"Make Him a Man": Black Masculinity and Communal Identity in Ernest J. Gaines's A Lesson Before Dying

David E. Magill
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引用次数: 1

Abstract

As many critics have noted, Ernest J. Gaines's novels comprise an extended treatise on black male identity in the United States. Yet the novels do not produce one static viewpoint; instead, they demonstrate Gaines's struggle with the question of black masculinity over the course of his lifetime. His earlier novels, such as Catherine Carmier, The Autobiography of Miss Jane Pittman, and In My Father's House, represent the difficulties black men face while constructing their masculine identity in the face of structural and individual racism. But with each new novel, Gaines increasingly focuses on his vision for a different black masculinity based in social negotiation. A Gathering of Old Men, for example, presents black men banding together to demand their manhood against white oppression and racism. Gaines's latest novel, A Lesson Before Dying, offers an even more cohesive vision of black manhood and its potential for radical change. The title of Gaines's latest novel stands enigmatically over the text. The reader opens A Lesson Before Dying with several questions to answer: What lesson? Who teaches the lesson? Who learns the lesson? Who dies? Within the first few chapters, these enigmas seem to be easily resolved: the lesson teaches how to be a man, and it will be taught to Jefferson by Grant Wiggins before Jefferson dies in the electric chair. These easy answers, however, prove not to be the whole story, as Gaines problematizes the question of manhood throughout the text. (1) Gaines reproduces rural southern life in the 1940s, then sets up the real issue: what does it mean to be a black man? In answering this question, critics of the novel have divided into two camps: those who see Gaines's answer as defining an individualist masculinity and those who see him as promoting a communal sense of identity. (2) However, critics on both sides must contend with the other side's formulation. This essay will argue that the tension between the individual and the community is vital to Gaines's construction of black masculinity, as he offers us a vision in which individuals must socially construct their individual identities through the locus of communal connections. The traditional definitions given in the novel's first few chapters, definitions rooted in an individualist, phallocentric model, do not work for the African-American male; as bell hooks notes, they do "not interrogate the conventional construction of patriarchal masculinity or question the extent to which black men have historically internalized this norm" (89). In an attempt to reverse these ideologies, Gaines defines a different black masculinity in A Lesson Before Dying, a communal, socially constructed masculinity. This new masculinity is a more dynamic system in which reciprocity and responsibility play major roles. Given a South that dehumanizes and oppresses African Americans through the legacy of slavery and the oppression of Jim Crow, Gaines realizes that African-American males must define their manhood against a white patriarchy determined to emasculate them. John Roberts argues, "Because his fiction focuses on the peculiar plight of black Americans in the South, Gaines must consider an additional level of significance--the strong communal bonds characteristic of southern black folk culture" (110). Gaines, however, is concerned with the transcendence of this plight even as he recognizes the inherent cultural and historical contingencies that shape human interaction. Gaines suggests that African-American males define their individual masculinity through a collective enterprise that involves the communal bonds of which Roberts speaks; as bell hooks notes, "Changing representations of black men must be a collective task" (113). REPRESENTING THE TRADITION "I was not there, yet I was there": Grant Wiggins opens the narration of A Lesson Before Dying with this enigmatic sentence, one which, in a sense, encapsulates our reading experience as well as Grant's predicament (Gaines 3). …
“让他成为一个男人”:欧内斯特·盖恩斯《死前的一课》中的黑人男子气概和公共身份
正如许多评论家所指出的那样,欧内斯特·j·盖恩斯的小说包含了对美国黑人男性身份的延伸论述。然而,这些小说并没有产生一种一成不变的观点;相反,它们展示了盖恩斯在他的一生中与黑人男子气概问题的斗争。他的早期小说,如《凯瑟琳·卡米尔》、《简·皮特曼小姐的自传》和《在我父亲的家里》,反映了黑人男性在面对结构性和个人种族主义时构建男性身份的困难。但在每一部新小说中,盖恩斯越来越多地关注他对基于社会谈判的不同黑人男子气概的看法。例如,《老人的聚会》展示了黑人团结在一起,要求他们的男子气概,反对白人的压迫和种族主义。盖恩斯的最新小说《死前的一课》(A Lesson Before Dying)对黑人男子气概及其潜在的激进变革提供了一个更有凝聚力的视角。盖恩斯最新小说的标题神秘地笼罩在正文之上。读者在翻开《死前的一课》时,有几个问题需要回答:什么教训?谁来教这个教训?谁会吸取教训?谁死了?在前几章中,这些谜题似乎很容易就被解开了:这一课教会了我们如何成为一个男人,在杰斐逊死于电椅之前,格兰特·威金斯将把它教给杰斐逊。然而,这些简单的答案并不是故事的全部,因为盖恩斯在整篇文章中提出了男子气概的问题。(1)盖恩斯再现了20世纪40年代的南方乡村生活,然后提出了一个真正的问题:作为一个黑人意味着什么?在回答这个问题时,这部小说的评论家分为两个阵营:一些人认为盖恩斯的回答定义了一种个人主义的男子气概,另一些人认为他促进了一种公共认同感。然而,双方的批评者都必须反驳对方的说法。本文将论证个人与社区之间的紧张关系对于盖恩斯构建黑人男子气概至关重要,因为他为我们提供了一个愿景,在这个愿景中,个人必须通过社区联系的轨迹来社会地构建他们的个人身份。小说前几章给出的传统定义,根植于个人主义、以男性生殖器为中心的模式,并不适用于非裔美国男性;正如贝尔·胡克斯所指出的,他们“没有质疑男权男性气质的传统建构,也没有质疑黑人男性在历史上内化这种规范的程度”(89)。为了扭转这些意识形态,盖恩斯在《死前的一课》中定义了一种不同的黑人男子气概,一种公共的、社会建构的男子气概。这种新的男子气概是一个更有活力的系统,在这个系统中,互惠和责任起着主要作用。由于奴隶制和吉姆·克劳(Jim Crow)的压迫,非洲裔美国人受到非人化和压迫的南方,盖恩斯意识到,非洲裔美国男性必须在决心阉割他们的白人父权制下定义自己的男子气概。约翰·罗伯茨认为:“因为他的小说关注的是美国南方黑人的特殊困境,所以盖恩斯必须考虑到另一个层面的意义——南方黑人民间文化中强烈的社区纽带特征”(110)。然而,盖恩斯关注的是这种困境的超越性,即使他认识到塑造人类互动的内在文化和历史偶然性。盖恩斯认为,非裔美国男性通过一项集体事业来定义他们的个人男子气概,其中包括罗伯茨所说的社区纽带;正如贝尔·胡克斯所指出的,“改变黑人形象必须是一项集体任务”(113)。“我不在那里,但我在那里”:格兰特·威金斯用这句神秘的句子开始了《死前的一课》的叙述,这句话在某种意义上概括了我们的阅读经历以及格兰特的困境(盖恩斯3). ...
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