阿拉文德·阿迪加和比娜·沙阿后殖民社会中的下层压迫

IF 0.4 3区 文学 0 LITERATURE
ENGLISH Pub Date : 2020-06-02 DOI:10.34293/english.v8i3.3164
A. Lavanya, M. R. Rashila
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引用次数: 0

摘要

“次等人”一词识别并说明了在社会上、政治上和纯粹在霸权权力组织之外的男人、女人和公众。如今,对次等人的关注已经变得如此突出,以至于它经常被用于历史、心理学、社会学、人类学和文学等不同学科。次等人的概念是指那些基于社会、文化、精神和偏见而被边缘化、被征服和被剥削的群体。本文的主要目的是揭露各种主题,如压迫,边缘化,下层人民和工人阶级的征服,性别歧视,不被注意的妇女,被剥夺阶级,种族和种姓歧视等。它是后殖民主义的一个分支。在本文中,Aravind Adiga和Bina Shah通过《白虎》和《贫民窟的孩子》来阐释下层社会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Subalterns’ oppression in the Post Colonial Society of Aravind Adiga and Bina Shah
The term ‘subaltern’ identifies and illustrates the man, the woman, and the public who is socially, politically, and purely outside of the hegemonic power organization. Nowadays, Subaltern concern has become so outstanding that it recurrently used in diverse disciplines such as history, psychology, sociology, anthropology, and literature. The notion of subaltern holds the groups that are marginalized, subjugated, and exploited based on social, cultural, spiritual, and biased grounds. The main purpose of this paper is to expose various themes such as oppression, marginalization, the subjugation of inferior people and working classes, gender discrimination, unnoticed women, deprived classes, racial and caste discrimination, etc. It is one of the subdivisions of post colonialism. In this paper, Aravind Adiga and Bina Shah illustrate subalterns through The White Tiger and Slum Child.
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来源期刊
ENGLISH
ENGLISH LITERATURE-
CiteScore
0.40
自引率
0.00%
发文量
25
期刊介绍: English is an internationally known journal of literary criticism, published on behalf of The English Association. Each issue contains essays on major works of English literature or on topics of general literary interest, aimed at readers within universities and colleges and presented in a lively and engaging style. There is a substantial review section, in which reviewers have space to situate a book within the context of recent developments in its field, and present a detailed argument. English is unusual among academic journals in publishing original poetry. This policy embodies the view that the critical and creative functions, often so widely separated in the teaching of English, can co-exist and cross-fertilise each other.
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