The Double Consciousness in Richard Wright’s Native Son and Toni Morrison’s Tar Baby
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This study explores the double consciousness represented in the two novels, Richard Wright’s Native Son and Toni Morrison’s Tar Baby. By the works, the writers understood education in North America as part of the project of capitalism, perpetuating the class structure necessary to maintain it. With the help of their novels, they deeply explores American educational frameworks and characters’ double consciousness caused by the absurd system of education. In order to achieve emancipation education within the context of vast diversity and individual potentialities, the writers strongly claim and ask as follows. What do we mean when we say “democracy”? If a democracy is to be inclusive of all the voices in its realm, do our schools support this? How can we emancipate ourselves from our history of not making good on the promise of equality and freedom for all people? As an alternative for democratic education, they strongly suggest that we should develop empathy and a political commitment to overcome the double consciousness which means not only a split between irreconcilable national and cultural identities, but also a split between the mind and the body. Emancipation education for overcoming the double-consciousness is rigorous. It needs to acknowledge multiple meanings. However, having one answer and one interpretation shuts too many people out. If we teach empathy, the critical and moral imagination can transform identity.
Abstract
This study explores the double consciousness represented in the two novels, Richard Wright’s Native Son and Toni Morrison’s Tar Baby. By the works, the writers understood education in North America as part of the project of capitalism, perpetuating the class structure necessary to maintain it. With the help of their novels, they deeply explores American educational frameworks and characters’ double consciousness caused by the absurd system of education. In order to achieve emancipation education within the context of vast diversity and individual potentialities, the writers strongly claim and ask as follows. What do we mean when we say “democracy”? If a democracy is to be inclusive of all the voices in its realm, do our schools support this? How can we emancipate ourselves from our history of not making good on the promise of equality and freedom for all people? As an alternative for democratic education, they strongly suggest that we should develop empathy and a political commitment to overcome the double consciousness which means not only a split between irreconcilable national and cultural identities, but also a split between the mind and the body. Emancipation education for overcoming the double-consciousness is rigorous. It needs to acknowledge multiple meanings. However, having one answer and one interpretation shuts too many people out. If we teach empathy, the critical and moral imagination can transform identity.
참고문헌 (12)
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- Hynes, Joseph, "“Native Son Fifty Years Later", The Cimarron Review, 23, pp.90~118 (1993)
- Mbalia, Doreathea Drummond, "Toni Morrison’s Developing Class Consciousness" (1991), Associated UP
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- Wright, Richard, "Native Son" (1993), Harpers Collins Publishers Inc