Wherever we go in the world, we encounter racism- something that oppresses people in our daily lives in workplaces, stores, schools, hospitals, housing and other places. This serious issue provokes many musicians, writers and artists to show the social and personal effects of racism they experience. In the United States, many black women writers dealt with this issue, having seen it as essential to write about its violence and injustice. Toni Morrison is one of the most respected authors in America who is black and female. She writes with all her senses to portray those who suffer from racism. The Bluest Eye is Morrison's first novel; it raises issues that are specific and very essential to Black women. This novel is narrated by Claudia who is nine years old. She is black, sensitive and frustrated about the injustice that she has seen in her childhood. She narrates the events that happen to her friend Peco la Breedlove. She is the opposite of Pecola; she learns from her mother how to be strong to face any oppression in this world. The Bluest Eye is about the Breedlove family, which consists of the father Cholly, the mother Pauline, the son Sammy and the daughter Pecola. The whole family suffers from ugliness that they cannot escape from.

Bildungsroman in Contemporary Black Women's Fiction is a study of Toni Morrison's The Bluest Eye and Alice Walker's The Color Purple. Both of these writers implement a newer version of the genre of Bildungsroman to reveal the complexities involved in coming of age for a young woman of color. Both novels have protagonists that struggle with racism, sexism, and classism as barriers to their identity formation. This study aims to reveal the ways in which multiple layers of oppression inhibit the progress of contemporary African-American female heroines in modem Bildungsroman. / Graduation date: 2002

The protagonists in the fiction of Paule Marshall, Alice Walker, and Toni Morrison illuminate American cultural perceptions of black women and illustrate how the creators of these characters hope to change those perceptions. I studied Paule Marshall's Daughters, Alice Walker's Meridian and The Color Purple, and Toni Morrison's The Bluest Eye to learn what the writers of these novels have to say about the women they hope black girls can grow up to be and to learn what potential for self-development they see for black women. For example, in order to become whole people, what do black girls and black women need from their parents and their community? What do black women need from their intimate relationships? "Part One: Political, Historical and Religious Identity " surveys politics, religion and history for views of black women. Politically, they appear disenfranchised; historically they were property. In reference to religion, I found that a white male religion does not serve black women well. Walker sees god within her female protagonist Celie, and Marshall has a belief in a Caribbean/African diaspora that provides a sense of spiritual and cultural continuity. "Part Two: Childhood Identity" explores childhood and the community's role. Childhood appears as a critical time for self-development. The adults in the community contribute to the child's self-awareness. Mistreatment of girls causes them harm throughout their lives. How well the community safeguards its children is a measure of how highly these children are valued. These authors want to see girls more highly regarded. Toward this end, they expose the abuse that takes place in the community. Morrison shows not only the abuse, but also the love. By showing concerned parents as well as neglectful ones, Morrison offers a fuller portrait of the community she knows. The Color Purple also tells a story of sexual abuse of a girl, but this abuse is overcome by the inner strength of the victim combined with the loving support of Shug Avery and the supportive community context of the juke where Celie is accepted. The portrayal of childhood in Daughters involves a Caribbean island culture where the roles of the women that the child Ursa observes offer few role models. "Part Three: Adult Relational Identity" looks at the dilemma in communication between the sexes and across the generations from mother to daughter. Step-fathers and husbands are abusive characters in Walker's writing, while Morrison shows a loving father and an incestuous father in The Bluest Eye. "Part Four: Language Identity" discusses Black English, orality and dialect, looking at the role of language as an aspect of self-definition. James Baldwin's view of language is presented: rejecting a child's language is rejecting the child himself. Baldwin's view supports the attitude toward language as self-defining that appears in the writing of Marshall, Morrison, and Walker. These authors show pride in Black English, and they demonstrate their ability with edited English through their own writing. / Graduation date: 1994

From fourteenth century medieval literature to contemporary American and African American literature, researchers have singled out and analyzed writing from every genre that is prophetic in nature, predicting or warning about events, both revolutionary and dire, to come. One twentieth-century American whose work embodies the essence of warning and foretelling through history-laden literature is Toni Morrison. This modern-day literary prophet reinterprets eras gone by through what she calls “re-memory” in order to guide her readers, and her society, to a greater understanding of the consequences of slavery and racism in America and to prompt both races to escape the pernicious effects of this heritage. Several critics have recognized and written about Morrison’s unique style of prophetic prose. These critics, however, have either taken a general cursory analysis of her complete body of works or they are only focused on one of her texts as a site of evidence. Despite the many critical essays and journal articles that have been written about Morrison as literary prophet, no critic has extensively investigated Morrison’s major works by way of textual analysis under this subject, to discuss Morrison prophetic prose, her motivation for engaging in a form of prophetic writing, and the context of this writing in a wider general, as well as an African-American, tradition. This dissertation takes on a more comprehensive, cross-sectional analysis of her works that has been previously employed, concentrating on five of Morrison’s major novels: The Bluest Eye, Song of Solomon, Beloved, Jazz and Paradise, in an order to assess how Morrison develops and infuses warnings and admonitions of biblical proportions. This investigation seeks to reveal Morrison’s motivation to prophecy to Americans, black and white, the context in which she engages with her historical and contemporary subjects, and the nature of the admonitions to present and future action she offers to what she sees as a contemporary generation of socially and historically oblivious African Americans, using literary prophecy as the tool by which to accomplish her objectives. This dissertation also demonstrates—by way of textual analysis and literary theory—the evolution through five novels of Morrison’s development as a literary prophet.

The novel The Bluest Eye highlights different modes of racism that is relevant to engage with in today’s society. From a pedagogical standpoint, novels of this nature can enable rich and fruitful discussions about the implication of racism and how to counter it. However, its pedagogical potential is juxtaposed against the risks of presenting such explicit material to a classroom, and the consequential effects of migrating an African American novel to a Swedish subtext. A solution to this is applying Critical Race Theory (CRT) as a theoretical framework which from a conceptual perspective can preserve the integrity of the novel and enable students to actively engage with the text. However, the Swedish National Agency for Education (SNAE) lacks pedagogical tools for English teachers that want to address and counter racism in their classrooms which leaves a gap for those interested in working with The Bluest Eye. This paper aims to contribute to this gap by presenting how The Bluest Eye can help English 7 students engage with questions surrounding racism by applying CRT as a pedagogical framework. In order to migrate CRT to a pedagogical context rather than an institutional one, my focus is on the tenets of the theory along with counter narrative and storytelling. Subsequently, the findings of this paper highlight two aspects of the novel that are indicative of its pedagogical potential: the narrative strategies and the thematic elements which stress different modes of racism. The results also show that with CRT as apedagogical framework, students can gain a deeper understanding in the multidimensionality of racism through engaging with this novel. This paper indicates the strengths of applying CRT as a framework when working with this text by showcasing the richness in The Bluest Eye and providing pedagogical guidelines in teaching it.

A presente pesquisa tem como objetivo analisar, do ponto de vista descritivo, como foram realizadas as traduções de marcadores culturais presentes em duas obras da escritora afro-americana Toni Morrison: The Bluest Eye, traduzida por Manoel Paulo Ferreira como O Olho Mais Azul, e Beloved, traduzida por José Rubens Siqueira como Amada. Pretende-se analisar as escolhas e tendências tradutórias de cada tradutor diante das diferenças culturais entre a cultura fonte e a cultura meta. Para a realização deste estudo, apoiamo-nos no arcabouço teórico-metodológico dos Estudos da Tradução Baseados em Corpus (BAKER, 1993, 1995, 1996, 2000; CAMARGO 2005, 2007) e da Linguística de Corpus (BERBER SARDINHA, 2004).Para a investigação de marcadores culturais nos baseamos na reformulação realizada por Aubert (1981, 2006) a partir do trabalho sobre domínios culturais de Nida (1945). Para a extração e análise dos termos utilizamos o software WordSmith Tools versão 7.0. O presente estudo contém análises descritivas de 14 marcadores culturais selecionados a partir da lista de palavraschave gerada pelo WordSmith Tools, descrevendo as tendências e padrões tradutórios presentes nos textos meta e considerando, no âmbito da tradução, a especificidade dos romances e as diferenças culturais e históricas entre os Estados Unidos e o Brasil nos contextos históricos dos romances. / In this research, we intend to analyse, from the descriptive point of view, how the translations of cultural markers were held in two novels written by the Afro-American writer Toni Morrison: The Bluest Eye, translated by Manoel Paulo Ferreira as O Olho Mais Azul, and Beloved, translated by José Rubens Siqueira as Amada. We intend to analyse the choices and the translation tendencies of each translator before the cultural differences between the source culture and target culture. Our theoretical basis for the development of this research study is the theoretical and methodological approach of Corpus-Based Translation Studies (BAKER, 1993, 1995, 1996, 2000; CAMARGO 2005, 2007) and Corpus Linguistics (BERBER SARDINHA, 2004). We are also based on the study of cultural domains developed by Nida (1945) and reformulated by Aubert (1981, 2006). For term extraction and analysis, we used the WordSmith Tools software, version 7.0. So, this study contains descriptive analyses of 14 cultural markers selected from the keywords list created by WordSmith Tools, describing translation tendencies and patterns in the target texts and considering, in the scope of translation, the specificity of the novels and the cultural and historical differences between the United States and Brazil in the historical contexts of the novels.

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Ce mémoire considère l'évolution des stéréotypes racistes et sexistes qui sont contestés dans trois œuvres littéraires afro-américaines, soit Not Without Laughter de Langston Hughes, The Bluest Eye de Toni Morrison et Citizen : An American Lyric de Claudia Rankine. L'analyse de ces livres vise à déterminer comment la double contrainte des femmes noires sous-tend les stéréotypes et préjugés qui sont apparus pendant l'esclavage et qui persistent dans la culture du vingt-et-unième siècle. Ces stéréotypes, tels que la Mammy, la Jezebel ou la femme en colère, ont été créés et maintenus afin de fournir une justification idéologique à la marginalisation et à l'exploitation des femmes noires. De plus, ils ont servi à soutenir les intérêts et objectifs de la société blanche patriarcale telle que manifestée aux États-Unis à travers le temps. Encore aujourd'hui, ces images discriminatoires et non représentatives contribuent à la perpétuation du racisme et du sexisme, et continuent de contrôler le corps, l'esprit, et la sexualité des femmes noires aux États-Unis. À travers une analyse chronologique des œuvres, publiées respectivement en 1930, 1970, et 2014, mon argumentaire postule que les performances de féminité noire étudiées dans chaque roman révèlent un désir de contester et réfuter ces stéréotypes, s'avérant ainsi des actes de résistance et d'autodétermination. Mon approche, éclairée par les théories de l'intersectionnalité et du féminisme noir, étudie la manière dont Hughes, Morrison, et Rankine revisitent, remettent en question, et déconstruisent les stéréotypes raciaux afin de mettre en évidence la multiplicité des identités féminines Afro-Américaines et ainsi, rejeter la fausse perception monolithique des femmes noires. / This thesis investigates the evolution of racist and sexist stereotypes forced onto black women in three African American works: Langston Hughes's Morrison's The Bluest Eye , and Claudia Rankine's Not Without Laughter Citizen: An American Lyric , Toni . The thesis aims to show the pervasiveness of the double bind of African American women that emerged during slavery and that persists in the culture of the twenty-first century as the Mammy, the Jezebel, or the angry black woman, among . Stereotypes, such others, were created and maintained to provide an ideological justification for the marginalization and exploitation of black women, which, in turn, were used to support the interests of the white mainstream and patriarchal society. To this day, these cont rolling images black female body, mind, and sexuality perpetuate racism and regulate the in the United States. Through a chronological analysis of the works, respectively published in 1930, 1970, and 2014, my argumentation posits that the chosen iterations of black womanhood talk back to their racial heritage, a vexed history of misrepresentation and misconception, thereby allowing for new performances and scripts of the black female self to be inscribed in culture. My approach to this thesis, grounded in theorizations related to intersectionality and black feminism, demonstrates that Hughes, Morrison, and Rankine revisit, challenge, and deconstruct racial stereotypes to highlight the multiplicity of African American female identities and, ultimately, reject the monolithic perception of black women.

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