妙地揭露了鲜为人思的人生荒谬面,体现了她的超越性。     

Perceptions of Pubertal Timing and Discrimination Among African American and Caribbean Black Girls

This study used a nationally representative sample of African American and Caribbean Black adolescent females to examine the relation between perceived pubertal timing relative to peers and discriminatory experiences. Participants included the 607 girls who participated in the National Survey of American Life-Adolescent (NSAL-A), and ranged in age from 13 to 17. Most African American girls perceived their development as on-time relative to their same-aged peers; whereas the majority of Caribbean Black girls perceived their development as earlier than their same-aged peers. The results indicated that girls who perceived that their pubertal development was earlier than their same-aged peers reported more general and racial discrimination experiences.     

走向成熟的心灵之旅——路易斯·萨奇尔小说《洞》的成长主题探析

成长是青少年文学作品的永恒主题。美国作家路易斯·萨奇尔的优秀青少年小说《洞》曾荣获1999年纽伯瑞儿童文学金奖,它展示了小主人公史丹利在历险与磨难中步入成熟的艰辛成长历程。独特的经历为他踏上追寻自我发展的精神之旅提供内在动力,提升了他的认知能力与自我意识,并最终实现从无知到成熟的成功转变。     

文学与美之关系再反思

新时期以后,"审美"作为文学的基本属性、本质特征在中国学界被达成共识,但这个共识仍然需要和值得我们反思。事实上,无论是从作家、作者的创作角度来看,还是从读者的阅读角度来看,还是从文学作品本身构成来看,文学与"审美"都无直接必然的联系。"审美"并不是文学的基本属性和本质特征。     

An Author as a Counter-Storyteller: Applying Critical Race Theory to a Coretta Scott King Award Book

This article analyzes the 2002 Coretta Scott King Award book by Mildred Taylor entitled The Land. The novel and its author are situated within a tradition of historical fiction written by and about African Americans. I then offer an analysis that utilizes Critical Race Theory as an interpretive tool for examining the ways Taylor embeds meanings of land ownership into the novel. In particular the following themes emerged: (1) inspiration and adoration, (2) entitlement and privilege, and (3) freedom and security. The conclusion addresses the importance of applying Critical Race Theory to literary studies as well as identifying ways to purposefully incorporate African American young adult historical fiction within today’s classrooms. In this article, the ownership of land as property is foregrounded although the term “property” is both literally and metaphorically understood in Critical Race scholarship (Harris 1993).     

呼唤与回应——《他们眼望上苍》与传承与发展《紫颜色》叙事策略比较

佐拉．尼尔·赫斯顿和艾丽丝·沃克是美国著名的黑人女作家,赫斯顿的《他们眼望上苍》被誉为黑人文学的经典之作,为当代黑人女性文学传统奠定了框架,沃克深受赫斯顿的影响,她的代表作《紫颜色》不仅在主题上．而且在叙事策略上也追寻了赫斯顿的女性文学传统,小说在叙事结构、叙述声音、叙事语言和叙事手段上更有新的突破。     

实现社会价值 完成人生蜕变——路易斯·萨奇尔小说《洞》的成长主题解读

成长是青少年文学作品的永恒主题。美国作家路易斯·萨奇尔的优秀青少年小说《洞》曾荣获1999年纽伯瑞儿童文学金奖,它展示了小主人公史丹利在历险与磨难中步入成熟的艰辛成长历程。探讨了主人公的社会性成长,分析了他如何融入社会、建立社会身份并在此过程中获得道德升华,从而解读小说蕴含的成长主题。     

“I Never Knew There Were So Many Books About Us” Parents and Children Reading and Responding to African American Children’s Literature Together

The purpose of this study was to examine how the social practices of African American families—with children in grades K-2—changed as a result of participating in a family literacy program utilizing African American children’s literature. The families were exposed, through a series of workshops, to an abundance of children’s literature written by and about African Americans. Data sources included pre and post interviews conducted with parents, parental reading logs, and a reflective journal kept by the researcher. Findings suggested that parents increased the amount of time reading aloud to their children, passed along the information that they learned about African American children’s literature to family, friends, and co-workers, and began seeking out and developing an appreciation for quality African American children’s literature. This study was unique in that it involved collaboration between a public university, a local church, an African American sorority, and an innovative teacher recruitment initiative designed to increase the number of Black, male elementary school teachers.     

Black Muslim Girls Navigating Multiple Oppositional Binaries Through Literacy and Letter Writing

Writing alongside 12 African American Muslim girls, we led a summer literacy program in an effort to understand how Black Muslim adolescent girls write about their identities and ideas. The 4-week literacy program was designed to engage and support Black Muslim girls, aged 12–17 years old, in reading, writing, and understanding the multiple contexts that inform their worlds. The girls received writing instruction connected to their experiences and identities in an environment that afforded them time to represent their situated worlds of being Black, Muslim, and girls in the United States. In this qualitative inquiry, we investigated the following research question: How would Black Muslim girls write to encourage a future generation to navigate multiple identities? The participants penned letters to a future generation of African American Muslim girls. Drawing upon methods of thematic analysis, we found that themes of sisterhood and unity, shattering misrepresentations, empowerment, strength through faith, knowledge (education), and speaking up and fighting for rights emerged. These themes indicate the messages Muslim girls write are indicative of the multiple identities they navigate and speaks to how they would encourage youth who share their complex racialized-gender religious identities, as well as the need to open the conversation on Black education to center both Black girls and Black Muslim girls.     

A loophole of retreat? Predominately White institutions as paradoxical spaces for high achieving African American women

Abstract

High achieving Black female students attending predominately-White institutions (PWIs) are stereotyped as being strong willed and celebrated for their resilience. On the surface, these narratives seem to compliment African American students for doing well. However, strong-Black-woman depictions trivialize the racism and sexism these women experience. Utilizing Black feminist geographic theory, I argue that colleges and universities can be “paradoxical spaces” for academically successful Black women: The sense of accomplishment that comes from performing at peak levels often gets undercut by the marginalization these women face on campus. Qualitative, open-ended interviews of 20 participants attending a large Midwestern PWI demonstrate that high achieving African American women relish the intellectual challenges of their academic pursuits, yet they also deal with intense feelings of isolation and frustration.     

Teachers' and Black students' views on the incorporation of African American children's literature in an after-school book club: collaborative and culturally based learning

It has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature in an after-school book club. There were 15 second- and third-grade African American students from a low-income area who participated in the 6-week book club. The book club sessions were recorded, student artefacts were collected and a focus group was held with students. Following the book club, there were two classroom teachers interviewed along with an after-school teacher facilitator. Based on the analysis, four themes were found. These focused on increased reading motivation, the role of cultural and personal associations with literature for comprehending, engagement in communal learning and improved access to culturally relevant texts. The results extend previous research on the importance of social collaboration and culturally relevant books to promote motivation and reading comprehension among learners and highlight the value of collaborative and culturally based learning for Black children in the American context.     

The HBCU Experience: Liberating or Not?

While African American women routinely outnumber African American men on the historically Black college and university (HBCU) campus, the African American woman??s voice is usually relegated to the margins within social and academic frameworks. The author seeks to gain a deeper understanding of the actual liberation of African American women on HBCU campuses. Drawing from undergraduate and graduate experiences as an African American female on campus, the author uses Collins??s (Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge, New York, 2009) Black feminist epistemology as a lens through which to examine her own decision to attend an HBCU while giving specific attention to the implications and intersections of race and gender. Using Black feminist epistemology and autoethnography, the author provides a critical analysis of her education at an HBCU in relationship to the experiences of other African American women. The author concludes the article explaining the intersections of education, liberation, and resistance with implications for HBCU administrators and staff in preparing African American women as campus and community leaders.     

浅析兰斯顿·休斯《救赎》的反讽艺术

兰斯顿.休斯是美国当代杰出的作家和诗人,其《救赎》一文中记述了“我”在快到13岁的时候获得“救赎”的经过,线索单纯,内容简单。它之所以会勾起人们对之持久的热情,主要得益于作家休斯恰如其分地运用了反讽艺术。这种反讽在作品中表现为言语反讽、情景反讽和浪漫反讽三种形式。     

Black on black education 2.0: critical race perspectives on personally engaged pedagogy for/by black pre-service teachers

ABSTRACT

Public schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of Black/African American teachers decrease. This trend has not changed since the publication of Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers. Furthermore, African American collegiate students who decide to enter teaching may face a chilly climate because of their cultural and educational experiences as they encounter devaluation in the classroom. This work provides a critical race reflective examination into the teaching and learning experiences and dilemmasI using personally engaged pedagogy as a means of enhancing the quality of the learning experiences for African American pre-service teachers. Critical race theory (CRT) and Critical Race Feminism (CRF) will be used as the theoretical framework for understanding the role of race and gender in teacher education. Critical autoethnography is the methodological approach used to examine the subject phenomenon. Field notes, research journaling, and student memoirs provide data for this critical autoethnography. This work highlights the significance of CRT/CRF’s unique voice of color and CRF’s multidimensionality to engaged pedagogy, creating a personally engaged pedagogy.     

Re-imaging Reader-Response in Middle and Secondary Schools: Early Adolescent Girls’ Critical and Communal Reader Responses to the Young Adult Novel Speak

Reader-response has become one of the most influential literary theories to inform the pedagogies of middle and secondary English classrooms. However, many English and literacy educators have begun to advocate for more critical and culturally responsive versions of reader-response pedagogies, arguing that teachers move beyond valuing students’ personal responses to literature. This article, based on a yearlong qualitative study that explored how urban middle school girls participated in an after-school book club, presents a conceptualization of reading as critical and communal practice; and shows how early adolescent girls engaged with the young adult novel Speak and with one another. The adolescent girls, through reading communally, gained deeper understanding of the written text, and also encountered different ways of looking at themselves and others.     

Becoming Whole: A Letter to a Young,Miseducated Black Teacher

The author uses this conceptual paper to present her personal narrative of transformation from miseducated (schooled) to educated (cultural broker) as a pretext to explore miseducation among young Black teachers. The author’s personal transformation comes in response to the neglect of teacher educators to attend to our few African American preservice teachers. Using a letter format, this paper places a particular focus on African American teachers and teacher educators, who agonize over how to transmit culture when they themselves have been miseducated.