“The Black Unicorn” by Audre Lorde: A Critical Analysis

The Black Unicorn by Audre Lorde, first appeared in 1978 in her collection The Black Unicorn, is characterized by its lyrical and evocative language.

"The Black Unicorn" by Audre Lorde: A Critical Analysis
Introduction: “The Black Unicorn” by Audre Lorde

The Black Unicorn by Audre Lorde, first appeared in 1978 in her collection The Black Unicorn, is characterized by its lyrical and evocative language, explores themes of identity, resilience, and the strength of the Black community. Lorde uses the mythical creature, the Black Unicorn, as a symbol of the marginalized and oppressed, embodying the beauty, power, and uniqueness of Black womanhood. The poem’s main idea is a celebration of Black identity in the face of prejudice and discrimination, emphasizing the importance of self-love, empowerment, and collective resistance.

Text: “The Black Unicorn” by Audre Lorde

The black unicorn is greedy.
The black unicorn is impatient.
‘The black unicorn was mistaken
for a shadow or symbol
and taken
through a cold country
where mist painted mockeries
of my fury.
It is not on her lap where the horn rests
but deep in her moonpit
growing.
The black unicorn is restless
the black unicorn is unrelenting
the black unicorn is not
free.

Annotations: “The Black Unicorn” by Audre Lorde
Line from the PoemAnnotation
The black unicorn is greedy.The unicorn symbolizes power, possibly representing marginalized groups, especially Black women. “Greedy” here could refer to an insatiable desire for freedom, identity, or justice.
The black unicorn is impatient.This line adds to the urgency of the unicorn’s desire for change or recognition. It may reflect a sense of impatience with societal limitations or oppression.
The black unicorn was mistakenThe unicorn has been misunderstood by society. This reflects how Black women or other marginalized identities are often misrepresented or unseen.
for a shadow or symbolSociety reduces the unicorn (a symbol for Black women) to something abstract or irrelevant, failing to see its full complexity or reality.
and takenThis suggests the unicorn has been removed from its rightful place, possibly hinting at cultural displacement or forced assimilation.
through a cold countryThe “cold country” could symbolize a hostile or indifferent environment, representing oppression or societal disregard for marginalized groups.
where mist painted mockeriesThis refers to illusions or false perceptions of the unicorn, further emphasizing societal misunderstanding or trivialization of Black women’s struggles.
of my fury.The unicorn’s fury symbolizes righteous anger against oppression. It implies that this anger is distorted or minimized by society.
It is not on her lap where the horn restsThe “horn” (a symbol of power or potential) is not easily accessible. It challenges traditional notions of passivity, suggesting the unicorn’s strength is hidden but growing.
but deep in her moonpit“Moonpit” could be a metaphor for inner depth or feminine power, associating the unicorn with hidden strength or energy that is connected to the natural world, possibly lunar cycles.
growing.The power within the unicorn is evolving, hinting at latent potential and the growth of resistance or self-empowerment.
The black unicorn is restlessThe unicorn’s restlessness reflects the discomfort of being constrained by societal expectations or oppression. It is yearning for change.
the black unicorn is unrelentingDespite adversity, the unicorn refuses to submit. This speaks to the perseverance and resilience of Black women in the face of ongoing struggles.
the black unicorn is notA pause, suggesting a moment of contemplation. It leaves open the idea that identity or freedom is incomplete, yet to be fully realized.
free.This final line speaks directly to the lack of freedom experienced by the black unicorn, representing how oppression still binds and limits Black women or other marginalized groups.
Literary And Poetic Devices: “The Black Unicorn” by Audre Lorde
DeviceDefinitionExampleExplanation
AlliterationThe repetition of the same consonant sound at the beginning of words.“mist painted mockeries”The repetition of the “m” sound creates a sense of mystery and melancholy.
AllusionA reference to a famous person, place, thing, or event from history, literature, or mythology.“The black unicorn was mistaken for a shadow or symbol”This alludes to the unicorn, a mythical creature often associated with purity and innocence.
AnaphoraThe repetition of a word or phrase at the beginning of successive clauses or sentences.“The black unicorn is greedy. The black unicorn is impatient.”This repetition emphasizes the unicorn’s qualities and creates a sense of urgency.
AssonanceThe repetition of vowel sounds within words.“The black unicorn is restless”The repetition of the “e” sound creates a sense of unease and restlessness.
ConnotationThe emotional associations attached to a word beyond its literal meaning.“The black unicorn is greedy”The word “greedy” implies a negative quality, suggesting that the unicorn is selfish and insatiable.
DenotationThe literal meaning of a word.“The black unicorn is not free”The word “free” literally means not confined or restricted.
ImageryThe use of vivid language to create mental images.“where mist painted mockeries of my fury”The image of mist painting mockeries creates a sense of illusion and deception.
MetaphorA figure of speech that compares two unlike things without using “like” or “as.”“The black unicorn is restless”The unicorn is compared to a restless creature, suggesting a sense of unease or dissatisfaction.
MetonymyA figure of speech in which a thing is referred to by the name of something associated with it.“deep in her moonpit”The “moonpit” is a metaphor for the depths of the unicorn’s being, suggesting a hidden or mysterious quality.
PersonificationGiving human qualities to non-human things.“The black unicorn is greedy”The unicorn is given human qualities of greed and impatience.
RepetitionThe repeated use of words, phrases, or sounds.“The black unicorn is…”The repetition of the phrase “The black unicorn is” emphasizes the unicorn’s qualities and creates a sense of rhythm.
SymbolismThe use of symbols to represent ideas or qualities.“The black unicorn”The black unicorn symbolizes strength, resilience, and the power of embracing one’s unique identity.
SyntaxThe arrangement of words in sentences.“The black unicorn is not free”The sentence structure is simple and direct, emphasizing the unicorn’s state of captivity.
ToneThe author’s attitude toward the subject matter.The tone is one of defiance and determination, reflecting the unicorn’s struggle for freedom.
VoiceThe author’s distinctive style and personality.Lorde’s voice is powerful and evocative, conveying a sense of urgency and passion.
Word ChoiceThe selection of specific words to achieve a particular effect.“mist painted mockeries”The word “mockeries” suggests that the mist is mocking or deceiving the unicorn.
Themes: “The Black Unicorn” by Audre Lorde
  1. Oppression and Misrepresentation: The poem delves into how marginalized identities, particularly Black women, are misunderstood and misrepresented. The line “The black unicorn was mistaken for a shadow or symbol” suggests that society reduces the black unicorn—an emblem of Black womanhood—to something abstract, overlooking its full humanity and complexity. This theme highlights how marginalized individuals are often objectified or seen through a distorted lens.
  2. Power and Strength: Lorde explores the inner strength of the black unicorn, symbolizing the hidden or latent power of Black women. The imagery of the horn growing “deep in her moonpit” suggests an untapped or evolving potential, associating this power with something ancient and natural. The unicorn’s resilience and growing strength despite oppression indicate a profound inner power that cannot be easily taken away or diminished.
  3. Anger and Resistance: The poem reflects a deep-seated anger towards systemic oppression and the refusal to conform or be subdued. Lines like “where mist painted mockeries of my fury” and “the black unicorn is unrelenting” demonstrate the speaker’s righteous anger at how society diminishes her and other Black women’s rage. Yet, this fury is not passive but active, signifying a form of resistance that refuses to be silenced or contained.
  4. Confinement and Lack of Freedom: The final lines of the poem reveal that despite the black unicorn’s strength and resistance, it remains unfree. The statement “the black unicorn is not free” reflects the continued constraints placed on Black women, who, despite their resilience, are still bound by societal oppression. This theme underscores the ongoing struggle for true liberation and equality, indicating that freedom is not yet within reach.
Literary Theories and “The Black Unicorn” by Audre Lorde
Literary TheoryKey ConceptsReferences from the Poem
Feminist TheoryFocuses on gender inequality and the experiences of women.“The black unicorn is not free”
Postcolonial TheoryExamines the effects of colonialism and imperialism on colonized societies.“through a cold country where mist painted mockeries of my fury”
Queer TheoryChallenges traditional notions of gender and sexuality.“The black unicorn is restless”
Critical Questions about “The Black Unicorn” by Audre Lorde
Four Critical Questions about “The Black Unicorn” by Audre Lorde

1. What is the significance of the unicorn as a symbol in the poem? The unicorn, often associated with purity and innocence, is subverted in Lorde’s poem. The black unicorn, a marginalized and misunderstood creature, represents the Black woman and her experiences of oppression. The unicorn’s mythical qualities symbolize the strength, resilience, and power that Black women possess despite facing adversity.

2. How does the poem explore the themes of identity and self-determination? The poem delves into the complexities of Black identity and the struggle for self-determination. The unicorn’s journey through a “cold country” where her “fury” is mocked reflects the challenges and discrimination faced by Black women. However, the poem ultimately asserts the unicorn’s strength and resilience, emphasizing the importance of self-love and empowerment.

3. What is the role of the moonpit in the poem? The moonpit, a hidden and powerful place, symbolizes the inner strength and resilience of the Black woman. It is where the unicorn’s horn grows, suggesting that her power and identity are rooted in her own self-worth and agency. The moonpit represents a sanctuary where the unicorn can nurture her strength and resist external pressures.

4. How does the poem address the concept of freedom? The poem explores the elusive nature of freedom for the Black woman. While the unicorn is not explicitly free, she is restless and unrelenting, suggesting a constant striving for liberation. The poem implies that freedom is not merely an external state but a state of mind, achieved through self-determination and resistance.

How does Lorde’s use of the unicorn as a symbol contribute to the poem’s

·         overall meaning?

  • Lorde’s use of the unicorn as a symbol is central to the poem’s meaning. The unicorn, traditionally associated with purity and innocence, is reimagined as a black, powerful figure. This subversion of the traditional image challenges societal expectations and stereotypes. The black unicorn represents the marginalized and oppressed, yet it also embodies strength and resilience. By associating these qualities with the unicorn, Lorde suggests that marginalized individuals can find power and beauty in their own identities.

·         What is the significance of the unicorn’s captivity in the poem?

  • The unicorn’s captivity symbolizes the constraints and limitations faced by marginalized individuals. It suggests that even those who are strong and resilient can be confined by societal pressures and expectations. The unicorn’s struggle for freedom reflects the ongoing fight for equality and justice.

·         How does Lorde’s exploration of the unicorn’s identity relate to her own experiences as a Black woman?

  • Lorde’s exploration of the unicorn’s identity is deeply connected to her own experiences as a Black woman. As a marginalized individual, Lorde faced discrimination and prejudice throughout her life. The unicorn’s struggle for self-acceptance and liberation mirrors Lorde’s own personal journey. By creating a powerful symbol of resistance and empowerment, Lorde gives voice to the experiences of marginalized individuals and inspires them to embrace their own unique identities.

·         What is the overall message of the poem, and how does it relate to contemporary issues of race, gender, and identity?

  • The overall message of “The Black Unicorn” is a call for empowerment and self-acceptance. Lorde encourages marginalized individuals to embrace their unique qualities and resist societal pressures. The poem’s themes of identity, resilience, and resistance remain relevant today, as individuals continue to struggle against discrimination and inequality. The black unicorn serves as a powerful symbol of hope and inspiration, reminding us that even in the face of adversity, it is possible to find strength and beauty in our own identities.
Literary Works Similar to “The Black Unicorn” by Audre Lorde
  1. “Still I Rise” by Maya Angelou: Like Lorde’s poem, this piece celebrates Black women’s resilience and strength in the face of oppression.
  2. A Litany for Survival” by Audre Lorde: Another of Lorde’s own works, this poem explores survival, resistance, and the struggles of marginalized communities, particularly Black women.
  3. Phenomenal Woman” by Maya Angelou: This poem, similar to “The Black Unicorn”, centers on the power, beauty, and confidence of Black womanhood.
  4. “Won’t You Celebrate With Me” by Lucille Clifton: Clifton’s poem, like Lorde’s, reflects on Black identity, survival, and self-empowerment amidst societal oppression.
  5. “Harlem” by Langston Hughes: Though focused on dreams deferred, Hughes’ poem resonates with Lorde’s exploration of frustration, anger, and the unfulfilled desires of oppressed individuals.
Representative Quotations of “The Black Unicorn” by Audre Lorde
QuotationContextTheoretical Perspective
“The black unicorn is greedy.”The poem begins by describing the unicorn as “greedy,” reflecting its insatiable desire for freedom or power.Feminist Theory: This challenges traditional feminine qualities like passivity, associating Black women with ambition and hunger for autonomy.
“The black unicorn is impatient.”The unicorn’s impatience reveals frustration with societal constraints and the need for immediate change.Postcolonial Theory: Reflects the urgency for liberation from systems of oppression imposed on marginalized communities.
“The black unicorn was mistaken for a shadow or symbol.”The unicorn, representing Black women, is misinterpreted as something less real or substantial.Critical Race Theory: This highlights how Black identity is often reduced to stereotypes or symbols rather than being seen in its full humanity.
“taken through a cold country”The unicorn is displaced into a hostile, unwelcoming environment, symbolizing systemic oppression.Diaspora Studies: The “cold country” can represent the alienation of being in a society that is indifferent to or hostile toward Black existence.
“where mist painted mockeries of my fury.”The unicorn’s justified anger is trivialized or misunderstood by others.Affect Theory: Explores how emotions, particularly rage, are minimized or distorted when expressed by marginalized people, especially Black women.
“It is not on her lap where the horn rests.”The power of the unicorn is not visibly displayed but hidden deep within, growing out of sight.Psychoanalytic Feminism: Suggests the hidden potential and power of women, often not outwardly acknowledged by society but growing internally.
“but deep in her moonpit growing.”The image of the “moonpit” connects the unicorn’s power to natural cycles, particularly feminine energy.Ecofeminism: Links the feminine (moon, cycles) with nature, suggesting an intrinsic, natural power tied to the earth and the feminine body.
“The black unicorn is restless.”The unicorn’s restlessness conveys dissatisfaction with its current state and desire for liberation.Intersectionality: Highlights how Black women experience multiple forms of oppression, contributing to a constant state of unease or unrest.
“the black unicorn is unrelenting.”Despite oppression, the unicorn remains determined and persistent.Resistance Theory: This reflects the continual resistance against oppression, suggesting an enduring struggle for empowerment and autonomy.
“the black unicorn is not free.”The poem ends with the stark reality that despite its power and resistance, the unicorn remains unfree.Feminist Liberation Theory: Points to the ongoing fight for true freedom and equality, specifically for Black women, who remain constrained by systems of oppression.
Suggested Readings: “The Black Unicorn” by Audre Lorde
  1. Lorde, Audre, and Adrienne Rich. “An Interview with Audre Lorde.” Signs, vol. 6, no. 4, 1981, pp. 713–36. JSTOR, http://www.jstor.org/stable/3173739. Accessed 23 Sept. 2024
  2. Michaels, Jennifer. “The Impact of Audre Lorde’s Politics and Poetics on Afro-German Women Writers.” German Studies Review, vol. 29, no. 1, 2006, pp. 21–40. JSTOR, http://www.jstor.org/stable/27667952. Accessed 23 Sept. 2024.
  3. Provost, Kara, and Audre Lorde. “Becoming Afrekete: The Trickster in the Work of Audre Lorde.” MELUS, vol. 20, no. 4, 1995, pp. 45–59. JSTOR, https://doi.org/10.2307/467889. Accessed 23 Sept. 2024.
  4. Bowen, Angela. “Diving into Audre Lorde’s ‘Blackstudies.’” Meridians, vol. 4, no. 1, 2003, pp. 109–29. JSTOR, http://www.jstor.org/stable/40338830. Accessed 23 Sept. 2024.

“The Ballad of Birmingham” by Dudley Randall: A Critical Analysis

“The Ballad of Birmingham” by Dudley Randall first appeared in 1967 in his collection, “The Black Man’s Condition”.

"The Ballad of Birmingham" by Dudley Randall: A Critical Analysis
Introduction: “The Ballad of Birmingham” by Dudley Randall

“The Ballad of Birmingham” by Dudley Randall first appeared in 1967 in his collection, “The Black Man’s Condition”. The poem is characterized by its stark imagery, powerful language, and poignant tone. Its central theme is the tragic consequences of racial segregation and violence, particularly the bombing of the Sixteenth Street Baptist Church in Birmingham, Alabama, in 1963. Randall uses the story of a young girl who tragically loses her life in the bombing to highlight the devastating impact of racial discrimination on innocent victims.

Text: “The Ballad of Birmingham” by Dudley Randall

“Mother dear, may I go downtown
Instead of out to play,
And march the streets of Birmingham
In a Freedom March today?”

“No, baby, no, you may not go,
For the dogs are fierce and wild,
And clubs and hoses, guns and jails
Aren’t good for a little child.”

“But, mother, I won’t be alone.
Other children will go with me,
And march the streets of Birmingham
To make our country free.”

“No baby, no, you may not go
For I fear those guns will fire.
But you may go to church instead
And sing in the children’s choir.”

She has combed and brushed her night-dark hair,
And bathed rose petal sweet,
And drawn white gloves on her small brown hands,
And white shoes on her feet.

The mother smiled to know that her child
Was in the sacred place,
But that smile was the last smile
To come upon her face.

For when she heard the explosion,
Her eyes grew wet and wild.
She raced through the streets of Birmingham
Calling for her child.

She clawed through bits of glass and brick,
Then lifted out a shoe.
“O, here’s the shoe my baby wore,
But, baby, where are you?”

Annotations: “The Ballad of Birmingham” by Dudley Randall
Line/ExcerptAnnotation
“Mother dear, may I go downtown / Instead of out to play…”Dialogue: The poem opens with a child speaking to her mother, which creates an intimate and emotional tone. The child’s innocent request contrasts with the harsh reality of the civil rights struggle.
“And march the streets of Birmingham / In a Freedom March today?”Historical Context: Refers to the Civil Rights Movement and specifically to the Birmingham Campaign, a series of protests against racial segregation in 1963. The child is aware of the importance of activism.
“No, baby, no, you may not go, / For the dogs are fierce and wild…”Irony: The mother seeks to protect her child from the violence of the protest (police dogs, clubs, hoses), but tragically, danger finds her in the “safe” place, the church.
“But, mother, I won’t be alone. / Other children will go with me…”Repetition and Symbolism: The repetition of the child’s request highlights her innocence and determination. Children are symbols of hope for the future, participating in marches to secure freedom.
“But you may go to church instead / And sing in the children’s choir.”Foreshadowing: The mother’s decision to send her child to church seems like a safer alternative, but it foreshadows the tragedy of the 16th Street Baptist Church bombing in Birmingham, Alabama.
“She has combed and brushed her night-dark hair, / And bathed rose petal sweet…”Imagery: This vivid description of the child’s preparation adds to the tragic tone of the poem, emphasizing her innocence. The reference to “rose petal” conveys purity and youth.
“The mother smiled to know that her child / Was in the sacred place…”Irony and Symbolism: The mother’s relief is deeply ironic since the church, a symbol of sanctuary, becomes a site of violence. Her smile reflects a false sense of security.
“For when she heard the explosion, / Her eyes grew wet and wild.”Tone Shift: The poem shifts from the mother’s calm and protective nature to horror and panic after the explosion. The explosion represents the real-world tragedy of the church bombing.
“She clawed through bits of glass and brick, / Then lifted out a shoe.”Symbolism: The shoe symbolizes the loss of innocence and the child’s death. The shoe is a poignant reminder of the tragedy and evokes strong emotions of grief and helplessness.
“O, here’s the shoe my baby wore, / But, baby, where are you?”Rhetorical Question and Pathos: The mother’s desperate question at the end evokes deep sorrow and illustrates her disbelief and despair. The rhetorical question leaves the reader with a sense of unresolved grief.
Literary And Poetic Devices: “The Ballad of Birmingham” by Dudley Randall
DeviceDefinitionExampleExplanation
AlliterationThe repetition of initial consonant sounds.“Clubs and hoses, guns and jails”The repetition of the “s” sound creates a sense of urgency and danger.
AnaphoraThe repetition of a word or phrase at the beginning of successive clauses or sentences.“No, baby, no, you may not go”The repetition of “No, baby, no” emphasizes the mother’s refusal.
BalladA type of narrative poem, often with a strong rhythmic pattern and a simple plot.The entire poemThe poem follows a traditional ballad form with a refrain and a narrative structure.
ContrastThe juxtaposition of opposing ideas or images.“She has combed and brushed her night-dark hair, And bathed rose petal sweet” vs. “For when she heard the explosion, Her eyes grew wet and wild”The contrast between the girl’s preparation and the mother’s despair highlights the tragedy.
DialogueConversation between characters.The entire poemThe dialogue between the mother and child drives the narrative and reveals their emotions.
ImageryThe use of vivid language to create mental pictures.“She clawed through bits of glass and brick”The imagery of the mother searching through the rubble evokes a sense of desperation and grief.
IronyA contrast between what is expected or intended and what actually happens.The mother sends her child to church for safety, but the church is bombed.The irony of the child’s tragic fate intensifies the poem’s impact.
MetaphorA comparison between two unlike things without using “like” or “as.”“And clubs and hoses, guns and jails Aren’t good for a little child”The metaphor compares violence to a harmful substance.
OnomatopoeiaThe use of words that imitate sounds.“The mother smiled to know that her child Was in the sacred place”The word “smiled” suggests a happy sound.
ParallelismThe use of similar grammatical structures.“Mother dear, may I go downtown Instead of out to play, And march the streets of Birmingham In a Freedom March today?”The parallel structure of the lines creates a sense of rhythm and balance.
PersonificationGiving human qualities to non-human things.“The dogs are fierce and wild”The dogs are described as having human qualities of fierceness and wildness.
RepetitionThe repeated use of words, phrases, or sounds.“No, baby, no, you may not go”The repetition of “No, baby, no” emphasizes the mother’s refusal.
RhythmThe pattern of stressed and unstressed syllables in a poem.The poem has a strong rhythmic pattern, often using iambic pentameter.The rhythm contributes to the poem’s musicality and memorability.
SimileA comparison between two unlike things using “like” or “as.”“She has combed and brushed her night-dark hair, And bathed rose petal sweet”The simile compares the girl’s bath to rose petals, creating a sense of innocence and beauty.
SymbolismThe use of objects or images to represent abstract ideas.The churchThe church symbolizes safety and protection, which is ironically destroyed.
ToneThe author’s attitude toward the subject matter.The tone is somber, mournful, and filled with anger and frustration.The tone reflects the tragedy of the event and the author’s deep sympathy for the victims.
VerseA single line of poetry.Each line of the poemThe poem is divided into verses, which create a structure and flow.
VoiceThe distinctive style or personality of the speaker in a poem.The voice is that of a concerned and compassionate narrator.The narrator’s voice helps to convey the emotional impact of the story.
Themes: “The Ballad of Birmingham” by Dudley Randall

·         The Tragic Consequences of Racial Segregation: “The Ballad of Birmingham” poignantly depicts the devastating effects of racial segregation during the Civil Rights Movement. The tragic death of a young girl in the bombing of the Sixteenth Street Baptist Church serves as a stark reminder of the violence and injustice faced by African Americans. Randall’s use of vivid imagery, such as “she clawed through bits of glass and brick,” underscores the physical and emotional trauma endured by victims of racial discrimination.

·         The Courage and Determination of Young People: Despite the inherent dangers, the young girl in the poem expresses a desire to participate in the Freedom March, demonstrating the courage and determination of young people who fought for racial equality. The poem suggests that even in the face of adversity, young individuals can be powerful catalysts for social change.

·         The Limitations of Parental Protection: The mother in the poem attempts to shield her child from harm by prohibiting her from joining the march. However, the tragic outcome underscores the limitations of parental protection in a society plagued by racial violence. The poem suggests that even in seemingly safe spaces like a church, African Americans were vulnerable to the dangers of segregation.

·         The Pervasive Nature of Racial Discrimination: The poem emphasizes the pervasive nature of racial discrimination. Even a young girl, who was innocent and unaware of the dangers, was not immune to the consequences of segregation. The bombing of the church, a place of worship and sanctuary, underscores the fact that racial discrimination was deeply ingrained in American society.

Literary Theories and “The Ballad of Birmingham” by Dudley Randall
Literary TheoryApplication to “The Ballad of Birmingham”Societal Reference
Historical CriticismThis theory examines the poem in light of its historical context, specifically the Civil Rights Movement of the 1960s. The poem reflects the racial tensions and violence of the time, especially the 1963 bombing of the 16th Street Baptist Church in Birmingham, Alabama, where four young girls were killed. The mother’s fear of violence during protests is rooted in historical realities of police brutality and racial oppression.The Birmingham Campaign (1963), led by Martin Luther King Jr., was a pivotal moment in the Civil Rights Movement. The bombing of the 16th Street Baptist Church symbolizes the extreme violence faced by African Americans during their fight for equality.
Feminist CriticismThe poem can be analyzed through the lens of feminist criticism, which examines the roles of women in society. The mother in the poem represents the traditional role of a protective figure, but her inability to shield her daughter from violence highlights the vulnerability of women and children, particularly African American women, in a patriarchal and racially oppressive society. The mother’s grief at the end emphasizes the intersection of gender and race.The women of the Civil Rights Movement, including figures like Coretta Scott King and Rosa Parks, often played roles as nurturers and protectors but also as activists. African American women faced dual oppression—both racial and gendered—in a society that marginalized them.
Post-Colonial CriticismThis theory focuses on the effects of colonialism and oppression on marginalized groups. The poem reflects post-colonial themes of resistance, racial identity, and systemic violence against African Americans. The child’s desire to participate in a Freedom March speaks to the collective struggle for liberation from an oppressive system that is deeply rooted in the historical colonization and enslavement of Black people in America.Post-colonial theory can be applied to the experience of African Americans who faced systemic oppression and violence even after the abolition of slavery. The 1960s Civil Rights Movement can be seen as a post-colonial struggle for identity, autonomy, and equality in a nation that historically oppressed Black people through slavery and segregation.
Critical Questions about “The Ballad of Birmingham” by Dudley Randall

·         How does Dudley Randall use irony to highlight the tragedy in “The Ballad of Birmingham”?

  • Randall uses situational irony throughout the poem to intensify the emotional impact of the tragedy. The mother believes she is protecting her child by refusing to let her march in the dangerous streets of Birmingham, suggesting that “the dogs are fierce and wild” and that “clubs and hoses, guns and jails aren’t good for a little child” (Randall, lines 6-8). Instead, she sends her daughter to what she believes is a safe space—church. Ironically, the church, a symbol of sanctuary, becomes the site of an explosion, leaving the mother grieving. This devastating twist emphasizes the cruel reality that no place is safe for African Americans in a racially divided society, even in spaces traditionally associated with safety and peace.

·         How does Randall portray the innocence of the child in the poem?

  • The child’s innocence is conveyed through her eagerness to participate in the Freedom March to make her “country free” (line 8), showing her idealistic belief in peaceful protest and justice. Randall emphasizes this innocence through descriptions of her physical appearance—her “night-dark hair,” her “small brown hands,” and her “rose petal sweet” cleanliness as she prepares for church (lines 17-19). These details depict the child as pure and untainted by the harsh realities of racial violence. This portrayal of innocence makes the child’s death all the more tragic, underscoring the vulnerability of African American children during the Civil Rights era.

·         What is the significance of the mother’s protective role in the poem?

  • The mother’s protective instincts reflect the harsh environment African American parents faced during the Civil Rights Movement. She forbids her daughter from joining the protest, fearing the violent response of the authorities, warning her of “dogs…fierce and wild” and “guns” (lines 6, 14). However, her protective role is undermined by the unpredictability of racial violence. The explosion at the church, where she believes her child will be safe, illustrates the heartbreaking reality that no amount of protection can shield their loved ones from systemic violence. The mother’s loss embodies the emotional toll on African American families during this era, where even the most cautious actions could not prevent tragedy.

·         How does Randall explore the theme of racial violence in the poem?

  • Randall powerfully addresses the theme of racial violence by framing the church bombing as a senseless act of terror against the African American community. The mother’s fear of sending her child to a Freedom March stems from the expectation of encountering violence—dogs, clubs, hoses, and guns—all symbols of the brutality faced by peaceful protesters (lines 6-8). The irony of the child’s death in a church, traditionally seen as a safe and sacred space, underscores the pervasiveness of racial violence, even in places of refuge. Randall highlights how this violence leaves African American families devastated, as seen when the mother finds her child’s shoe amid the rubble but is left crying out, “But, baby, where are you?” (line 31), symbolizing the profound personal and collective loss caused by systemic racism.
Literary Works Similar to “The Ballad of Birmingham” by Dudley Randall
  • “Weeping” by Langston Hughes: Both poems explore the emotional impact of racial injustice.
  • “Harlem (A Dream Deferred)” by Langston Hughes: Both poems raise questions about the consequences of unfulfilled dreams and aspirations, particularly for African Americans.
  • “Still I Rise” by Maya Angelou: Both poems celebrate the resilience and strength of African Americans in the face of adversity.
  • “A Dream Deferred” by Countee Cullen: Both poems explore the theme of delayed dreams and their potential consequences.
  • “Strange Fruit” by Billie Holiday: Both poems address the horrific consequences of racial violence and lynching.
Representative Quotations of “The Ballad of Birmingham” by Dudley Randall
QuotationContextTheoretical Perspective
“Mother dear, may I go downtown / Instead of out to play…”A child’s innocent request to join a Freedom March. The dialogue sets the tone of the poem, revealing the contrast between childhood innocence and the harsh reality of racial struggles.Feminist Criticism: Highlights the protective role of women in a patriarchal and racially oppressive society. The mother tries to shield her daughter from danger.
“No, baby, no, you may not go, / For the dogs are fierce and wild…”The mother refuses the child’s request, fearing the violence that might occur at the protest. This reflects the constant danger faced by African Americans during the Civil Rights Movement.Historical Criticism: Refers to the violent repression faced by protestors during the 1960s, particularly during the Birmingham Campaign.
“And march the streets of Birmingham / In a Freedom March today?”The child expresses a desire to participate in the Civil Rights Movement, symbolizing the involvement of youth in the struggle for equality.Post-Colonial Criticism: Reflects the fight for liberation from systemic racial oppression, a post-colonial struggle for civil rights and freedom.
“For I fear those guns will fire. / But you may go to church instead / And sing in the children’s choir.”The mother offers church as a safer alternative to the protest, unaware that the church itself will become a target of violence.Irony (New Criticism): Church, a sacred space, becomes the site of tragedy, representing the false sense of safety African Americans often felt in spaces meant for refuge.
“She has combed and brushed her night-dark hair, / And bathed rose petal sweet…”A description of the child preparing for church. The imagery emphasizes her innocence and purity before the tragic event.Feminist Criticism: The focus on physical preparation highlights traditional gender roles, with the child seen as fragile and in need of protection.
“The mother smiled to know that her child / Was in the sacred place…”The mother feels relieved, thinking her daughter is safe in church. This moment precedes the tragic explosion.Irony (New Criticism): The mother’s smile contrasts with the upcoming tragedy, highlighting the unpredictability of violence in African American lives.
“For when she heard the explosion, / Her eyes grew wet and wild.”The mother reacts to the church bombing, illustrating the sudden devastation that shatters her sense of safety.Psychological Criticism: Explores the mother’s mental state, as her protective instincts are overwhelmed by grief and helplessness.
“She clawed through bits of glass and brick, / Then lifted out a shoe.”The mother frantically searches through the rubble and finds her daughter’s shoe. This moment emphasizes the physical and emotional devastation of the bombing.Symbolism (New Criticism): The shoe symbolizes the loss of innocence and life, representing the personal toll of racial violence on African American families.
“O, here’s the shoe my baby wore, / But, baby, where are you?”The mother’s grief culminates in this heartbreaking rhetorical question, reflecting her disbelief and despair.Post-Colonial Criticism: The question captures the emotional impact of systemic oppression and violence on marginalized communities, especially African American families.
“And march the streets of Birmingham / To make our country free.”The child’s hope that participating in the march will contribute to freedom for all. This reflects the idealism and commitment of civil rights activists, even the youngest participants.Historical Criticism: Connects to the broader Civil Rights Movement and the sacrifices made by African Americans to achieve freedom and equality.

Suggested Readings: “The Ballad of Birmingham” by Dudley Randall

  1. Melhem, D. H. “Dudley Randall: A Humanist View.” Black American Literature Forum, vol. 17, no. 4, 1983, pp. 157–67. JSTOR, https://doi.org/10.2307/2903978. Accessed 23 Sept. 2024.
  2. RANDALL, DUDLEY, and D. H. Melhem. “DUDLEY RANDALL: The Poet as Humanist.” Heroism in the New Black Poetry: Introductions and Interviews, University Press of Kentucky, 1990, pp. 41–83. JSTOR, http://www.jstor.org/stable/j.ctt130hrvp.6. Accessed 23 Sept. 2024.
  3. Curtis, Christopher Paul, and Peter E. Morgan. “History for Our Children: An Interview with Christopher Paul Curtis, a Contemporary Voice in African American Young Adult Fiction.” MELUS, vol. 27, no. 2, 2002, pp. 197–215. JSTOR, https://doi.org/10.2307/3250608. Accessed 23 Sept. 2024.
  4. Alvin Aubert. “In Memoriam: Dudley Felker Randall (1914-2000).” Callaloo, vol. 23, no. 4, 2000, pp. 1170–71. JSTOR, http://www.jstor.org/stable/3300038. Accessed 23 Sept. 2024

“Strange Fruit” by Abel Meeropol: A Critical Analysis

“Strange Fruit” by Abel Meeropol (under the pseudonym Lewis Allan), is a powerful song, first recorded by Billie Holiday in 193.

"Strange Fruit" by Abel Meeropol: A Critical Analysis
Introduction: “Strange Fruit” by Abel Meeropol

Strange Fruit” by Abel Meeropol (under the pseudonym Lewis Allan), is a powerful song, first recorded by Billie Holiday in 193. Her rendition quickly became a protest anthem against racial injustice and lynching in the United States. The song’s haunting melody, evocative lyrics, and Holiday’s emotive performance made it a cultural touchstone, serving as a stark reminder of the brutality faced by African Americans.

Text: “Strange Fruit” by Abel Meeropol

Southern trees bear a strange fruit

Blood on the leaves and blood at the root

Black bodies swingin’ in the Southern breeze

Strange fruit hangin’ from the poplar trees

Pastoral scene of the gallant South

The bulgin’ eyes and the twisted mouth

Scent of magnolias sweet and fresh

Then the sudden smell of burnin’ flesh

Here is a fruit for the crows to pluck

For the rain to gather, for the wind to suck

For the sun to rot, for the tree to drop

Here is a strange and bitter crop

Annotations: “Strange Fruit” by Abel Meeropol
LineAnnotation
Southern trees bear a strange fruitThis line introduces the metaphor of “strange fruit” as a reference to the lynching of African Americans, particularly in the Southern United States, where bodies hung from trees.
Blood on the leaves and blood at the rootThe imagery of “blood” evokes violence and death, symbolizing the deep-rooted racism and brutality against African Americans that has permeated society from its foundation.
Black bodies swingin’ in the Southern breezeThis line makes the metaphor explicit, describing lynched African American bodies hanging from trees. The contrast between the breeze and violent image adds to the chilling effect.
Strange fruit hangin’ from the poplar trees“Strange fruit” is reiterated to emphasize the unnatural, horrifying sight of human bodies as “fruit.” The poplar tree is a common symbol of lynching in the American South.
Pastoral scene of the gallant SouthThis line is deeply ironic, as it refers to the idealized vision of the “gallant” South, a romanticized notion of Southern chivalry that masks the brutal reality of racial violence.
The bulgin’ eyes and the twisted mouthGraphic and grotesque imagery is used to describe the physical aftermath of lynching, humanizing the victims and forcing the audience to confront the violence inflicted on them.
Scent of magnolias sweet and freshThe scent of magnolias evokes a sensory contrast—representing the beauty of nature in the South—while masking the violence and bloodshed that lurks beneath this serene surface.
Then the sudden smell of burnin’ fleshThe shift from the sweet scent of magnolias to the smell of burning flesh symbolizes the quick and brutal transformation from normality to violence, evoking the horrors of lynching.
Here is a fruit for the crows to pluckThe lynched bodies are metaphorically referred to as “fruit” for scavenging birds like crows, signifying the dehumanization of the victims and the neglect of their dignity in death.
For the rain to gather, for the wind to suckThe natural forces—rain and wind—continue to interact with the “fruit,” suggesting the cyclical nature of violence, where the victims are left exposed to the elements with no respect.
For the sun to rot, for the tree to dropThis line emphasizes decay and abandonment, with the sun causing the bodies to rot and the tree eventually shedding its “fruit,” highlighting the disregard for human life.
Here is a strange and bitter cropThe final line reinforces the metaphor of “fruit” as lynched bodies, calling it a “bitter crop” that represents the destructive legacy of racism and violence in the Southern United States.
Literary And Poetic Devices: “Strange Fruit” by Abel Meeropol
DeviceDefinition and ExplanationExample
AlliterationThe repetition of the same consonant sound at the beginning of words.“Scent of magnolias sweet and fresh”
AllusionA reference to a famous person, place, event, or work of literature.The poem alludes to the pastoral imagery of the South, contrasting it with the brutality of lynching.
AnaphoraThe repetition of a word or phrase at the beginning of successive clauses or sentences.“Strange fruit” is repeated at the beginning of the poem and the first stanza.
AntithesisThe juxtaposition of contrasting ideas or images.The poem contrasts the peaceful imagery of the South with the violence of lynching.
AssonanceThe repetition of vowel sounds within words.“Scent of magnolias sweet and fresh”
ConnotationThe emotional associations attached to a word.The word “strange” evokes a sense of the unusual and disturbing.
DenotationThe literal meaning of a word.The word “fruit” literally refers to the edible part of a plant.
ImageryThe use of vivid language to create mental images.“Blood on the leaves and blood at the root”
IronyA contrast between what is expected and what actually happens.The poem ironically describes lynching as a “strange and bitter crop.”
MetaphorA comparison between two unlike things without using “like” or “as.”“Black bodies swingin’ in the Southern breeze”
MetonymyThe use of a related word or phrase to represent something else.“Southern trees” represent the South itself.
OnomatopoeiaThe use of words that imitate the sounds they represent.The poem does not contain any onomatopoeia.
ParadoxA statement that seems contradictory but expresses a truth.The poem presents the paradox of a beautiful landscape being associated with such a horrific act.
PersonificationThe attribution of human qualities to non-human things.“The rain to gather, for the wind to suck”
RepetitionThe repeated use of words, phrases, or sounds.“Strange fruit” is repeated throughout the poem.
RhymeThe repetition of sounds at the end of words.The poem has an ABAB rhyme scheme in each stanza.
SimileA comparison between two unlike things using “like” or “as.”The poem does not contain any similes.
SymbolismThe use of objects, characters, or events to represent something else.“Strange fruit” symbolizes the victims of lynching.
ToneThe attitude of the speaker toward the subject matter.The tone of the poem is one of anger, sadness, and protest.
Verbal IronyA figure of speech in which what is said is different from what is meant.The poem ironically describes lynching as a “pastoral scene.”
Themes: “Strange Fruit” by Abel Meeropol

·         Racial Injustice and Violence: The overarching theme of “Strange Fruit” is the horrific reality of racial injustice and violence, specifically lynching, in the American South. The poem vividly depicts the brutality of these acts, contrasting the peaceful imagery of the South with the stark violence inflicted upon African Americans. The repeated image of “strange fruit” hanging from the trees serves as a powerful symbol of the victims of lynching.

·         Social Commentary and Protest: Meeropol’s poem is a potent social commentary that calls attention to the systemic racism and injustice prevalent in American society. The stark language and imagery are designed to shock and provoke, urging readers and listeners to confront the brutality of lynching and demand change. The poem’s enduring power lies in its ability to serve as a rallying cry for social justice and equality.

·         Loss and Grief: The poem also explores the themes of loss and grief associated with the victims of lynching. The vivid imagery of the “black bodies swingin’ in the Southern breeze” evokes a sense of deep sorrow and despair. The poem mourns the loss of human life and the devastating impact of racial violence on families and communities.

·         The Power of Art and Language: “Strange Fruit” demonstrates the power of art and language to expose injustice and inspire social change. Through its haunting imagery and evocative language, the poem serves as a powerful indictment of racial violence and a call to action. Meeropol’s use of poetic devices, such as metaphor, symbolism, and repetition, enhances the poem’s emotional impact and ensures its enduring relevance.

Literary Theories and “Strange Fruit” by Abel Meeropol
Literary TheoryApplication to “Strange Fruit”
Marxist CriticismFrom a Marxist perspective, the poem can be seen as a critique of the capitalist system and the racial hierarchies that it reinforces. The lynching of African Americans in the South can be interpreted as a form of social control used by the ruling class (white landowners and elites) to maintain economic dominance and racial superiority. The imagery of blood and violence reflects the exploitation and dehumanization of African Americans, who were oppressed not only economically but also socially and politically.
Critical Race Theory (CRT)Critical Race Theory offers a framework for understanding “Strange Fruit” in terms of systemic racism. The poem highlights the violence and brutality that African Americans faced as a result of entrenched racial inequality. The “strange fruit” metaphor symbolizes the Black bodies lynched due to institutionalized racism. CRT also considers how narratives of power and privilege suppress the experiences of marginalized groups, and this poem is a powerful counter-narrative exposing the horrors of racial violence.
New HistoricismNew Historicism examines the historical and cultural context of a work, focusing on how power and ideology are reflected in literature. “Strange Fruit” was written in response to the widespread lynching of African Americans during the Jim Crow era. The poem serves as a historical document that reflects the racial tensions and violence of the time, showing how the events of the past shaped societal attitudes. It challenges the romanticized view of the “gallant South” by confronting the brutal reality of racism.
Critical Questions about “Strange Fruit” by Abel Meeropol

·         How does the poem’s use of imagery contribute to its emotional impact?

  • Meeropol employs vivid and disturbing imagery to evoke a strong emotional response in the reader. The contrast between the peaceful imagery of the South and the horrific violence of lynching creates a powerful tension. The repeated image of “strange fruit” hanging from the trees serves as a haunting symbol of the victims. How does this imagery contribute to the poem’s overall message and emotional impact?

·         What is the significance of the poem’s title, “Strange Fruit”?

  • The title “Strange Fruit” is a powerful metaphor for the victims of lynching. The word “strange” suggests something unusual and disturbing, while the word “fruit” is associated with life and growth. How does this contrast contribute to the poem’s meaning and significance?

·         How does the poem’s form and structure contribute to its effectiveness?

  • The poem is written in a ballad form, with a simple and repetitive structure. How does this form contribute to the poem’s emotional impact and memorability? Additionally, the use of anaphora, repetition, and rhyme creates a haunting and memorable rhythm. How does this contribute to the poem’s overall effectiveness?

·         What is the role of the speaker in the poem?

  • The speaker of the poem is an unnamed narrator who observes and describes the horrific practice of lynching. How does the speaker’s perspective contribute to the poem’s emotional impact and message? Does the speaker’s tone and attitude towards the subject matter influence the reader’s interpretation?
Literary Works Similar to “Strange Fruit” by Abel Meeropol
  • “The Lynching” by Claude McKay: Similar to “Strange Fruit”, McKay’s poem addresses the horrors of lynching, using vivid imagery to expose the racial violence faced by African Americans.
  • “If We Must Die” by Claude McKay: This poem, like “Strange Fruit”, confronts racial violence, calling for dignity in the face of death and resistance against oppression.
  • “I, Too” by Langston Hughes: Hughes’ poem echoes the theme of racial identity and resilience in the face of systemic racism, much like the resistance and pain portrayed in “Strange Fruit”.
  • “We Wear the Mask” by Paul Laurence Dunbar: Dunbar’s poem explores the hidden suffering of African Americans, similar to how “Strange Fruit” unveils the brutal reality of racial violence behind the façade of Southern gentility.
  • Go Down, Moses (spiritual): This African American spiritual, like “Strange Fruit”, serves as a powerful protest song against oppression, drawing attention to the suffering of the enslaved and lynched.
Representative Quotations of “Strange Fruit” by Abel Meeropol
QuotationContextTheoretical Perspective
“Southern trees bear a strange fruit”The poem begins with this haunting image, establishing the central theme of racial injustice and violence.Symbolism: The “strange fruit” symbolizes the victims of lynching.
“Blood on the leaves and blood at the root”This line emphasizes the deep-rooted nature of racism and its destructive consequences.Imagery: The vivid image of blood-stained trees reinforces the brutality of lynching.
“Black bodies swingin’ in the Southern breeze”This line directly depicts the horrific practice of lynching.Imagery: The image of black bodies hanging from trees is a powerful and disturbing visual.
“Pastoral scene of the gallant South”This line contrasts the idyllic image of the South with the reality of racial violence.Irony: The poem ironically juxtaposes the beauty of the South with its dark underbelly.
“The bulgin’ eyes and the twisted mouth”This line describes the physical suffering and dehumanization of the victims.Imagery: The grotesque image of the victims’ faces highlights the brutality of lynching.
“Scent of magnolias sweet and fresh”This line evokes the natural beauty of the South.Imagery: The pleasant scent of magnolias contrasts with the horror of lynching.
“Then the sudden smell of burnin’ flesh”This line abruptly shifts from the pleasant to the horrific, emphasizing the contrast between beauty and brutality.Contrast: The juxtaposition of the two smells creates a powerful emotional impact.
“Here is a fruit for the crows to pluck”This line suggests that the victims’ bodies are treated as objects of disgust and contempt.Metaphor: The image of the fruit being plucked by crows dehumanizes the victims.
“For the sun to rot, for the tree to drop”This line emphasizes the inevitability of death and decay, suggesting that even the victims’ bodies will eventually be forgotten.Imagery: The image of the decaying fruit reinforces the idea of death and loss.
“Here is a strange and bitter crop”The final line summarizes the poem’s central theme and suggests that the legacy of racial injustice is a bitter harvest.Metaphor: The image of a bitter crop symbolizes the destructive consequences of racism.

Suggested Readings: “Strange Fruit” by Abel Meeropol

“Away in a Manger”: A Critical Analysis

“Away in a Manger” first appeared as a poem written by an anonymous author in 1887, later adapted into a carol sung by Lydia Newell.

"Away in a Manger": A Critical Analysis
Introduction: “Away in a Manger”

“Away in a Manger” first appeared as a poem written by an anonymous author in 1887, later adapted into a carol sung by Lydia Newell. The carol’s simple, lyrical melody and tender imagery have made it a beloved Christmas tradition. Its main idea is the humble birth of Jesus Christ in a manger, emphasizing the contrast between his divine nature and his earthly surroundings. The carol’s message of peace, hope, and joy resonates with people of all ages and backgrounds.

Text: “Away in a Manger”

1 Away in a manger, no crib for a bed,
the little Lord Jesus laid down His sweet head;
the stars in the heavens looked down where He lay,
the little Lord Jesus asleep on the hay.

2 The cattle are lowing, the Baby awakes,
but little Lord Jesus, no crying He makes.
I love Thee, Lord Jesus, look down from the sky
and stay by my side until morning is nigh.

3 Be near me, Lord Jesus; I ask Thee to stay
close by me forever, and love me, I pray.
Bless all the dear children in Thy tender care,
and fit us for heaven, to live with Thee there.

Annotations: “Away in a Manger”
LineAnnotation
1“Away in a manger”: This line sets the scene of the carol, emphasizing the humble and modest birthplace of Jesus.
2“No crib for a bed”: This line further emphasizes the simplicity and poverty of the situation, contrasting with the divine nature of the child.
3“The little Lord Jesus laid down His sweet head”: This line portrays Jesus as a vulnerable and innocent baby.
4“The stars in the heavens looked down where He lay”: This line suggests the divine nature of Jesus, as even the heavenly bodies are watching over him.
5“The little Lord Jesus asleep on the hay”: This line continues to emphasize the simplicity of the scene, contrasting with the grandeur of the event.
6“The cattle are lowing, the Baby awakes”: This line introduces a sense of peace and tranquility, as even the animals seem to be aware of the divine presence.
7“But little Lord Jesus, no crying He makes”: This line further emphasizes the miraculous nature of the event, as Jesus, despite being a newborn, does not cry.
8“I love Thee, Lord Jesus, look down from the sky”: This line marks a shift from narration to prayer, as the singer expresses their love and devotion to Jesus.
9“And stay by my side until morning is nigh”: This line continues the prayer, asking for Jesus’s constant presence and protection.
10“Be near me, Lord Jesus; I ask Thee to stay”: This line repeats the plea for Jesus’s presence, emphasizing the singer’s deep need for him.
11“Close by me forever, and love me, I pray”: This line expresses the singer’s desire for a lifelong relationship with Jesus, based on love and trust.
12“Bless all the dear children in Thy tender care”: This line extends the prayer to include all children, asking for Jesus’s blessing and protection.
13“And fit us for heaven, to live with Thee there”: This line concludes the prayer, asking for Jesus’s help in preparing for eternal life with him in heaven.
Literary And Poetic Devices: “Away in a Manger”
DeviceDefinitionExampleExplanation
AlliterationRepetition of the same sound at the beginning of adjacent words.‘the little Lord Jesus laid down His sweet head’ (Repetition of ‘l’).Creates rhythm and can highlight certain words.
AllusionA brief reference to a person, place, or event, often from literature or religion.‘the little Lord Jesus’ (Biblical allusion to Jesus Christ).Connects the text to broader themes and contexts.
AnaphoraRepetition of a word or phrase at the beginning of successive clauses or lines.‘the little Lord Jesus’ (Repetition of ‘the’ at the start of each phrase).Adds emphasis and rhythm to a passage.
AssonanceRepetition of vowel sounds within words.‘Away in a manger’ (Repetition of the ‘a’ sound).Creates musicality and enhances the mood.
CaesuraA pause within a line of poetry, often marked by punctuation.A natural pause between ‘bed’ and ‘the’ in the first line.Forces the reader to pause, adding a moment of reflection.
ConsonanceRepetition of consonant sounds, typically at the end of words.‘the stars in the heavens looked down’ (Repetition of ‘n’ sound).Adds harmony and can create a musical effect.
CoupletTwo consecutive rhyming lines of poetry.The entire poem consists of rhyming couplets.Provides a sense of completion and structure.
EnjambmentContinuation of a sentence beyond the end of a line of poetry.‘the little Lord Jesus laid down His sweet head; the stars in the heavens looked down’ (One line carries into the next).Builds a continuous flow of thought across lines.
HyperboleExaggerated statements not meant to be taken literally.‘The cattle are lowing’ (Exaggeration to emphasize sounds).Used to create a dramatic or humorous effect.
ImageryDescriptive language that appeals to the senses.‘The stars in the heavens looked down’ (Appeals to the visual sense).Engages the reader’s senses and helps create a vivid picture.
Internal RhymeRhyme that occurs within a single line of poetry.‘the stars in the heavens looked down where He lay’ (Rhyme within the line).Adds musicality and can unify a line or passage.
IronyA contrast between expectations and reality.Jesus sleeping peacefully despite being in a manger contrasts with the expected discomfort.Often used to convey deeper meaning or contradiction.
MetaphorA comparison between two unlike things without using ‘like’ or ‘as’.‘The Lord is my shepherd’ (Jesus metaphorically represented as a shepherd).Gives abstract ideas more concrete form and vivid imagery.
OnomatopoeiaA word that imitates the sound it represents.‘lowing’ (Imitates the sound of cattle).Adds realism by mimicking actual sounds.
OxymoronA combination of contradictory words.‘silent cry’ (Combines silence and crying).Highlights contradictions or complex emotions.
PersonificationAttributing human characteristics to non-human things.‘the stars looked down’ (Stars are given human-like behavior).Makes abstract ideas more relatable by giving them human qualities.
RefrainA repeated line or group of lines, often at the end of a stanza.‘the little Lord Jesus asleep on the hay’ (Refrain at the end of the stanza).Reinforces the theme or mood through repetition.
RhymeRepetition of similar sounds at the end of lines.‘bed/head’, ‘lay/hay’ (End rhymes).Enhances the musicality and rhythm of the poem.
SimileA comparison using ‘like’ or ‘as’.‘Asleep on the hay like a little lamb’ (Comparison using ‘like’).Creates vivid comparisons and helps convey meaning.
SymbolismUsing an object or action to represent a deeper meaning.‘the manger represents the humble beginnings of Jesus’ (Manger symbolizes humility).Gives objects or actions deeper meaning, adding complexity.
Themes: “Away in a Manger”
  1. Humility: The poem emphasizes the humble beginnings of Jesus, born in a simple manger rather than a grand setting. The first line, “Away in a manger, no crib for a bed,” illustrates the lack of luxury surrounding Jesus’ birth. This image of Jesus lying in a manger highlights his modest and humble entry into the world, a recurring theme in Christian teachings about Jesus’ life and mission.
  2. Innocence and Peace: The poem conveys a sense of peace and purity through the image of the baby Jesus. The line, “the little Lord Jesus, no crying He makes,” reflects the serene and innocent nature of Christ. His calmness, even in the midst of an unconventional and uncomfortable setting, suggests his divine nature and the idea of inner peace that transcends worldly circumstances.
  3. Divine Protection: A theme of divine guardianship runs through the poem, as seen in the request for Jesus to “stay by my side until morning is nigh.” This line expresses the speaker’s desire for God’s presence and protection, especially through the vulnerable times of life. The plea for Jesus to “be near me” represents the need for constant divine care, which is central to the Christian faith.
  4. Love and Prayer: The final stanza of the poem emphasizes love and prayer, as the speaker asks Jesus to “love me, I pray.” This request underscores the theme of devotion and spiritual connection. Additionally, the blessing for “all the dear children” to be under God’s “tender care” reflects the theme of unconditional love, which is fundamental to Christian teachings.
Literary Theories and “Away in a Manger”
Literary TheoryApplication to “Away in a Manger”References
DeconstructionThis theory would examine the inherent contradictions and ambiguities within the poem, such as the juxtaposition of divine and earthly elements. For instance, the poem presents Jesus as both a divine savior and a vulnerable infant.“The little Lord Jesus laid down His sweet head” and “The cattle are lowing, the Baby awakes”
Marxist CriticismThis theory would analyze the poem’s portrayal of class and power. In this case, the poem’s emphasis on the humble birth of Jesus could be seen as a critique of social hierarchies and a celebration of the working class.“Away in a manger, no crib for a bed”
Psychoanalytic CriticismThis theory would explore the psychological dimensions of the poem, such as the symbolism of the manger and the figure of Jesus. For instance, the manger could be interpreted as a womb, symbolizing rebirth and renewal.“Away in a manger” and “The little Lord Jesus laid down His sweet head”
Critical Questions about “Away in a Manger”
  • How does the poem’s portrayal of Jesus as a vulnerable infant challenge traditional conceptions of divinity?
  • The poem presents Jesus as a helpless baby, sleeping in a manger and surrounded by animals. This image contrasts with the traditional depiction of God as a powerful and omnipotent being. For instance, the phrase “Away in a manger, no crib for a bed” suggests the simplicity and vulnerability of Jesus’s birth. It challenges the idea of a divine figure who is always in control and invulnerable.
  • What is the significance of the setting of the poem, a manger, and how does it contribute to the overall theme?
  • The manger, a humble and simple place, emphasizes the contrast between Jesus’s divine nature and his earthly surroundings. It suggests that even the most powerful and important figures can be born into humble circumstances. For example, the phrase “The little Lord Jesus laid down His sweet head” juxtaposes the divine nature of Jesus with the simplicity of his surroundings.
  • How does the poem’s use of language and imagery evoke emotional responses in the reader?
  • The poem employs simple, evocative language and vivid imagery to create a sense of tenderness and awe. Phrases like “laid down His sweet head” and “The stars in the heavens looked down” evoke strong emotional responses and help to connect the reader to the story. The poem’s use of sensory details, such as the “cattle are lowing” and the “little Lord Jesus asleep on the hay” creates a vivid and immersive experience for the reader.
  • In what ways does the poem’s message of hope and peace resonate with contemporary audiences?
  • The poem’s message of hope and peace, embodied in the birth of a savior, continues to resonate with people today. In a world often filled with uncertainty and conflict, the image of a newborn child can offer comfort and inspiration. For example, the phrase “Be near me, Lord Jesus; I ask Thee to stay” expresses a longing for peace and security, which is a sentiment that many people can relate to.
Literary Works Similar to “Away in a Manger”
  1. “Silent Night” by Joseph Mohr: Both poems emphasize the peaceful and humble circumstances of Jesus’ birth.
  2. “O Holy Night” by Placide Cappeau: This poem similarly reflects on the spiritual significance and reverence for the birth of Jesus.
  3. “The First Noel” (Traditional): Like “Away in a Manger”, this poem tells the story of the nativity with a focus on simplicity and devotion.
  4. “Infant Holy, Infant Lowly” (Traditional Polish Carol): Both poems highlight the lowly setting of Jesus’ birth and the innocence of the infant Christ.
  5. “In the Bleak Midwinter” by Christina Rossetti: This poem, like “Away in a Manger”, depicts the humble and cold surroundings of Jesus’ birth and the wonder of his arrival.
Representative Quotations of “Away in a Manger”
QuotationContextTheoretical Perspective
“Away in a manger, no crib for a bed”Describes Jesus’ humble birth setting, emphasizing the simplicity of his arrival.Marxist Theory: Highlights the contrast between Jesus’ humble origins and the materialistic values of the world.
“The little Lord Jesus laid down His sweet head”Refers to Jesus peacefully sleeping despite his surroundings.Christian Symbolism: Jesus’ innocence and divinity are central to Christian narratives of peace and salvation.
“The stars in the heavens looked down where He lay”Nature is witnessing the birth of Jesus, showing the significance of the event.Ecocriticism: The natural world, represented by the stars, acknowledges the divine presence, linking nature and divinity.
“The cattle are lowing, the Baby awakes”Describes the peaceful awakening of the baby Jesus amidst the sounds of animals.Romanticism: Focuses on the purity and simplicity of nature as a backdrop for the divine.
“But little Lord Jesus, no crying He makes”Highlights Jesus’ peacefulness and tranquility, even as an infant.Religious Devotion: Reflects the ideal of a peaceful, divine figure who transcends human suffering and turmoil.
“I love Thee, Lord Jesus, look down from the sky”Expresses a personal, heartfelt devotion to Jesus and a plea for his divine protection.Theology of Love: Emphasizes the intimate, personal relationship between the individual and the divine.
“Stay by my side until morning is nigh”A plea for Jesus’ protection through the night, symbolizing spiritual guidance.Psychoanalytic Theory: Represents the human need for comfort, protection, and guidance in vulnerable times.
“Be near me, Lord Jesus; I ask Thee to stay”A prayer for Jesus to remain close, symbolizing reliance on divine presence.Existentialism: Reflects the human quest for meaning and the need for divine reassurance in an uncertain world.
“Bless all the dear children in Thy tender care”A request for Jesus to bless and protect all children, showing concern for innocence.Humanitarianism: Emphasizes the care and protection of the innocent, representing the ethical responsibility of society.
“And fit us for heaven, to live with Thee there”A plea for spiritual preparation for the afterlife, indicating a desire for salvation.Christian Eschatology: Focuses on the afterlife, salvation, and the belief in eternal life with God.

Suggested Readings: “Away in a Manger”

  1. Balmer, Randall. The Oxford Encyclopedia of Religion in America. Oxford University Press, 2018.
  2. Eskew, Harry, and Hugh T. McElrath. Sing with Understanding: An Introduction to Christian Hymnology. Church Street Press, 2001.
  3. Kidson, Frank. Traditional Tunes: A Collection of Ballad Airs. Clarendon Press, 1891.
  4. Young, Carlton R. Companion to the United Methodist Hymnal. Abingdon Press, 1993.

“Tragedy And Liberalism” By Terry Eagleton: Summary and Critique

“Tragedy and Liberalism” by Terry Eagleton, first published in 2018 in the Modern Theology journal, holds significant importance in literature and literary theory.

"Tragedy And Liberalism" By Terry Eagleton: Summary and Critique
Introduction: “Tragedy And Liberalism” By Terry Eagleton

“Tragedy and Liberalism” by Terry Eagleton, first published in 2018 in the Modern Theology journal, holds significant importance in literature and literary theory due to Eagleton’s exploration of the complex relationship between tragedy and liberalism. Eagleton challenges the traditional understanding of tragedy as a purely aesthetic or individualistic experience, arguing instead that it is deeply intertwined with social and political structures. By examining the tension between the tragic impulse and liberal values, Eagleton offers a provocative and insightful analysis of the enduring power of tragedy in contemporary culture.

Summary of “Tragedy And Liberalism” By Terry Eagleton
  • Critique of Tragedy Theorists’ Approach to Suffering
    Eagleton criticizes the historical treatment of suffering in tragedy, noting how figures like Aristotle and medieval theorists downplay the emotional depth of suffering. He argues that Idealist thinkers such as Nietzsche romanticize tragedy by focusing on notions like “victorious defeat,” where suffering is viewed as a necessary condition for art and heroism. He dismisses this as a form of “cut-price theodicy” that glorifies suffering without fully addressing its emotional or ethical weight.
    • “One gathers the impression that nothing is more spiritually stimulating or therapeutic than breakdown and loss.”
  • Williams’ Rejection of Tragic Theodicy
    Eagleton praises Rowan Williams for rejecting the idea that tragedy is meant to offer spiritual consolation or justification. Instead, Williams views tragedy as an event beyond rational explanation, emphasizing the complexity and ambiguity of human suffering. Eagleton agrees that the assumption that enduring the worst implies hope is questionable, pointing to the potential for even greater future suffering.
    • “Tragedy is ‘neither a formless lament nor an emotionally sanitized fiction.’”
  • The Role of Language in Tragedy
    Eagleton examines the dual nature of language in tragedy. On one hand, human expression may offer a form of solace in suffering, as suggested by Edgar’s lines in King Lear. On the other hand, these same lines imply that language may not always alleviate suffering and may, instead, hint at the possibility of even greater despair.
    • “Language by means of sounds, or better still words… is a vast liberation because it means that the sufferer is beginning to produce something.”
  • Tragedy, Politics, and Liberalism
    Eagleton contrasts Williams’ liberal politics with his own view that not all forms of “otherness” should be accepted or accommodated. He argues that Williams’ liberalism overlooks the necessity of radical political change in some cases, such as the overthrow of apartheid or oppressive regimes. Williams’ view of tragedy as a “ceremony of shared pain” is criticized for not fully engaging with the need for political action and resistance.
    • “There are times when entire social orders must be overthrown and refashioned.”
  • Empathy and the Limits of Tragic Understanding
    Eagleton warns against excessive empathy within tragedy, particularly toward individuals whose actions are morally indefensible, such as neo-Nazis or CIA torturers. He disputes the idea that tragedy is fundamentally about recognizing and empathizing with all forms of otherness, arguing that not all viewpoints are worthy of respect or accommodation.
    • “Tragedy cannot be reduced to a matter of recognizing the rights of others.”
  • Theological Insights into Tragedy
    Eagleton highlights Williams’ theological perspective on the limits of tragic understanding. Williams acknowledges that some forms of suffering, especially extreme physical pain, are inherently meaningless and cannot be redeemed through empathy or moral understanding. Eagleton connects this to the concept of the “demonic” in tragedy, which resists redemption and denies the very notion of meaning or value.
    • “Severe physical pain… are manifestations of utter meaninglessness, and that this meaninglessness is part of what we mean by the demonic.”
Literary Terms/Concepts in “Tragedy And Liberalism” By Terry Eagleton
Literary Term/ConceptExplanationContext in “Tragedy and Liberalism”
TragedyA dramatic genre involving human suffering, often leading to the protagonist’s downfall, intended to evoke catharsis or insight in the audience.Eagleton critiques how tragedy theorists, such as Idealist philosophers, romanticize suffering, turning it into a triumphalist narrative of “victorious defeat.”
TheodicyAn attempt to justify the existence of suffering and evil in the world, often by suggesting it serves a higher purpose.Eagleton dismisses “cut-price theodicy” in tragedy, which justifies suffering as spiritually enriching or redemptive without addressing its real emotional impact.
CatharsisA term from Aristotle’s theory of tragedy, referring to the emotional release or purification that the audience experiences after witnessing a tragedy.Eagleton suggests that traditional theories of tragedy prioritize catharsis but fail to engage deeply with the reality of suffering.
Dionysian vs. ApollonianNietzschean concepts: the Dionysian represents chaos, emotion, and suffering, while the Apollonian represents order, beauty, and reason.Eagleton discusses Nietzsche’s idea that art sublimates suffering through the Apollonian, but critiques the glorification of the suffering itself.
RomanticismA movement emphasizing emotion, individualism, and the sublime, often viewing suffering as a path to personal growth or artistic expression.Eagleton criticizes how Idealist thinkers from the Romantic tradition, such as Nietzsche, romanticize suffering in tragedy as a necessary component for artistic greatness.
EmpathyThe capacity to understand or feel what another person is experiencing, often regarded as a morally virtuous response.Eagleton challenges Williams’ view that tragedy should invoke empathy for all forms of “otherness,” warning against empathizing with morally reprehensible figures.
OthernessThe concept of viewing individuals or groups as fundamentally different or alien, often used in discussions of cultural, social, or moral diversity.Eagleton critiques the liberal tendency to always accommodate “otherness” in tragedy, arguing that some forms of otherness, like moral evil, should be resisted.
Agnosticism (in Tragedy)The idea of acknowledging uncertainty and the limits of human knowledge, especially regarding future suffering and the nature of tragedy.Williams emphasizes the “tragic provisionality” of acknowledging our ignorance about what horrors the future may bring, which Eagleton finds valuable.
The DemonicA force or figure representing chaos, meaninglessness, or malevolence, often beyond redemption.Eagleton uses this term to describe extreme forms of suffering in tragedy that cannot be redeemed, likening it to Iago’s nihilistic destruction in Othello.
LiberalismA political and philosophical ideology emphasizing individual rights, equality, and the accommodation of different viewpoints.Eagleton critiques Williams’ liberalism in the context of tragedy, arguing that it fails to acknowledge when radical change or resistance is necessary to combat moral evil.
NihilismThe belief that life lacks meaning, purpose, or intrinsic value, often associated with cynicism or moral indifference.Eagleton contrasts the redemptive potential of tragedy with nihilism, arguing that some forms of evil and suffering are beyond redemption and embody a nihilistic worldview.
Romantic Theories of TragedyTheories of tragedy that emphasize individual heroism, the sublimation of suffering into art, and the transformation of pain into personal greatness.Eagleton critiques Romantic theories of tragedy for transforming suffering into a narrative of personal transcendence, particularly in figures like the Nietzschean Übermensch.
Hegelian DialecticThe philosophical concept that history progresses through the conflict of opposites, often applied to tragedy as the clash of equally justified but opposing forces.Eagleton critiques Williams’ endorsement of Hegel’s view that tragedy is the result of equally valid but conflicting positions, arguing that some tragic conflicts are more morally weighted.
Contribution of “Tragedy And Liberalism” By Terry Eagleton to Literary Theory/Theories
  1. Critique of Idealist Theories of Tragedy
    Eagleton challenges traditional Idealist approaches to tragedy, particularly those of Nietzsche and other German theorists, for glorifying suffering as a necessary pathway to artistic and heroic achievement. He argues that these theories reduce tragedy to a form of “cut-price theodicy,” justifying suffering in ways that overlook its real, emotional weight.

“A good deal of such Idealist theorizing is little more than cut-price theodicy.”

  • Rejection of Tragedy as Consolation or Redemption
    Eagleton, through his reading of Rowan Williams, asserts that tragedy should not be viewed as offering spiritual consolation, redemption, or reconciliation. Instead, he highlights that some tragedies, particularly those involving severe suffering, cannot be rationalized or explained away, contributing to a more realistic and ethically sensitive understanding of the tragic genre.

“Tragic art in his view is not in the first place about consolation or reconciliation, let alone explanation or justification.”

  • Language and the Limits of Expression in Tragedy
    Eagleton adds to literary theory by exploring the role of language in tragedy. He emphasizes that while language can give form to suffering, it can also fail to alleviate or even express the full depth of tragic experiences. This contribution critiques the Romantic ideal that language and art can always transmute suffering into something meaningful.

“Yet pain also marks the limit of the articulable and intelligible.”

  • Political Dimension of Tragedy
    Eagleton introduces a political critique into the discussion of tragedy, contrasting liberalism’s tendency to accommodate all forms of “otherness” with the need for decisive political action in the face of moral evils. This contribution expands the scope of literary theory by framing tragedy within the context of social and political change, urging a reevaluation of tragedy’s relevance to real-world injustices.

“There are times when entire social orders must be overthrown and refashioned.”

  • Challenging Hegelian Dialectics in Tragic Theory
    Eagleton critiques the Hegelian notion that tragedy arises from a conflict between two equally justified positions. He argues that this dialectical framework, often applied to plays like Sophocles’ Antigone, oversimplifies tragedy by assuming all tragic conflicts involve equally valid moral positions. This offers a nuanced challenge to the application of Hegelian thought in tragic theory.

“Williams is too quick to endorse the Hegelian case that tragedy springs from the collision of two equally justified but lopsided positions.”

  • Empathy and Moral Boundaries in Tragedy
    Eagleton critiques the liberal emphasis on empathy within tragedy, particularly the assumption that all forms of “otherness” deserve understanding and accommodation. He introduces a moral boundary to tragic empathy, arguing that certain figures, such as neo-Nazis or torturers, should not be empathized with, thus adding a more ethically rigorous framework to the role of empathy in literary theory.

“Tragedy cannot be reduced to a matter of recognizing the rights of others.”

  • Theological Insights into Tragic Meaninglessness
    Through his engagement with Williams, Eagleton brings theological insights into literary theory by addressing the notion of meaninglessness in extreme suffering. He argues that some forms of agony, particularly physical pain, resist redemption and meaning, contributing to the discourse on the limits of tragedy’s moral and philosophical interpretations.

“Severe physical pain… are manifestations of utter meaninglessness, and that this meaninglessness is part of what we mean by the demonic.”

  • Expanding Tragedy Beyond Aesthetic Boundaries
    Eagleton challenges the traditional aesthetic boundaries of tragedy, asserting that the term should not be confined to the artistic realm alone. He argues that real-life tragedies, such as the collapse of a coalmine or a car accident, should also be recognized as tragedies, broadening the scope of what constitutes the tragic.

“Why can’t the collapse of a coalmine or a smash on the roads be seen as tragic?”

  • Critique of Liberal Pluralism in Tragic Theory
    Eagleton critiques Williams’ endorsement of liberal pluralism in tragedy, where all viewpoints are seen as equally valid and in conflict with each other. He argues that not all viewpoints deserve respect or recognition, particularly those that embody moral evil. This contribution challenges the trend of applying postmodern pluralism to tragic theory.

“But all viewpoints are by no means to be respected, and tragedy cannot be reduced to a matter of recognizing the rights of others.”

Examples of Critiques Through “Tragedy And Liberalism” By Terry Eagleton
Literary Work & AuthorEagleton’s CritiqueKey Quote from Eagleton
King Lear by William ShakespeareEagleton critiques the notion of finding hope in suffering through language. He explores the ambiguity in Edgar’s line, suggesting it may not represent hope but rather a warning of worse suffering to come.“Edgar’s declaration may mean that as long as there is still the possibility of human utterance, there can always be worse to come.”
Macbeth by William ShakespeareHe uses Ross’s lines in Macbeth to illustrate the cold comfort that tragedy offers in recognizing that calamity has reached its limit, showing a pessimistic outlook in the tragic genre.“Things at the worst will cease, or else climb up to what they were before.”
Antigone by SophoclesEagleton critiques the Hegelian reading of Antigone, which views the conflict between Antigone and Creon as a clash of equally justified moral positions. He argues that this simplifies the tragedy’s moral complexity.“Williams is too quick to endorse the Hegelian case that tragedy springs from the collision of two equally justified but lopsided positions.”
Othello by William ShakespeareEagleton references the character of Iago to explain how certain forms of evil, such as Iago’s, embody the demonic and are beyond redemption or meaning. This critique contributes to his broader discussion on the limits of tragedy.“The demonic, as with Iago confronting Othello, is affronted by the very existence of meaning and value.”
The Spanish Tragedy by Thomas KydEagleton critiques the assumption that all tragic conflicts involve equally valid positions. He points out that in works like The Spanish Tragedy, one side is clearly more justified than the other.“There is an abundance of tragic drama in which… one party is largely in the right of it and the other in the wrong.”
The Duchess of Malfi by John WebsterEagleton extends his critique of the Hegelian view of tragedy by using The Duchess of Malfi as an example where moral positions are not equally justified, emphasizing that not all tragic conflicts are evenly balanced.“Antigone is not a paradigm for tragedy in general, as Hegel imagines.”
Criticism Against “Tragedy And Liberalism” By Terry Eagleton
  1. Overemphasis on Political Critique
    Some critics argue that Eagleton places too much emphasis on the political dimension of tragedy, particularly through his critique of liberalism. This focus can be seen as reducing the complexity of tragedy to ideological battles, rather than exploring its broader emotional or existential themes.
  2. Narrow View of Liberalism
    Eagleton’s portrayal of liberalism as overly accommodating and passive in the face of moral evil has been critiqued for being a narrow interpretation. Critics suggest that liberalism can, in fact, engage with radical change and resistance, challenging Eagleton’s claim that it fails to address the need for decisive political action.
  3. Limited Exploration of Empathy
    Eagleton’s critique of empathy, particularly his caution against empathizing with morally reprehensible figures, has been viewed by some as too restrictive. Critics argue that empathy in tragedy serves to explore the full spectrum of human experience, and limiting it could diminish the moral and emotional complexity of tragic works.
  4. Simplification of Theological Insights
    While Eagleton engages with theological insights, particularly through Rowan Williams, some critics argue that his treatment of Christian theodicy and tragedy oversimplifies the theological dimensions. Eagleton’s sharp rejection of redemptive suffering in tragedy may overlook more nuanced theological perspectives on suffering and redemption.
  5. Reduction of Hegelian Dialectics
    Eagleton’s critique of the Hegelian dialectic, especially in Antigone, has been criticized for reducing Hegel’s interpretation to a mere balancing of moral positions. Critics argue that Hegel’s philosophy of tragedy is more nuanced and does not simply equate to a clash of equally justified perspectives.
  6. Underrepresentation of Emotional and Aesthetic Aspects
    Some have critiqued Eagleton for underrepresenting the emotional and aesthetic dimensions of tragedy. By focusing heavily on political and philosophical critiques, he may neglect the emotional catharsis and aesthetic experiences that are central to the tragic genre.
  7. Overreliance on a Marxist Lens
    Eagleton’s Marxist perspective in interpreting tragedy has been seen as limiting by some critics, who argue that his political reading can sometimes overshadow the literary and artistic value of tragic works. This approach risks reducing complex literary texts to mere reflections of class struggle and social conditions.
Representative Quotations from “Tragedy And Liberalism” By Terry Eagleton with Explanation
QuotationExplanation
“A good deal of such Idealist theorizing is little more than cut-price theodicy.”Eagleton criticizes how Idealist thinkers like Nietzsche romanticize suffering in tragedy, reducing it to a justification for higher spiritual or artistic gain, akin to theodicy.
“Tragic art in his view is not in the first place about consolation or reconciliation.”Eagleton, referencing Rowan Williams, argues that tragedy should not aim to offer spiritual consolation or reconciliation, but rather reflect the raw, irredeemable nature of suffering.
“Language by means of sounds, or better still words… is a vast liberation because it means that the sufferer is beginning to produce something.”Eagleton discusses how tragedy uses language as a means to give form to suffering, allowing the sufferer to transform their pain into something that can be expressed and understood.
“There are times when entire social orders must be overthrown and refashioned.”Eagleton critiques liberalism for its hesitancy to acknowledge when radical political change is necessary, using this to argue that tragedy often reflects the need for such upheaval.
“Tragedy cannot be reduced to a matter of recognizing the rights of others.”He critiques the liberal view that tragedy is about recognizing and empathizing with “otherness,” arguing that not all forms of otherness, particularly those tied to evil, deserve empathy.
“Severe physical pain… are manifestations of utter meaninglessness, and that this meaninglessness is part of what we mean by the demonic.”Eagleton highlights the limits of tragic meaning, particularly in cases of extreme suffering, which he connects to the “demonic”—a form of nihilism that resists redemption or meaning.
“Williams is too quick to endorse the Hegelian case that tragedy springs from the collision of two equally justified but lopsided positions.”Eagleton critiques Williams for adhering to the Hegelian view that tragedy emerges from two equally valid conflicting positions, arguing that not all tragedies present morally equivalent conflicts.
“Antigone is not a paradigm for tragedy in general, as Hegel imagines.”Eagleton challenges the idea that Antigone is a universal example of tragic conflict, arguing that many tragedies involve a clearer moral imbalance between the conflicting parties.
“The demonic… is a form of nihilism or cynicism, one which revels in absurdity, wallows in the farcical and cannot be redeemed because it cannot see the point of redemption.”Eagleton characterizes the “demonic” as a nihilistic force in tragedy that cannot be redeemed, representing the ultimate meaninglessness of some forms of suffering.
“The orthodox Christian belief is that faith is itself a form of certainty, though not of a scientific or empirical kind.”Here, Eagleton engages with theological insights, arguing that faith provides certainty in a way that is distinct from scientific certainty, adding a philosophical layer to his analysis of tragedy.
Suggested Readings: “Tragedy And Liberalism” By Terry Eagleton
  1. Eagleton, Terry. Sweet Violence: The Idea of the Tragic. Blackwell, 2003.
  2. Williams, Rowan. The Tragic Imagination. Oxford University Press, 2016.
    https://global.oup.com/academic/product/the-tragic-imagination-9780198753859
  3. Nietzsche, Friedrich. The Birth of Tragedy. Translated by Shaun Whiteside, Penguin Classics, 1993. https://www.penguinrandomhouse.com/books/289021/the-birth-of-tragedy-by-friedrich-nietzsche/
  4. Aristotle. Poetics. Translated by S. H. Butcher, Oxford University Press, 1951.
    http://classics.mit.edu/Aristotle/poetics.html
  5. Hegel, G. W. F. Aesthetics: Lectures on Fine Art. Translated by T. M. Knox, Clarendon Press, 1975.
    https://archive.org/details/aestheticshegel/page/n5/mode/2up
  6. Berlin, Isaiah. Four Essays on Liberty. Oxford University Press, 1969.
    https://global.oup.com/academic/product/four-essays-on-liberty-9780192810343

“The Death of Rhetoric” by Terry Eagleton: Summary and Critique

“The Death of Rhetoric” by Terry Eagleton first appeared in 1983 in the New Literary History journal.

"The Death of Rhetoric" by Terry Eagleton: Summary and Critique
Introduction: “The Death of Rhetoric” by Terry Eagleton

“The Death of Rhetoric” by Terry Eagleton first appeared in 1983 in the New Literary History journal. Eagleton’s essay has been influential in shaping discussions about the role of rhetoric in literature and literary theory, particularly in the context of postmodernism and the decline of traditional literary criticism. His argument, that rhetoric has been marginalized or dismissed in favor of other critical approaches, has sparked debates about the importance of language and style in understanding literary texts.

Summary of “The Death of Rhetoric” by Terry Eagleton
  • Poetry as Performative and Rhetorical:
    • Poetry emphasizes the experience of meaning rather than just extracting abstract truths.
    • “No poem reports on an experience without casting a continual sideways glance at itself.”
    • Poetic language is not merely reflective but constitutive of meaning, focusing on its rhetorical effect.
  • T.S. Eliot’s Poetic Technique:
    • Eliot’s poetry, such as in “The Love Song of J. Alfred Prufrock”, deliberately plays with meaning.
    • The unusual metaphors, such as the evening resembling a “patient etherized upon a table,” serve to illustrate the dislocation of modern sensibility rather than provide direct meaning.
    • “The image concerns form, not content.”
  • Poetry’s Corporeal Nature:
    • Poetry engages not just the mind but the body, infiltrating the reader’s unconscious.
    • “The poem goes about its proper task of raiding the reader’s unconscious and stimulating his nerve endings.”
    • The physicality of language in poetry restores the material richness that everyday speech loses.
  • Rhetoric’s Decline:
    • Historically, rhetoric analyzed verbal strategies and their effects in social and political contexts.
    • Over time, “rhetoric” became a term for manipulative language, signaling the decline of its true meaning.
    • “It is a symptom of the loss of this legacy that the term ‘rhetoric’ ended up denoting bombastic or manipulative language.”
  • The Sensory Basis of Human Rationality:
    • Eagleton draws on Thomas Aquinas’ idea that human rationality is shaped by our bodily existence, suggesting we are inherently poetic beings.
    • “We think the way we do because of the kind of bodies we have.”
  • Failure to Grasp Performative Aspects:
    • Many literature students struggle to engage with the rhetorical and performative aspects of texts, focusing too much on content over form.
    • “They are able to produce statements like ‘Heathcliff may be full of erotic energy’ but not, by and large, statements such as ‘The poem’s exuberant tone is curiously at odds with its shambling syntax.’”
  • Instrumentalization of Language:
    • The commodification of language in modern society has dulled its aesthetic and rhetorical richness.
    • “Beneath the failure to grasp literary texts as performative lies a language that has grown commodified and bureaucratized.”
  • Cultural and Social Influences on Literary Sensitivity:
    • The lack of sensitivity to literary forms is not due to students’ lack of intelligence but is a result of broader cultural and socio-political conditions.
    • “In the end, they are a question of culture in the broad, anthropological meaning of the term rather than of culture in its literary or aesthetic sense.”
  • Hope for Literary Education:
    • Despite the bleak outlook on the state of rhetoric, Eagleton argues that sensitivity to language and its forms can be taught.
    • “The good news, however, is that sensitivity to verbal forms and devices can most certainly be taught.”
Literary Terms/Concepts in “The Death of Rhetoric” by Terry Eagleton
Literary Term/ConceptDescriptionReference from the Article
RhetoricThe art of persuasion and analysis of verbal strategies and their effects, especially in social and political contexts.“Rhetoric meant both the analysis of verbal strategies and their performative effects within certain social and political contexts.”
Performative LanguageLanguage that emphasizes its own form and effect rather than just conveying a meaning.“What matters is its rhetorical effect, not its abstractable sense.”
MetaphorA figure of speech that describes one thing as if it were another, used here to highlight human sensory rationality.“Metaphor…was the most suitable medium for our discourse…we are, so to speak, intrinsically poetic beings.”
Form vs. ContentThe distinction between the structure and style of a text (form) and its meaning (content).“The image concerns form, not content.”
AestheticInitially a term referring to sensation and perception; later associated with art and beauty.“The opposite of aesthetics is not philistinism but anesthetics.”
Signifier and SignifiedTerms from structural linguistics; the signifier is the form of a word, while the signified is the concept it represents.“Most students of literature…fail to see the signified in terms of the signifier.”
Close ReadingA detailed analysis of a literary text focusing on its form, language, and structure.“Literary theory may have its vices, but a failure to read closely, with due attention to formal strategies, is not among them.”
Commodification of LanguageThe reduction of language to a mere tool for communication, stripped of its aesthetic and rhetorical richness.“Beneath the failure to grasp literary texts as performative lies a language that has grown commodified and bureaucratized.”
PhenomenologyA philosophical approach that emphasizes the role of lived experience in shaping perception and understanding.“Two centuries later, the term for this sensory rationality would be…phenomenology.”
Contribution of “The Death of Rhetoric” by Terry Eagleton to Literary Theory/Theories
Literary TheoryContribution from “The Death of Rhetoric”Reference from the Article
Rhetorical TheoryEagleton reaffirms the centrality of rhetoric as an analytical tool for understanding language’s performative effects and social function.“Rhetoric meant both the analysis of verbal strategies and their performative effects within certain social and political contexts.”
Formalism/New CriticismThe article underscores the importance of form and style, suggesting that the meaning of a text emerges from its rhetorical and formal properties.“Poetry is the place where the performative, rhetorical dimensions of speech rise to supreme self-consciousness.”
Post-StructuralismEchoing post-structuralist concerns, Eagleton highlights how meaning is deferred, stressing that language works through its form rather than a fixed meaning.“Conscious meaning keeps the mind harmlessly preoccupied while the poem goes about its proper task of raiding the reader’s unconscious and stimulating his nerve endings.”
PhenomenologyEagleton draws from phenomenology, particularly its focus on lived experience and the material nature of language, to stress that poetry engages bodily and sensory experience.“Language for Wittgenstein takes the shape it does because of the specific form of life with which it is interwoven.”
Marxist Literary TheoryThe article critiques the commodification of language under capitalist conditions, linking it to a loss of aesthetic and rhetorical sensitivity in society.“The sign does not fare well in social orders dominated by a crassly instrumental rationality. It is stripped of its sensuous specificity and reduced to a mere communicative token.”
StructuralismEagleton engages with the structuralist notion of the relationship between signifier and signified, emphasizing the importance of analyzing the materiality of the sign.“Most students of literature…fail to see the signified in terms of the signifier.”
Aesthetic TheoryThe concept of aesthetics as a sensory rationality, historically linked to Enlightenment thought, is extended to show how modern societies have lost this sensitivity.“The aesthetic in its modern sense began life as a kind of prosthesis to Enlightenment reason.”
Critical PedagogyEagleton discusses the challenges of teaching sensitivity to language in a commodified culture, pointing to the need for a more engaged form of literary education.“Sensitivity to verbal forms and devices can most certainly be taught. The question is who is going to teach it…who will educate the educators.”
Cultural TheoryEagleton suggests that the decline of rhetorical reading is tied to broader cultural shifts in late-modern civilization, especially regarding language and its commodification.“In the end, they are a question of culture in the broad, anthropological meaning of the term rather than of culture in its literary or aesthetic sense.”
Key Contributions:
  1. Rhetorical Theory: Eagleton revitalizes rhetoric as a lens for literary analysis, emphasizing its social and political significance beyond mere stylistic ornamentation.
  2. Formalism/New Criticism: He advocates for close attention to form, tone, rhythm, and rhetorical strategies, which are essential to understanding the meaning of a text.
  3. Post-Structuralism: Eagleton aligns with post-structuralist views by stressing the indeterminacy of meaning and the centrality of form over content in literary texts.
  4. Marxist Literary Theory: The article critiques how capitalist societies devalue language by reducing it to an instrument for communication, thus undermining its aesthetic and performative qualities.
  5. Phenomenology & Aesthetic Theory: Drawing on phenomenology, Eagleton emphasizes the embodied and sensory dimensions of language, especially in poetry, where form is as critical as content.
  6. Cultural Theory: The piece links the decline of literary sensitivity to the broader socio-political context, particularly under late-modern capitalism, where language becomes commodified.
Examples of Critiques Through “The Death of Rhetoric” by Terry Eagleton
Literary WorkCritique FocusCritique Through Eagleton’s LensReference from Eagleton
The Love Song of J. Alfred Prufrock by T.S. EliotForm vs. Content and RhetoricEliot’s use of dislocated metaphors (e.g., “patient etherized upon a table”) prioritizes rhetorical effect over determinate meaning.“What matters is its rhetorical effect, not its abstractable sense.”
Hamlet by William ShakespeareRhetorical and Performative Dimensions of LanguageHamlet’s final words (“The rest is silence”) emphasize the performative nature of language, reflecting the broader rhetorical framework of the play.“Beneath the failure to grasp literary texts as performative lies a language that has grown commodified and bureaucratized.”
The Waste Land by T.S. EliotComplexity of Form and Sensory ExperienceThe fragmented form of The Waste Land engages the reader’s sensory experience, emphasizing form over coherence, reflecting modern dislocation.“The poem goes about its proper task of raiding the reader’s unconscious and stimulating his nerve endings.”
Wuthering Heights by Emily BrontëFailure to Grasp Performative and Rhetorical ElementsThe complex narrative structure and unreliable narrators in Wuthering Heights are often overlooked, though they play a key performative role.“Most students of literature today…fail to see the signified in terms of the signifier.”
Criticism Against “The Death of Rhetoric” by Terry Eagleton
  • Overemphasis on Form Over Content:
    • Critics may argue that Eagleton places too much importance on the form and rhetorical elements of a text, potentially downplaying the significance of thematic content and narrative meaning.
  • Romanticizing the Past:
    • Eagleton laments the decline of rhetoric in modern civilization, but some may view this as a romanticization of the past, idealizing earlier rhetorical traditions without fully acknowledging the evolution of language and its current uses.
  • Neglect of Popular or Non-Elite Texts:
    • The article primarily focuses on high literary works and neglects the performative aspects of more popular or non-elite texts, which may also demonstrate complex rhetorical strategies.
  • Cultural Determinism:
    • Eagleton’s argument that the commodification of language is tied to socio-political and economic factors may be seen as overly deterministic, not allowing for individual agency in the use and appreciation of language.
  • Lack of Practical Solutions for Teaching Rhetorical Sensitivity:
    • While Eagleton critiques the loss of rhetorical awareness in literary education, he provides limited practical advice for educators on how to reintroduce or teach these skills effectively.
  • Dismissal of Modern Theoretical Approaches:
    • Eagleton critiques late-modern language use but may be seen as dismissive of more contemporary literary theories (e.g., postmodernism, deconstruction) that embrace the fluidity of meaning and the transformation of language.
  • Elitist View of Language and Literature:
    • Some may argue that Eagleton’s perspective aligns with an elitist view of language, focusing on high art and literary sophistication, potentially alienating more accessible or diverse forms of expression.
Representative Quotations from “The Death of Rhetoric” by Terry Eagleton with Explanation
QuotationExplanation
“Poetry is the place where the performative, rhetorical dimensions of speech rise to supreme self-consciousness.”Eagleton emphasizes that poetry is the pinnacle of language’s self-awareness, where the way words are used (rhetoric) is as important as their meaning.
“No poem reports on an experience without casting a continual sideways glance at itself.”This highlights how poetry reflects on its own form and structure, drawing attention to the act of its creation, not just the content or message it conveys.
“The image concerns form, not content.”Eagleton explains how in modern poetry (especially in Eliot’s work), images and metaphors are more about their rhetorical and formal effects than any concrete meaning.
“Conscious meaning keeps the mind harmlessly preoccupied while the poem goes about its proper task of raiding the reader’s unconscious.”The quotation illustrates Eagleton’s view that poetry operates on a deeper, unconscious level, affecting the reader’s emotions and instincts rather than delivering clear meaning.
“Rhetoric meant both the analysis of verbal strategies and their performative effects within certain social and political contexts.”Here, Eagleton recalls the classical meaning of rhetoric as not just style, but a means of analyzing the broader social and political implications of language.
“Beneath the failure to grasp literary texts as performative lies a language that has grown commodified and bureaucratized.”He criticizes the way modern society treats language, reducing it to a functional tool rather than appreciating its rich, performative potential.
“The aesthetic in its modern sense began life as a kind of prosthesis to Enlightenment reason.”This reflects Eagleton’s argument that the concept of aesthetics originally developed as a way to bridge reason and sensory experience, helping rationality connect with lived experience.
“Most students of literature today…fail to see the signified in terms of the signifier.”Eagleton critiques the current state of literary education, arguing that many students cannot appreciate the formal properties of language (signifier) in relation to meaning (signified).
“In the end, they are a question of culture in the broad, anthropological meaning of the term rather than of culture in its literary or aesthetic sense.”He suggests that literary sensitivity is shaped by larger socio-political and cultural forces, not just literary theory or academic teaching.
“To eradicate the past is to help abolish the future, since the past…contains precious emancipator resources for ages to come.”Eagleton expresses concern about the modern disregard for history, arguing that the loss of memory and tradition undermines society’s potential for progress and liberation.
Suggested Readings: “The Death of Rhetoric” by Terry Eagleton
  1. Eagleton, Terry. The Event of Literature. Yale University Press, 2012.
  2. Derrida, Jacques. Of Grammatology. Translated by Gayatri Chakravorty Spivak, Johns Hopkins University Press, 1997.
  3. Barthes, Roland. S/Z: An Essay. Translated by Richard Miller, Hill and Wang, 1974.
    https://us.macmillan.com/books/9780374521677/sz
  4. Fish, Stanley. Is There a Text in This Class? The Authority of Interpretive Communities. Harvard University Press, 1980.
    https://www.hup.harvard.edu/catalog.php?isbn=9780674467262
·  Academic Articles:

“Psychoanalysis and Literature: Past and Present” by Norman N. Holland: Summary and Critique

“Psychoanalysis and Literature: Past and Present” by Norman N. Holland first appeared in 1993 in the journal Contemporary Psychoanalysis.

"Psychoanalysis and Literature: Past and Present" by Norman N. Holland: Summary and Critique
Introduction: “Psychoanalysis and Literature: Past and Present” by Norman N. Holland

“Psychoanalysis and Literature: Past and Present” by Norman N. Holland first appeared in 1993 in the journal Contemporary Psychoanalysis. This article highlights the importance of literature and literary theory in the field of psychoanalysis. Holland argues that literature can serve as a valuable tool for understanding the human psyche, and that literary theory can provide a framework for interpreting literary texts in a psychologically meaningful way. He emphasizes the importance of interdisciplinary collaboration between psychoanalysis and literary studies, and explores the ways in which these two fields can inform and enrich each other.

Summary of “Psychoanalysis and Literature: Past and Present” by Norman N. Holland

·  Three Phases of Psychoanalysis:

  • First Phase (1897-1923): Freud’s foundational discoveries including the unconscious, free association, the Oedipus complex, and infantile sexuality. This phase is characterized by explaining phenomena through the relationship between the conscious and unconscious mind. Freud’s early works laid the groundwork for understanding how human psychology influences and interacts with literature, focusing on authorial intent and unconscious drives.

“Freud made his great original discoveries. I mean his discoveries of free association, unconscious processes, the oedipus complex, and infantile sexuality.”

  • Second Phase (1923-Present): Development of the id-ego-superego model and ego psychology. The focus shifted to understanding the interplay between ego and external forces (id, superego, and reality). This phase incorporated deeper mechanisms like defense mechanisms and structural analysis of the mind.

“Freud rethought the model… he and his colleagues in Vienna developed the structural id—ego—superego model, the principle of multiple function, and what we think of as ego-psychology.”

  • Third Phase (1950s-Present): Contemporary psychoanalytic approaches such as object relations theory, self-psychology (Kohut), and feminist critiques. This phase emphasizes the interaction between the self and others, shifting focus to identity, mutuality, and the dynamics of relationships.

“They replace the earlier explanations…with self and other. These are psychoanalyses of the self.”

·  Three Phases of Literary Criticism:

  • Historical Criticism (Early 19th Century): Focused on understanding literature through historical context, examining characters and events as though they were real. The language was seen as transparent, pointing to external realities.

“We are looking for a history of Falstaff as though he were a real person…language is transparent. It only points us to things in the world which are the real objects the literary critic discusses: actions, motives, traits.”

  • New Criticism and Structuralism (1930s-1970s): Shifted to analyzing the text itself as a self-contained entity. Critics focused on the formal patterns and structures within the language rather than external meanings. This phase was dominant in university studies during the mid-20th century.

“Literary critics took the language of literature as an end in itself. No longer were we to read through language to events and people.”

  • Postmodern Criticism (1970s-Present): Emphasizes the relationship between the text and the audience, where meaning is not fixed but constructed through interaction with the text. Postmodernism rejects the monumental or self-contained text, instead embracing playfulness and intertextuality.

“In POMO, everything has quotation marks around it… the postmodernist says, I’m just playing; I don’t really mean this—it’s up to you to make sense of it.”

·  Psychoanalysis in Literary Criticism:

  • Psychoanalysis can be applied to three “persons” in literature:
    1. The Author – Exploring the unconscious drives and fantasies of the writer.
    2. The Character – Analyzing the fictional person within the text.
    3. The Reader – Examining the psychological dynamics and emotional responses elicited in the reader.

“Psychoanalysis does not deal with texts but with persons… there are three persons possible, the actual writer, the reader, and the person… in the text.”

·  Challenges of Applying Psychoanalysis to Literature:

  • Psychoanalysis is fundamentally about people and their minds, while literature consists of words. Therefore, bridging the gap between psychoanalysis and literary criticism requires finding ways to connect human psychological processes with textual analysis.

“Psychoanalysis deals with people, specifically people’s minds, but literature is words. There is no way, no way!, one can apply psychoanalysis to literature directly.”

·  Example of Psychoanalytic Phases Applied to Literature:

  • First Phase: A psychoanalyst might interpret Emily Dickinson’s poem as a reflection of her unconscious sexual fantasies, associating the bee and clover with phallic and receptive symbols.
  • Second Phase: Focuses on the poem’s form and structure, linking it to defense mechanisms like repression. The poem’s imagination of a prairie is seen as a sublimated sexual fantasy.
  • Third Phase: Contemporary criticism explores the reader’s personal associations with the poem, emphasizing the subjective and emotional responses elicited by the text.

“For her, sexual knowledge is linked with loss and death and disappearance. Hence she cannot enjoy Dickinson’s creative use of revery, and she rejects the poem.”

·  Reader-Response and Feminist Criticism: Both of these approaches emphasize the role of the reader or the critic in creating meaning. Feminist psychoanalytic critics focus on the gendered experiences of readers and writers, while reader-response theory explores how individual reactions shape the interpretation of the text.

“Feminist psychoanalytic critics have addressed the real reactions of real women… both feminist critics and reader-response critics bridge between the persons of psychoanalysis and the words of literature by focusing on the real persons who read and respond to literature.”

·  Conclusion: The essay concludes by emphasizing the bridge between psychoanalysis and literature: the interaction between real people (authors, readers) and the text. Literature becomes a collaborative creation of meaning through shared human responses, allowing for multiple interpretations based on personal and cultural backgrounds.

“The bridge is actual people engaging in actual literary transactions… The bridge, in short, is you—and me.”

Literary Terms/Concepts in “Psychoanalysis and Literature: Past and Present” by Norman N. Holland
Literary Term/ConceptDescription
Psychoanalysis PhasesThe three phases in psychoanalysis: conscious-unconscious (Freud), ego-nonego (ego-psychology), and self-other (object-relations and contemporary approaches).
Historical CriticismEarly 19th-century approach that treats literary characters and events as real, with language acting as a transparent medium to historical or authorial contexts.
New CriticismA mid-20th-century critical approach that focuses on analyzing the text’s structure and form as an entity in itself, without considering external references.
Postmodern CriticismContemporary criticism focusing on the relationship between the text and its audience, often embracing ambiguity, intertextuality, and playful self-awareness.
Object-Relations TheoryA third phase of psychoanalysis focusing on the dynamic interactions between the self and others, used to explore identity and relationships in literature.
Reader-Response TheoryA theory emphasizing the reader’s role in interpreting a text, focusing on personal emotional reactions and subjective responses to the literature.
Feminist Psychoanalytic CriticismA critical approach that explores how gender and socially constructed roles influence the writing and reading of texts, often critiquing male dominance.
SublimationA defense mechanism where unconscious desires (often sexual) are transformed into socially acceptable or creative activities, applied in literary interpretation.
Oedipus ComplexA Freudian concept where a child experiences desire for the opposite-sex parent and rivalry with the same-sex parent, frequently applied in character analysis.
Primal Scene FantasyA psychoanalytic idea involving a child’s imagined or real witnessing of sexual relations between parents, used to analyze unconscious dynamics in texts.
Contribution of “Psychoanalysis and Literature: Past and Present” by Norman N. Holland to Literary Theory/Theories
  • Introduction of a Three-Phase Model for Psychoanalysis in Literature
    Holland divides the development of psychoanalytic theory into three distinct phases: conscious-unconscious, ego-nonego, and self-other. This model expands the scope of psychoanalytic criticism by recognizing evolving approaches within psychoanalysis and how these approaches can be applied to literary analysis.

“We have three phases of psychoanalysis: conscious—unconscious, ego—nonego, and self and other.”

  • Integration of Psychoanalysis with Various Literary Theories
    Holland demonstrates how psychoanalysis can be applied to different phases of literary criticism: historical, New Criticism, and postmodern. His approach shows that psychoanalysis can work in tandem with these literary frameworks to analyze texts, allowing for a deeper understanding of both the text and the reader’s engagement with it.

“Now we have three phases of psychoanalysis and three phases of literary criticism.”

  • Emphasis on Reader-Response Theory and Psychoanalysis
    Holland contributes to reader-response criticism by emphasizing the active role of the reader in literary interpretation. He argues that the reader’s unconscious processes shape their understanding of the text, making reading a highly personal and subjective experience.

“Instead of saying the poem acts out a sublimation, these third phase psychoanalytic critics would say, The reader acts out a sublimation by means of the poem.”

  • Focus on the Relationship Between Text and Reader in Postmodern Criticism
    Holland’s work aligns with postmodern theories that question the fixed relationship between the text and its reader. He argues that the literary text is no longer seen as an end in itself but as a medium through which readers project their psychological processes and interpretations.

“The postmodernist says, I’m just playing; I don’t really mean this—it’s up to you to make sense of it.”

  • Advancing the Concept of Text as a Psychological Process
    Holland’s idea that a text can function as a psychological entity, similar to the human mind, allows critics to analyze not just the content of a text but also its form as a manifestation of unconscious processes. This concept advances psychoanalytic literary theory beyond simple character analysis to a broader analysis of the text’s form and the reader’s psychological interaction with it.

“The poem embodies a mental process or, more properly, an ego process that we introject.”

  • Application of Contemporary Psychoanalytic Theories in Literature
    Holland incorporates newer psychoanalytic theories, such as object-relations and self-psychology, into the analysis of literature. This extends psychoanalytic literary criticism by allowing for more nuanced explorations of identity, relationships, and the self within texts.

“Contemporary psychoanalytic approaches such as object-relations theory, self-psychology (Kohut), and feminist critiques.”

  • Feminist Psychoanalytic Criticism
    Holland highlights how feminist psychoanalytic critics address gender dynamics in both the reading and writing of literature. His inclusion of feminist theory demonstrates the adaptability of psychoanalysis to explore how literature shapes and is shaped by gendered experiences.

“Feminist psychoanalytic critics have addressed the real reactions of real women to a literature and criticism that are often dominated by male assumptions.”

  • Challenges the Limitations of Traditional Psychoanalytic Criticism
    By emphasizing the importance of individual and subjective responses to texts, Holland critiques the reductionist tendencies of early psychoanalytic criticism, which often focused narrowly on authorial intent or character analysis.

“There is no way, no way!, one can apply psychoanalysis to literature directly. Psychoanalysis can only apply to a person.”

  • Bridge Between Psychoanalysis and Literary Criticism
    Holland’s most significant contribution is his formulation of a bridge between psychoanalysis (which focuses on people and their minds) and literary criticism (which focuses on texts and language). He argues that this bridge is the interaction between the writer, the reader, and the text itself.

“The bridge is actual people engaging in actual literary transactions… the people that write and the people that read, and their very acts of writing and reading.”

Examples of Critiques Through “Psychoanalysis and Literature: Past and Present” by Norman N. Holland

Book TitlePhase of PsychoanalysisCritique Focus
Oedipus Rex (Sophocles)First Phase (Conscious-Unconscious)Holland applies Freud’s Oedipus complex to critique the character of Oedipus and the audience’s unconscious identification with his guilt and incestuous desires. Freud’s theory illuminates the psychological impact on the audience.
Hamlet (Shakespeare)First Phase (Conscious-Unconscious)Freud’s Oedipal analysis is extended to Hamlet’s hesitation in avenging his father. Holland critiques Hamlet’s delay as stemming from repressed desires toward his mother, similar to Freud’s psychoanalysis of unconscious drives.
Ulysses (James Joyce)Second Phase (Ego-Nonego)Holland critiques the modernist structure and narrative techniques in Joyce’s Ulysses using ego-psychology, analyzing how the text reflects complex internal conflicts and defenses of the characters through stream-of-consciousness.
Emily Dickinson’s PoetryThird Phase (Self and Other)Holland uses object-relations theory to explore Dickinson’s poems as reflecting a complex interaction between imagination (revery) and reality, with a focus on the reader’s psychological response to the symbolic language of the text.
Criticism Against “Psychoanalysis and Literature: Past and Present” by Norman N. Holland
  • Over-reliance on Psychoanalytic Theory
    Critics argue that Holland’s focus on psychoanalysis, particularly Freudian concepts, limits the scope of literary interpretation. Some feel that his theories overemphasize unconscious drives at the expense of other factors like cultural, historical, or political contexts.
  • Reduction of Literary Texts to Psychological Models
    Holland’s application of psychoanalytic phases can be seen as reductive, as it often seeks to explain complex literary works purely through psychological frameworks. This may ignore other aspects of the text, such as aesthetic form, linguistic innovation, or broader thematic concerns.
  • Ambiguity in Reader-Response Criticism
    While Holland advocates for a reader-response approach, some critics find his reliance on the reader’s psychological projections to be too subjective. This raises concerns about the validity of literary analysis when it becomes entirely dependent on individual reactions, potentially leading to a lack of consistent interpretive standards.
  • Neglect of Contemporary Critical Theories
    Holland’s work is seen by some as being out of step with newer critical theories like deconstruction, post-colonialism, and queer theory. His emphasis on psychoanalysis may limit engagement with these diverse, contemporary approaches that challenge the traditional psychoanalytic focus on universal experiences.
  • Inadequate Bridging Between Psychoanalysis and Literature
    Although Holland attempts to bridge psychoanalysis and literature through the interaction of writers, readers, and texts, critics argue that his model often lacks clarity in demonstrating how psychological theories directly enhance literary understanding without imposing artificial connections.
  • Limited Engagement with Textual Formalism
    Some critics feel that Holland downplays the importance of formal elements like narrative structure, syntax, and style, which are crucial to understanding literature. His psychoanalytic focus can sometimes overshadow the technical and formal analysis of literary texts.
  • Oversimplification of Complex Psychoanalytic Theories
    While Holland integrates psychoanalysis into literary criticism, some argue that he oversimplifies intricate psychoanalytic theories, particularly Lacanian and post-Freudian developments, reducing their depth in favor of more generalized interpretations.
Representative Quotations from “Psychoanalysis and Literature: Past and Present” by Norman N. Holland with Explanation
QuotationExplanation
“Psychoanalysis does not deal with texts but with persons.”Holland emphasizes that psychoanalysis is fundamentally about human psychology, and when applied to literature, it must focus on the psychological experiences of the author, character, or reader rather than the text itself.
“We have three phases of psychoanalysis: conscious—unconscious, ego—nonego, and self and other.”This outlines Holland’s categorization of the development of psychoanalysis, marking the evolution from Freud’s theories to contemporary psychoanalytic schools.
“In POMO, everything has quotation marks around it. The postmodernist says, I’m just playing; I don’t really mean this—it’s up to you to make sense of it.”Holland critiques postmodernism for its playful, ambiguous approach to art and literature, where meaning is decentralized and left for the audience to interpret, reflecting the postmodern skepticism of fixed meaning.
“Feminist psychoanalytic critics have addressed the real reactions of real women to a literature and criticism that are often dominated by male assumptions.”This highlights how feminist critics use psychoanalytic frameworks to explore the gendered nature of literature, addressing issues of male dominance in both the creation and interpretation of texts.
“The postmodern art is jokey and tricky. It self-consciously builds on other art forms.”Here, Holland describes postmodern art and literature as self-referential and ironic, with a focus on intertextuality and the relationship between the work and its audience, rather than the work standing as a self-contained entity.
“Reader-response critics address the real reactions of real people.”Holland advocates for reader-response theory, where the focus shifts from the author and the text to how individual readers interact with and interpret a literary work based on their personal experiences and psychology.
“Psychoanalytic criticism was a considerable advance over first phase, but there is that peculiar assumption that the poem is a mind that the critic can see.”Holland critiques second-phase psychoanalytic criticism for its tendency to treat the text itself as if it were a mind, leading to oversimplified interpretations that assume direct parallels between textual structure and psychological processes.
“The poem embodies a mental process or, more properly, an ego process that we introject.”This quote reflects Holland’s view that literature can be understood as a reflection of psychological processes, particularly ego functions, which readers internalize and process through their own mental frameworks.
“There is no way, no way!, one can apply psychoanalysis to literature directly.”Holland asserts that psychoanalysis must focus on people, not texts. Therefore, literary critics must find ways to apply psychological analysis to authors, characters, or readers rather than to words or narrative structures alone.
“The bridge is actual people engaging in actual literary transactions… the people that write and the people that read, and their very acts of writing and reading.”This highlights Holland’s central thesis that the connection between psychoanalysis and literature lies in the interaction between readers and texts, where personal, psychological experiences shape literary interpretation and meaning.
Suggested Readings: “Psychoanalysis and Literature: Past and Present” by Norman N. Holland
  1. Holland, Norman N. The Dynamics of Literary Response. Oxford University Press, 1968.
  2. Freud, Sigmund. The Interpretation of Dreams. Translated by A.A. Brill, Macmillan, 1913.
  3. Lacan, Jacques. Ecrits: A Selection. Translated by Bruce Fink, W. W. Norton & Company, 2006.
  4. Showalter, Elaine. The Female Malady: Women, Madness, and English Culture, 1830–1980. Pantheon Books, 1985.
  5. Flynn, Elizabeth A., and Patrocinio Schweickart, editors. Gender and Reading: Essays on Readers, Texts, and Contexts. Johns Hopkins University Press, 1986. https://www.amazon.com/Gender-Reading-Essays-Readers-Contexts/dp/0801833064
  6. Kristeva, Julia. Desire in Language: A Semiotic Approach to Literature and Art. Translated by Leon S. Roudiez, Columbia University Press, 1980.
    https://www.amazon.com/Desire-Language-Semiotic-Approach-Literature/dp/0231048077
  7. Jameson, Fredric. Postmodernism, or, The Cultural Logic of Late Capitalism. Duke University Press, 1991.
    https://www.amazon.com/Postmodernism-Cultural-Late-Capitalism-Theories/dp/0822310902
  8. Wright, Elizabeth. Psychoanalytic Criticism: A Reappraisal. Routledge, 1998.
    https://www.routledge.com/Psychoanalytic-Criticism-A-Reappraisal/Wright/p/book/9780415156818
  9. Brooks, Peter. Psychoanalysis and Storytelling. Blackwell, 1994.
    https://www.amazon.com/Psychoanalysis-Storytelling-Peter-Brooks/dp/0631186783

“Macherey and Marxist Literary Theory” by Terry Eagleton: Summary and Critique

“Macherey and Marxist Literary Theory” by Terry Eagleton was first published in 1982 as part of the Royal Institute of Philosophy Lecture Series (Volume 14).

"Macherey and Marxist Literary Theory" by Terry Eagleton: Summary and Critique
Introduction: “Macherey and Marxist Literary Theory” by Terry Eagleton

“Macherey and Marxist Literary Theory” by Terry Eagleton was first published in 1982 as part of the Royal Institute of Philosophy Lecture Series (Volume 14). This essay holds significant importance in the realms of literature and literary theory due to its insightful exploration of Pierre Macherey’s Marxist approach to literary analysis. Eagleton delves into Macherey’s concept of the “transcendental unconscious” and its implications for understanding the underlying ideological structures at play within literary texts. By examining Macherey’s work, Eagleton sheds light on the ways in which literature can both reflect and challenge dominant social and political ideologies, offering valuable insights for scholars and students alike.

Summary of “Macherey and Marxist Literary Theory” by Terry Eagleton
  • Macherey’s Critique of Neo-Hegelianism:
    • Pierre Macherey attempts to liberate Marxist literary criticism from neo-Hegelian and empirical ideologies.
    • He emphasizes moving away from the concept of the “author as producer” that focuses on art’s relation to its material base and superstructure.
    • Quotation: “Macherey’s project is nothing less than the liberation of Marxist criticism from every taint of Hegelianism and empiricism.”
  • Macherey’s Althusserian Approach:
    • He applies Althusserian epistemology to literary criticism, distinguishing criticism from its object, the text.
    • For Macherey, criticism produces a new discourse that reveals what the text does not explicitly say, unlike empirical criticism that treats the text as a spontaneous given.
    • Quotation: “Criticism is not an ‘instrument’ or ‘passage’ to the truth of a text, but a transformative labor which makes its object appear other than it is.”
  • Text as a Determinate Object:
    • The literary text is seen as a determinate object shaped by specific conditions and labor. The author does not “create” but “discovers” the narrative, indicating that the text has its own necessity that cannot be altered.
    • Quotation: “The necessity of the text is not the reflection of the author’s sustaining, unifying intention.”
  • Internal Contradictions and Ruptures:
    • According to Macherey, every text is characterized by internal ruptures and contradictions, which are essential to its identity. These internal diversities are not merely a reflection of an underlying unity but the very structure of the text itself.
    • Quotation: “The work is constituted by an interior ‘rupture’ or ‘decentrement’ worked upon its initial situation.”
  • Silences and Absences in the Text:
    • Macherey argues that the truth of a literary work lies not in what it explicitly states, but in its silences and absences. This absence becomes a key feature of the text, revealing the gaps and limits in the ideological structure.
    • Quotation: “The text puts the ideology into contradiction by illuminating its gaps and limits, revealing ideology as a structure of absences.”
  • Distancing Ideology Through Literary Form:
    • The contradictions within the text reveal its ideological limits, showing how the text distances itself from ideology. However, this distancing does not automatically subvert ideology; it can also support it, depending on the historical and ideological context.
    • Quotation: “Form distantiates the ideological, but whether it subverts or underwrites depends… upon the historical and ideological situation in which the text is situated.”
  • Rejection of Structuralism:
    • Macherey critiques the structuralist approach, which seeks to decode hidden meanings within the text. For him, the significance of the text is not found in its “depth” but in its external relation to ideology and other texts.
    • Quotation: “The work hides nothing, keeps no secret, is entirely ‘readable’ and offered to view.”
  • Literary Text as an Active Force:
    • The literary text does not merely reflect ideology but actively engages with it, transforming it in the process. This interaction reveals the ideological absences and contradictions that underlie the work.
    • Quotation: “The literary work, in thus transforming the ideological illusion, implicitly yields a critique of its own ideological status.”
Literary Terms/Concepts in “Macherey and Marxist Literary Theory” by Terry Eagleton
Literary Term/ConceptExplanationQuotation/Explanation from the Text
Author as ProducerA Marxist concept emphasizing the role of the author in relation to the material base and superstructure, often seen as politically indeterminate in certain contexts.“The ‘author as producer’ concept is one which must, as it were, lie dormant over certain spans of literary history.”
Epistemological BreakA concept by Althusser, applied by Macherey to establish a radical distinction between literary criticism and the text it analyzes.“Macherey’s intention is to inaugurate a radical ‘epistemological break’ with what has come before.”
Text as a Determinate ObjectThe idea that the literary text is not a reflection of the author’s intent but the result of specific historical and material conditions, with its own internal necessity.“The literary object is determinate, and so can be the object of rational study.”
Internal RupturesThe concept that a literary work is characterized by contradictions and breaks, which are essential to its structure and meaning.“The work is constituted by an interior ‘rupture’ or ‘decentrement’ worked upon its initial situation.”
Silences and AbsencesRefers to the unspoken elements within a text that reveal deeper ideological tensions and contradictions, shaping the text’s meaning.“Criticism…makes speak the text’s silences.”
Normative IllusionA critical error that measures the text against an ideal model or normative expectations, ignoring the text’s specific materiality and conditions of production.“The normative illusion constitutes a refusal of the object as it is: it ‘corrects’ it against an independent, pre-existent model.”
Ideological ContradictionThe idea that texts do not merely reflect ideology but engage with its contradictions, revealing ideological limits and absences.“The text puts the ideology into contradiction by illuminating its gaps and limits.”
EmpiricismA critical approach critiqued by Macherey for treating texts as given objects, which can be known merely through observation without transformation.“Scientific criticism is the antagonist of empiricist critical ‘knowledge’.”
Form as DistantiationThe idea that literary form distances itself from ideology, potentially subverting or supporting it based on historical and ideological contexts.“Form distantiates the ideological.”

Contribution of “Macherey and Marxist Literary Theory” by Terry Eagleton  to Literary Theory/Theories

  • Critique of Empiricism in Literary Criticism:
    • Eagleton highlights Macherey’s rejection of empiricist approaches that treat the text as a given object to be passively interpreted. Instead, Macherey advocates for a transformative critique where criticism actively produces new knowledge by engaging with the silences of the text.
    • Quotation: “Criticism…is a transformative labor which makes its object appear other than it is.”
  • Rejection of the “Author as Creator” Concept:
    • The theory disputes the romanticized idea of the author as a creator who imposes unity on the text. Macherey sees the author as a discoverer rather than an inventor, operating under the constraints of ideological and narrative structures.
    • Quotation: “It is mere mystification to speak of the author as a ‘creator’.”
  • Focus on Internal Contradictions and Silences:
    • Macherey introduces the concept that the contradictions, ruptures, and silences within a text are integral to its meaning. These silences reveal the ideological limits within the text, moving beyond traditional readings that seek a unified meaning.
    • Quotation: “The task of criticism is to theorize the necessity of this diversity.”
  • Text as a Site of Ideological Conflict:
    • Macherey views the literary text not as a reflection of ideology but as an active space where ideology is produced and contested. This positions the text as a battleground of conflicting ideologies rather than a passive vessel of ideological content.
    • Quotation: “The text produces ideology…and in doing so it reveals in its own internal dislocations the gaps and limits.”
  • Contribution to the Althusserian Tradition:
    • Macherey applies Althusserian epistemology to literary criticism, focusing on how criticism and literature belong to different realms of knowledge production. This epistemological break is a radical departure from both Hegelian dialectics and empiricism.
    • Quotation: “His intention is to inaugurate a radical ‘epistemological break’ with what has come before.”
  • Revolutionary Approach to Literary Form:
    • Macherey challenges traditional formalist theories, proposing that form is not a mere reflection of ideological content but a distancing mechanism that reveals the ideological tensions and absences within a text.
    • Quotation: “Form distantiates the ideological, but whether it subverts or underwrites depends…upon the historical and ideological situation.”
  • Criticism as a Science:
    • He proposes that criticism is not simply a hermeneutic task of interpreting a text’s hidden meanings, but rather a scientific process of constructing new knowledge that highlights the conditions of a text’s possibility, including its inherent contradictions.
    • Quotation: “Scientific criticism…establishes a decisive rupture between itself and the object, distancing itself to produce a new knowledge of it.”
  • Literature as Ideological Production, Not Reproduction:
    • Eagleton emphasizes Macherey’s view that literature does not reflect reality or ideology but produces it. This is a key distinction in Marxist theory, asserting that literature actively shapes and transforms the ideological world rather than simply mirroring it.
    • Quotation: “Rather than ‘reproducing’ ideology, the text produces it, setting it in motion and endowing it with a form.”
Examples of Critiques Through “Macherey and Marxist Literary Theory” by Terry Eagleton
Literary WorkCritique through Macherey’s TheoryQuotation/Explanation from the Text
Jules Verne’s FictionVerne’s fiction attempts to represent bourgeois progress but is ideologically constrained to use images from the past. This contradiction creates an internal ideological torsion.“Verne’s fiction ‘wants’ to represent bourgeois progress as a march forward to the future, yet finds itself enforced to represent this march in images bound to the past.”
Henry James’ NovelsJames’ aesthetic redefinition of fiction as organic form is tied to material shifts in literary production but does not necessarily reflect an ideological transformation.“The aesthetic redefinition of fiction as ‘organic form’ which develops in late nineteenth-century England…is not clear how such material mutations become an active element.”
Thackeray’s Henry EsmondWhile this novel differs in its production mode from Thackeray’s serialized works, it does not fundamentally alter his ideological stance, illustrating the gap between form and ideology.“Though this difference of productive mode undoubtedly impresses itself on the novel’s form, it leaves the ‘Thackerayan ideology’ essentially intact.”
Tolstoy’s Works (Lenin’s Critique)Tolstoy’s work is described as a selective mirror of the Russian Revolution, reflecting fragmented and partial images rather than a straightforward ideological reproduction.“If Tolstoy’s work is indeed a mirror, then it is an angled, selective one thronged by fragmented images, as notable for what it does not, as for what it does, reflect.”
Criticism Against “Macherey and Marxist Literary Theory” by Terry Eagleton  
  • Risk of Formalism:
    • Macherey’s focus on literary form as a site of ideological distantiation can lead to a Marxist variety of formalism, where form is treated as having an essential and unchanging function.
    • Quotation: “Though his contention that form distantiates the ideological is suggestive, why should this distantiation automatically be subversive?”
  • Neglect of Reader Reception:
    • Macherey’s early work focuses solely on the production of the text, neglecting the role of reader reception and the historical context in which a text is interpreted. This overlooks how texts “live” through their interactions with readers.
    • Quotation: “His early work…completely suppresses the reality of the literary text as an historically mutable practice which ‘lives’ only in the process of its transaction with particular readers.”
  • Overemphasis on Ideology as Homogeneous:
    • Macherey, following Althusser, tends to treat ideology as a non-contradictory and homogeneous illusion. This downplays the internal contradictions and class struggles that shape ideology, leading to an overly rigid understanding of how texts engage with ideology.
    • Quotation: “Ideology, however, has no such homogeneity…it is certainly homogenizing in tendency, but it nowhere, fortunately, has the success which Macherey assigns to it.”
  • Abstract View of Ideology and Art:
    • By focusing on how texts distort or transform ideology, Macherey’s theory risks treating literary works as abstract constructions, distancing them from the material and historical realities they engage with.
    • Quotation: “Macherey’s formalism is in part a result of his Althusserian notion of ideology…as a structure of absences rather than something engaged with historical contradictions.”
Representative Quotations from “Macherey and Marxist Literary Theory” by Terry Eagleton with Explanation
QuotationExplanation
“Criticism is not an ‘instrument’ or ‘passage’ to the truth of a text, but a transformative labor which makes its object appear other than it is.”Macherey views criticism as an active process that transforms the text, rather than merely uncovering an already present truth.
“The necessity of the text is not the reflection of the author’s sustaining, unifying intention.”This challenges the traditional view of the author as the unifying force of a text, emphasizing instead the text’s own internal structure and necessity.
“The text puts the ideology into contradiction by illuminating its gaps and limits, revealing ideology as a structure of absences.”Macherey’s theory focuses on the ideological gaps and contradictions within a text, showing how the text exposes the limits of its own ideology.
“Form distantiates the ideological, but whether it subverts or underwrites depends…upon the historical and ideological situation.”Here, Eagleton emphasizes that the distancing function of form does not always lead to subversion; its impact is contingent on historical context.
“Every work is constituted by an interior ‘rupture’ or ‘decentrement’ worked upon its initial situation.”Macherey asserts that every literary text is internally divided, characterized by contradictions and ruptures, rather than a harmonious unity.
“The ‘author as producer’ concept is one which must, as it were, lie dormant over certain spans of literary history.”Eagleton critiques the applicability of the “author as producer” concept, arguing that it may not be relevant across all periods of literary history.
“The work’s ‘necessity’ is not an initial ‘given’ but a product…the meeting-place of several diverse ‘lines of necessity’.”The text’s internal necessity is not pre-determined by the author but emerges from the interaction of various conflicting elements within the work.
“The text produces ideology…and in doing so it reveals in its own internal dislocations the gaps and limits.”Rather than simply reflecting ideology, Macherey suggests that literary texts actively produce ideology, while also exposing its limitations.
“It is necessary to determine what a text lacks—lacks without which it would not exist, would have nothing to say.”This quotation highlights the importance of the absences in a text, which are crucial to its meaning and existence according to Macherey’s theory.
“The postulate of the work’s unity, which has always more or less haunted bourgeois criticism, must be unequivocally denounced.”Macherey rejects the notion that literary works possess a unified meaning, a view prevalent in traditional, bourgeois criticism.
Suggested Readings: “Macherey and Marxist Literary Theory” by Terry Eagleton
  1. Eagleton, Terry. Literary Theory: An Introduction. University of Minnesota Press, 1983. https://www.upress.umn.edu/book-division/books/literary-theory.
  2. Althusser, Louis. Lenin and Philosophy and Other Essays. Monthly Review Press, 1971. https://www.marxists.org/reference/archive/althusser/1970/lenin-philosophy.htm.
  3. Macherey, Pierre. A Theory of Literary Production. Routledge & Kegan Paul, 1978. https://www.routledge.com/A-Theory-of-Literary-Production/Macherey/p/book/9780415772860.
  4. Lukács, Georg. The Theory of the Novel: A Historico-philosophical Essay on the Forms of Great Epic Literature. MIT Press, 1971. https://mitpress.mit.edu/9780262620208/the-theory-of-the-novel/.
  5. Brecht, Bertolt. Brecht on Theatre: The Development of an Aesthetic. Methuen Drama, 1964. https://www.bloomsbury.com/us/brecht-on-theatre-9780413388001/.
  6. Benjamin, Walter. Illuminations: Essays and Reflections. Schocken Books, 1968. https://www.penguinrandomhouse.com/books/176085/illuminations-by-walter-benjamin/.
  7. Jameson, Fredric. The Political Unconscious: Narrative as a Socially Symbolic Act. Cornell University Press, 1981. https://www.cornellpress.cornell.edu/book/9780801492228/the-political-unconscious/.
  8. Balibar, Étienne, and Pierre Macherey. Reading Capital. NLB, 1970. https://www.versobooks.com/products/1718-reading-capital.
  9. Williams, Raymond. Marxism and Literature. Oxford University Press, 1977. https://global.oup.com/academic/product/marxism-and-literature-9780198760610.