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Black Girls Rising : = The Representation of Black Girls and Black Girlhood in Toni Morrison's Twentieth and Twenty-First Century Novels.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Black Girls Rising :/
Reminder of title:	The Representation of Black Girls and Black Girlhood in Toni Morrison's Twentieth and Twenty-First Century Novels.
Author:	Wynn, Evelyn S.
Description:	1 online resource (176 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
Subject:	Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30420904click for full text (PQDT)
ISBN:	9798379436230

Black Girls Rising : = The Representation of Black Girls and Black Girlhood in Toni Morrison's Twentieth and Twenty-First Century Novels.
Wynn, Evelyn S.

Black Girls Rising :The Representation of Black Girls and Black Girlhood in Toni Morrison's Twentieth and Twenty-First Century Novels. - 1 online resource (176 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2023.

Includes bibliographical references

This dissertation examines Toni Morrison's representation of Black girls and Black girlhood in her twentieth and twenty-first century novels-The Bluest Eye and God Help the Child, Beloved and A Mercy, and Sula and Love-which is guided by three major themes: identity formation, sisterhood, and literacy. The comparative analysis offers a close reading that reveals a narrative shift in Morrison's characters from passive victims in her twentieth-century texts to individuals of agency and empowerment in her twenty-first century texts. Using Black Girlhood Studies and Black Feminist theories, the study examines the lives of Black girls and how they navigate various forms of oppression. It also examines how the novels record the various socio-historical contexts of Black girls' lives and how those contexts are reflected in and impact the representation of their characters.The Introduction argues that the narrative shift in Morrison's presentation of the Black girl is due to the change in her perspective of the Black girl during the twenty-first century. Each chapter analyzes two texts from two eras to draw a comparison of how and why the Black girl protagonists responded differently to gendered oppression. Chapter Two, "Black Girls' Reframing Identities in The Bluest Eye and God Help the Child" explores the notion that the identity formation of Black girls is influenced by the perception of their Blackness through the constructs of voice, physical appearance, and sexuality. Chapter Three, "Black Girls' Sisterhood Reconciliation in Sula and Love," examines how Black girls and women engage in relationships through the interventions of other women and how their interventions may or may not influence reconciliation. Chapter Four, "Black Girls' Literacies in Beloved and A Mercy, investigates how Black girls use their literacies (performance, silence, storytelling, and creative writing) to negotiate and resist oppressive structures to understand their future plights. The "Afterword" offers the author's perspective on how the idea for this dissertation came into existence, and it posits how pedagogical interventions were gleaned from the comparison of the novels. The larger argument is that these texts can be working models for real-life Black girls to gain new insight into ways that they can manage to develop healthy lives.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379436230Subjects--Topical Terms:

537498
Literature.
Subjects--Index Terms:

Black Feminist theoriesIndex Terms--Genre/Form:

542853
Electronic books.

Black Girls Rising : = The Representation of Black Girls and Black Girlhood in Toni Morrison's Twentieth and Twenty-First Century Novels.
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520 $a This dissertation examines Toni Morrison's representation of Black girls and Black girlhood in her twentieth and twenty-first century novels-The Bluest Eye and God Help the Child, Beloved and A Mercy, and Sula and Love-which is guided by three major themes: identity formation, sisterhood, and literacy. The comparative analysis offers a close reading that reveals a narrative shift in Morrison's characters from passive victims in her twentieth-century texts to individuals of agency and empowerment in her twenty-first century texts. Using Black Girlhood Studies and Black Feminist theories, the study examines the lives of Black girls and how they navigate various forms of oppression. It also examines how the novels record the various socio-historical contexts of Black girls' lives and how those contexts are reflected in and impact the representation of their characters.The Introduction argues that the narrative shift in Morrison's presentation of the Black girl is due to the change in her perspective of the Black girl during the twenty-first century. Each chapter analyzes two texts from two eras to draw a comparison of how and why the Black girl protagonists responded differently to gendered oppression. Chapter Two, "Black Girls' Reframing Identities in The Bluest Eye and God Help the Child" explores the notion that the identity formation of Black girls is influenced by the perception of their Blackness through the constructs of voice, physical appearance, and sexuality. Chapter Three, "Black Girls' Sisterhood Reconciliation in Sula and Love," examines how Black girls and women engage in relationships through the interventions of other women and how their interventions may or may not influence reconciliation. Chapter Four, "Black Girls' Literacies in Beloved and A Mercy, investigates how Black girls use their literacies (performance, silence, storytelling, and creative writing) to negotiate and resist oppressive structures to understand their future plights. The "Afterword" offers the author's perspective on how the idea for this dissertation came into existence, and it posits how pedagogical interventions were gleaned from the comparison of the novels. The larger argument is that these texts can be working models for real-life Black girls to gain new insight into ways that they can manage to develop healthy lives.
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