已阅读1页,还剩22页未读, 继续免费阅读
版权说明:本文档由用户提供并上传,收益归属内容提供方,若内容存在侵权,请进行举报或认领
文档简介
本科生毕业论文从女性主义的角度分析简爱ANANALYSISONJANEEYREFROMTHEPERSPECTIVEOFFEMINIST摘要十九世纪英国女作家夏洛蒂勃朗特的作品简爱因其独特的思想内容和表现手法,一直被看作是英国文学的经典之作。自从作品问世以来,一直受到文学评论界的关注。尤其是作品中对女性独立与平等的追求,使得小说中女主人公简爱的形象负载了西方妇女在19世纪开始觉醒的女性意识。英国文学不乏叛逆女性的形象,但像简爱那样卑微、平凡、孤苦无依而又相貌平平的“弱势”女性,如此自觉地对抗强大的父权社会,算是空前的。此篇论文从女性主义的角度出发,通过对作品中女主人公简爱的分析,揭示小说中所反映的维多利亚时期女性性别意识的觉醒和当时女性的社会地位。在维多利亚时期女性地位得到了提高,女性意识得到了发展,但是仍然受到社会等级和社会地位的限制。但总体来说,随着时代的发展,女性地位和女性意识都得到了不同程度的提高。关键词简爱;夏洛蒂勃朗特;女性主义;平等和自由ABSTRACTCHARLOTTEBRONTEISANOUTSTANDINGWOMANWRITERINTHE19THCENTURYENGLISHLITERATURE,HERWORKJANEEYREHASBEENREGARDEDASTHECLASSICSOFTHEENGLISHLITERATUREDUETOITSUNIQUECONTENTANDWAYOFEXPRESSIONSINCETHEWORKHASBEENPUBLISHED,ITHASATTRACTEDTHEATTENTIONOFTHELITERARYCRITICSESPECIALLYTHEPURSUITOFFEMALEINDEPENDENCEANDEQUALITY,MAKINGTHEHEROINESOFJANESIMAGELOADSTHEWESTERNWOMENSAWAKENINGOFFEMINISTCONSCIOUSNESSINTHE19THCENTURYTHEREISNOLACKOFTHEIMAGEOFREBELLIOUSWOMENINENGLISHLITERATURE,BUTLIKEJANEEYRE,ASHUMBLE,ORDINARY,PLAINBUTWHOHAVENO“MINORITY”WOMEN,SOCONSCIOUSLYAGAINSTTHESTRONGPATRIARCHALSOCIETY,BEREGARDEDASUNPRECEDENTEDTHISPAPERREVEALSTHEWAKEOFTHEGENDERCONSCIOUSANDTHESOCIALPOSITIONOFWOMENINVICTORIANPERIODTHROUGHTHEANALYSISOFTHEHEROINEFROMTHEFEMINISTPERSPECTIVETHESTATUSOFWOMENINTHEVICTORIANPERIODHASIMPROVEDBYTHEDEVELOPMENTOFFEMALECONSCIOUSNESS,BUTSTILLAFFECTEDBYSOCIALCLASSANDSOCIALSTATUSKEYWORDSJANEEYRE;CHARLOTTEBRONTEFEMALEEQUALITYFREEDOMTABLEOFCONTENTSACKNOWLEDGEMENTSI摘要IIABSTRACTIIITABLEOFCONTENTSIVCHAPTER1INTRODUCTION111SOCIALBACKGROUND112MOTIVATIONSANDOBJECTIVES1CHAPTER2LITERATUREREVIEW321THEDEFINITIONOFFEMINISM322RESEARCHBACKGROUND423HISTORICALVIEWS4CHAPTER3CHARLOTTEBRONTEANDJANEEYRE631CHARLOTTEBRONTE6311PERSONALEXPERIENCEOFCHARLOTTEBRONTE6312CHARLOTTEBRONTESPOSITIONINLITERARYHISTORY732JANEEYRE7321THEPLOTOVERVIEWOFJANEEYRE7322THETHEMEOFJANEEYRE8323LITERARYVALUEOFJANEEYRE9CHAPTER4THERISINGOFJANEEYRESFEMALECONSCIOUSNESS1041GATESHEADBEGINNINGOFFEMALECONSCIOUSNESS1042LOWOODGROWINGOFFEMALECONSCIOUSNESS1143THORNFIELDUPRISINGOFFEMALECONSCIOUSNESS11CHAPTER5PURSUITOFEQUALITYANDFREEDOM1351PURSUITOFEQUALITY1352PURSUITOFFREEDOM1353LIMITATIONOFTHEFEMINISM14CHAPTER6CONCLUSION15BIBLIOGRAPHY17CHAPTER1INTRODUCTION11SOCIALBACKGROUNDJANEEYREISONEOFTHEFAMOUSNOVELSWRITTENBYCHARLOTTEBRONTEINTHE19THCENTURYANDITISAMONGMYFAMOUSNOVELSSINCEITSPUBLICATION,ITHASATTRACTEDALOTOFATTENTIONFROMTHELITERATUREREVIEW,THETHESISOFTHEWORKISABOUTFEMINISMINTHELATERPARTOFTHETWENTIETHCENTURY,ITBECOMESCOMMONFORLITERARYCRITICSTOPAYATTENTIONTOFEMINISTELEMENTSINCHARLOTTEBRONTESNOVELSFEMINISTFIRSTAPPEAREDINFRANCETHEFRENCHREVOLUTIONCHALLENGEDSOCIALINEQUALITIESANDOPENEDDOORSFORWOMENSFIGHTFOREQUALITYASSLAVERYINAMERICABECAMEWIDESPREADINTHEEARLY1800S,MANYSCHOLARSCHALLENGEDITSEXISTENCEWOMENINTHISPERIODARELARGELYCONFINEDTOHOMEANDAREEXPECTEDTOMARRYINORDERTOSECURESTATESANDPRIVILEGEIN1848,STANTONANDMOTTCALLTHEFIRSTSENECAFALLSCONVENTIONFORWOMENSRIGHTSWHICHCALLSFORWOMENSRIGHTTOVOTEANDSTATESTHATALLMENANDWOMENARECREATEDEQUALJANEEYREWASPUBLISHEDIN1847ALONGWITHTHEDEVELOPMENTOFTHEWOMENMOVEMENTTHEWRITER,CHARLOTTEBRONTEHADBEENRAISEDBYTHEFATHERWHOTAUGHTHISCHILDRENTOTHINKFORTHEMSELVESSHELEARNEDTOTRUSTHERINSTINCTSTHATENCOURAGEDHERTOBELIEVETHATWOMEN,ASWELLASMEN,HADANEEDTODREAM,TOEXPLORE,THATTHEY“NEEDEXERCISEFORTHEIRFACULTIES,ANDAFIELDFORTHEIREFFORTSASMUCHASTHEIRBROTHERSDO”CHARLOTTEBRONTE,1992130HERMOTHERDIEDIN1821,LEAVINGTHECHILDRENINTHECAREOFTHEIRAUNTLIVINGINTHERECTORY,SHEHADLITTLETODOOTHERTHANREADANDWRITETHELONELINESSSHEEXPERIENCEDWASCLEARLYACUTE12MOTIVATIONSANDOBJECTIVESINVICTORIANTIMES,CHARLOTTEBRONTEWASAMONGTHEFIRSTFEMINISTWRITERSTHISWASTHETIMETHATTHEWOMENWERELOOKEDDOWNUPONBYTHESOCIETYTHEYHADFEWRIGHTSANDFEWOPTIONSOPENTOTHEMFORSELFSUPPORTFORMOSTWOMENTHEONLYWAYTOLIVEDECENTLYWASTOGETMARRIED,ANDINMANYCASES,ITWASNOTUPTOTHEWOMENTOCHOOSEWITHWHOMSHEMARRIEDFORTHEMOSTPART,AWOMANWASNOTGIVENTHEOPPORTUNITYTOGOTOSCHOOLANDEARNADEGREEUNLESSSHEWASBORNINTOAHIGHSOCIALCLASSTHEAVERAGEVICTORIANWOMANWASTREATEDNOTASAPERSON,BUTASANOBJECTORPIECEOFPROPERTYSHEHADVERYFEWRIGHTSEITHERINSOCIETY,ORMARRIAGEINJANEEYRE,THEMAINCHARACTER,JANE,EXPLORESTHEDEPTHATWHICHWOMENMAYACTINSOCIETYANDFINDSHEROWNBOUNDARIESINVICTORIANENGLANDJANEEYREISANOVELABOUTONEWOMANSJOURNEYTHROUGHLIFE,SOSHEDESCRIBEDJANESEXPERIENCEINDETAILTOSHOWTHEINFERIORITYOFTHEWOMANANDTHEPOVERTYOFTHESOCIETYBUTJANEISSUCHSELFRESPECT,INDEPENDENTANDDECISIVEWOMANHERFEMALECONSCIOUSNESSANDHERSTRUGGLINGEXPERIENCESETABRILLIANTEXAMPLEFORTHEFEMALEWORLDWIDEHERSPIRITENCOURAGESWOMANTOFIGHTFORLIBERATIONASAGREATBOOK,JANEEYRENOTONLYAWAKESITSEARLYREADERSOFTHEVICTORIANSAGE,BUTALSOENCOURAGESTHEMODERNWOMENJANEEYRETELLSNOTONLYWHATANINDEPENDENTWOMANISLIKEBUTALSOWHATASUCCESSFULWOMANSHOULDDOTHROUGHTHEABOVEANALYSIS,WECANKNOWTHATTHEAUTHOROFJANEEYRECREATEDSUCCESSFULLYATYPICALWOMANCHARACTERWHOHASTHECOURAGETOREBELANDFIGHTFORFREEDOMANDEQUALITYTHISPAPERREVEALSTHEWAKEOFTHEGENDERCONSCIOUSANDTHESOCIALPOSITIONOFWOMENINVICTORIANPERIODTHROUGHTHEANALYSISOFTHEHEROINEFROMTHEFEMINISTPERSPECTIVETHEFIRSTCHAPTERINTRODUCESTHESOCIALBACKGROUND,THETYPEANDTHESUBJECTOFTHEWORKTHESECONDCHAPTERINTRODUCESTHETHEORETICALBASIS,THEFORMOFFEMINISTANDITSINFLUENCETOTHECREATIONOFTHEWORKTHETHIRDCHAPTERPUTSTHEFOUNDATIONTOANALYZETHEFEMALECONSCIOUSTHROUGHTHECOMPARISONOFTHEAUTHORSEXPERIENCEANDTHEPLOTOFTHEWORKTHEFOURTHCHAPTERANALYSESTHEMAINCHARACTERINTHREEASPECTSITALSOREFLECTSTHEDEVELOPMENTOFTHEFEMALECONSCIOUSNESSANDTHEPURSUITOFTHEEQUALITYTHEFIFTHCHAPTERANALYSESJANESPURSUITOFEQUALITYANDLIBERTYFROMTHEFEMINISTPERSPECTIVE,REFLECTINGTHE19THCENTURYWOMENSEFFECTTOPURSUITFREEDOMANDEQUALITYASWELLASTHELIMITATIONOFTHEFEMALECONSCIOUSTHESIXTHCHAPTERISTHECONCLUSIONOFTHEWORKINVICTORIANTIMES,WOMENSSTATUSGOTDIFFERENTIMPROVEMENT,BUTDUETORESTRICTIONOFTHESOCIALSTATUS,FEMALECONSCIOUSNESSSTILLHASTHELIMITATIONCHAPTER2LITERATUREREVIEW21THEDEFINITIONOFFEMINISMTHEIDEAOF“FEMINISM”APPEAREDSEVERALCENTURIESAGO,WHILEEVENTODAYTHEREISNOEXACTLYDEFINITIONTHROUGHOUTTHEHISTORY,WOMENHAVEALWAYSSTRUGGLEDTOGAINEQUALITY,RESPECTANDTHESAMERIGHTSASMENWHATISFEMINISMBYGENERALDEFINITION,FEMINISMISAPHILOSOPHYINWHICHWOMENANDTHEIRCONTRIBUTIONSAREVALUEDITISBASEDONSOCIALPOLITICALANDECONOMICALEQUALITYFORWOMENFEMINISMCANALSOBEDESCRIBEDASAMOVEMENTORAREVOLUTIONTHATINCLUDESWOMENANDMENWHOWISHTHEWORLDTOBEEQUALWITHOUTBOUNDARIESTHEREAREMANYDIFFERENTTYPESOFFEMINISTTHEORYANDEACHHASAPROFOUNDIMPACTONWOMENANDGENDERSTUDIESTHEFIRSTISCULTURALFEMINISMWHICHISTHETHEORYTHATTHEREAREFUNDAMENTALPERSONALITYDIFFERENCESBETWEENWOMENANDMENMOSTFEMINISTSHOLDABELIEFTHATWOMANASGROUPSARETREATEDDIFFERENTLYFROMMENTHEYARESUBJECTTOPERSONALANDINSTITUTIONALDISCRIMINATIONSTEVENGOLDBERG,1973FEMINISTSBELIEVETHATBEINGFEMALETOALARGEEXTENTDETERMINESONESLIFEBEINGAWOMANMEANSHAVINGACERTAINGENDER,ESPECIALLYFEMININITYFEMINISTSALSOBELIEVEDTHATTHESOCIETYISORGANIZEDINFAVOROFTHEMENFEMINISTSTRYTOEXPLAINTHATTHEPOWERSAREIMBALANCEDDUETOTHEGENDERDIFFERENCELITERATUREWILLOFTENREFLECTTHECULTURALASSUMPTIONSANDATTITUDESOFITSPERIOD,OFCOURSEINCLUDEATTITUDESTOWARDSWOMENTHEIRSTATUS,THEIRROLES,THEIREXPECTATIONSANDFEMINISTTHEORISTSAIMTOUNDERSTANDTHENATUREOFINEQUALITYANDFOCUSONGENDERPOLITICS,POWERRELATIONS,ANDSEXUALITYFEMINISTPOLITICALACTIVITIESADVOCATEFORSOCIAL,POLITICAL,ANDECONOMICEQUALITYBETWEENTHESEXESTHEYCAMPAIGNONISSUESSUCHASREPRODUCTIVERIGHTS,DOMESTICVIOLENCE,MATERNITYLEAVE,EQUALPAY,DISCRIMINATIONANDSEXUALVIOLENCEWHENWETALKABOUTTHEFEMINISTCRITICISM,WEMUSTMENTIONTHATTHEWORD“FEMINISM”ACCORDINGTOTHENEWENCYCLOPEDIABRITANNICA,“FEMINISM”,ALSOCALLED“FEMINISTMOVEMENT”OR“WOMENSLIBERATIONMOVEMENT”,REFERSTOTHESOCIALMOVEMENTSTHATSEEKEQUALRIGHTSFORWOMEN,GIVINGTHEMEQUALSTATUSWITHMENANDFREEDOMTODECIDETHEIROWNCAREERSANDLIFEPATTERNSTHEREAREOTHERFIVEDIFFERENTDEFINITIONSOFFEMINISM1CHALLENGINGTHEPOWERSTRUCTUREBETWEENMENANDWOMENSEEINGMENANDWOMENASGROUPSRATHERTHANINDIVIDUALS2REBELLINGAGAINSTANDREJECTINGPOWERSTRUCTURES,INSTITUTIONS,LAWS,ORSOCIALCONVENTIONSTHATMAINTAINWOMENASSUBORDINATE,POWERLESS,ORSECONDCLASSCITIZENS3ARGUINGAGAINSTTHEDIVISIONOFLABORTHATVALUESMENINTHEPUBLICSPHEREWORK,SPORTS,GOVERNMENT,LAWANDDEVALUESWOMENINTHEPRIVATESPHERE(HOME,CHILDCARE,REPRODUCTIVELABOR,HOUSEWORK,MAINTAININGFAMILY4WORKINGASACOLLECTIVETOFIGHTFORWOMENSRIGHTSINALLFACETSOFMODERNLIFE,INCLUDINGTHEWORKPLACE,SEXUALITY,REPRODUCTIVERIGHTS,FAIRREPRESENTATION,ANDACCEPTANCEOFALTERNATIVEFAMILIES5DEMANDINGFULLRIGHTSFORALLWOMENANDMEN22RESEARCHBACKGROUNDINTHEYEAROF1800S,PEOPLEHAVEFEWRIGHTSANDFEWCHANCESWOMENARESTILLREGARDEDASTHESECONDCLASSCITIZENSBUTTHINGSTOCHANGEAFTERTHEREIGNOFQUEENVICTORIATHEVICTORIANTIMEISAPERIODOFDRAMATICCHANGETHATBROUGHTENGLISHTOITSHIGHESTPOINTOFDEVELOPMENTTHEINDUSTRIALREVOLUTIONBRINGSANENORMOUSINCREASEINWEALTHANDPROVIDESTHETOOLSFORTHEDEVELOPMENTASWELLASSERIOUSSOCIALPROBLEMSDURINGTHETIME,WOMENGRADUALLYGAINTHERIGHTTOTHEIRPROPERTYUPONMARRIAGETHROUGHTHEMARRIEDWOMENSPROPERTYACT,THERIGHTTODIVORCEBYTHEENDOFVICTORIASREIGN,WOMENCOULDTAKEDEGREESATTWELVEUNIVERSITIESBUTGENERALCONDITIONSFORWOMENARESTILLPOOR23HISTORICALVIEWSFEMINISMISDIFFICULTTODEFINEBECAUSEOFTHEMANYDIFFERENTKINDSOFFEMINISMS,WHICHSTILLEXISTTODAYFEMINISMSTARTEDASWOMENSSTRUGGLEFORTHEIRPOLITICALRIGHTS,ANDFLOURISHEDINTHEWORLDOFLITERATUREITWASENCOURAGING,THRILLINGANDENLIGHTENINGFORATIME,BUTITALSOHADBEENFACEDWITHCHALLENGESANDDOUBTSFEMINISMFIRSTAPPEAREDINFRANCEMANYSCHOLARSHAVEDEVOTEDTHEMSELVESTOTHERESEARCHONITVIRGINIAWOOLF1929ISKNOWNASTHEMODERNISMANDFEMINISTPIONEERINTHETWENTIETHCENTURYSHEADVOCATESFEMINISMANDNOTESTHATWOMENHAVETOBEINDEPENDENTINTHEECONOMICANDLIFESTEVENGOLDBERG1973HOLDTHEVIEWTHATWOMENSGROUPSEXISTASANINDEPENDENT,THEYALSOBEARTHEHEAVYBURDENANDTHESYSTEMOFGENDERDISCRIMINATIONELAINESHWALTER1979ISAMERICANLITERARYCRITICSANDFEMINISTWRITERSHECALLSFOREQUALITYBETWEENWOMENANDMENINCHINA,SCHOLARSBEGANTOTOUCHUPONFEMINISMINJANEEYREFROMTHEMIDDLEOFTHE1980SZHANGWEIHOLDTHEVIEWTHATJANEEYREREPRESENTSTHEIDEAOFWOMENSLIBERATIONSINCESHELONGSFORHERFINANCIALINDEPENDENCEANDAMARRIAGEBASEDONLOVE张伟,2001ZHUHONGPOINTSOUT“WOMENNOTONLYPURSUITOFSPIRITUALEQUALITYBUTALSOTHEECONOMICINDEPENDENT”1987FORMTHEBRIEFLIBERATIONREVIEWWECANSEETHATBOTHINWESTANDINCHINA,JANEEYREHASGOTGREATATTENTIONFROMTHECRITICSTHENOVELPROVIDEDTHEREADERANEWWORLDOFTHESOCIETYINTHEVICTORIANTIMEJANEEYREISAPLAINGIRLBUTSHEHASASTRONGWILL,SHEDARESTOPURSUETHEECONOMICINDEPENDENCEANDSOCIALSTATESINAWORLDTHATWOMENAREREGARDEDASASECONDCLASSSHESETANEXAMPLEFORTODAYSWOMENIHOPETHATMYEFFORTINWRITINGTHISTHESISWILLMAKESOMEHELPFORTHELATERRESEARCHCHAPTER3CHARLOTTEBRONTEANDJANEEYRE31CHARLOTTEBRONTE311PERSONALEXPERIENCEOFCHARLOTTEBRONTECHARLOTTEBRONTEWASBORNINYORKSHIRE,ENGLANDONAPRIL21,1816SHEWASTHETHIRDCHILDOFMARIABRANWELLBRONTEANDTHEREVERENDPATRICKBRONTEORIGINALLYOFIRISHDECENT,THECHILDRENALLINHERITEDTHEIRFATHERSPASSIONATEIRISHTEMPERAMENTWHENSHEWASFIVEYEARSOLD,HERMOTHERDIEDANDSHEWASRAISEDBYHERAUNTASTHEOLDESTDAUGHTERINAFAMILYOFSIX,SHEHELPEDRAISEHERBROTHER,BRANWELL,ANDTWOSISTERS,EMILYANDANNETHEIRFATHER,ASTRICTCLERGYMAN,BELIEVEDINSELFEDUCATION,ANDHISCHILDRENWASFORBIDDENTOATTENDSCHOOLORSOCIALIZEWITHOTHERCHILDRENHEALLOWEDHISCHILDRENTOROAMONTHEMOORASTHEYOUNGBROTTOGREWUP,THEYBECAMEMOREADVENTUROUSANDGAINEDASENSIBILITYOFEVERYDAYDETAILSINNATUREIN1824CHARLOTTEANDTHREEOFHERSISTERSWERESENTTOCOWANBRIDGE,ASCHOOLFORDAUGHTERSOFCLERGYMENOBVIOUSLYHECHOSETHESCHOOLFORITSLOWTUITION,BUTTHELIVINGCONDITIONSWEREINTOLERABLEANDTHEDISCIPLINEOVERLYRIGIDTHE“LOWOOD”SECTIONOFJANEEYREVIVIDLYCONVEYSCHARLOTTESUNHAPPYMEMORIESOFHEREXPERIENCETHEREAFTERANOUTBREAKOFTUBERCULOSISKILLEDMARIAANDELIZABETH,CHARLOTTEANDEMILYWEREBROUGHTHOMEDURINGTHISTIME,CHARLOTTETAUGHTHERSISTERSATHOMEANDWORKEDASAGOVERNESS,ANEXPERIENCEWHICHSHEDESCRIBEDINJANEEYRESEVERALYEARSLATER,SHERETURNEDTOSCHOOL,BUTLATERSHEBECAMEAPRIVATEGOVERNESSINSTEADIN1846,THETHREESISTERSPUBLISHEDABOOKOFPOEMS,ANDTHOUGHTHESALESWERELOW,THEREVIEWSWEREGOODANDSPURREDONFURTHERLITERARYENDEAVORSINAUGUSTOF1846SHEBEGANWORKONJANEEYRETHOUGHITWASPUBLISHEDIN1847,SHEDIDNTTELLHERFATHERABOUTITUNTILTHENEXTYEAR,WHENTHENOVELSSUCCESSWASPLAINTHISSUCCESSWASFOLLOWEDUPBYTRAGEDY,HOWEVERINSEPTEMBER1848,BRANWELLDIED,THISWASCLOSELYFOLLOWEDBYEMILYSDEATHFROMCONSUMPTIONIN1848,ANDANNESDEATHOFTHESAMEDISEASEINMAY1849BEREFT,CHARLOTTEANDHERFATHERCLUNGTOEACHOTHERFORSUPPORTEVENTUALLY,SHESTARTEDSPENDINGSOMETIMEINLONDON,MEETINGOTHERWRITERSOFTHEDAYINJANEEYRE,THEREWEREFIVEDISTINCTSTAGESOFDEVELOPMENT,EACHLINKEDTOAPARTICULARPLACEAFTERTHESUCCESSOFJANEEYRE,SHEREVEALEDHERIDENTITYTOHERPUBLISHERANDWENTONTOWRITESEVERALOTHERNOVELSINTHEYEARSTHATFOLLOWED,SHEBECAMEARESPECTEDMEMBEROFLONDONSLITERARYSETBUTTHEDEATHOFSIBLINGSEMILYANDBRANWELLIN1848ANDANNIN1949LEFTHERFEELINGDEJECTEDANDEMOTIONALLYISOLATEDIN1855,SHEDIEDOFPNEUMONIA312CHARLOTTEBRONTESPOSITIONINLITERARYHISTORYALTHOUGHCHARLOTTEBRONTEONLYHASFOURWORKSOFHERLIFE,SHEHASANIMPORTANTPOSITIONINTHEHISTORYOFLITERATURESHEISTHEFIRSTPERSONWHOVOICEOFAWOMANASTHETHEMEOFTHENOVEL杨莉馨,2002LATERWRITERSARESUBJECTTOHERINFLUENCEHERWORKSHAVEBEENREGARDEDASAMODELFORMODERNWOMENFICTIONTOGETHERWITHHERSISTERS,THEYAREKNOWNASTHEBRONTESISTERSINTHEHISTORYOFENGLISHLITERATURE32JANEEYRE321THEPLOTOVERVIEWOFJANEEYREJANEEYREISAYOUNGORPHANANDSHEISRAISEDBYMRSREED,HERCRUEL,WEALTHYAUNTASERVANTNAMEDBESSIEHELPSHERALOT,TELLINGHERSTORYANDSINGINGSONGSTOHERONEDAY,JANEISPUBLISHEDFORFIGHTINGWITHHERBULLYINGCOUSINJOHNREED,SHEISCLOSEDINTHEREDROOMWHEREHERUNCLEREEDDIEDSHEISFRIGHTENEDANDBELIEVESTHATSHESAWHERUNCLESGHOSTWHENSHEWAKESTOFINDHERSELFINTHECAREOFBESSIEANDTHEKINDLYAPOTHECARYMRLIOYD,WHOSUGGESTSTOMRSREEDTHATJANEBESENTAWAYTOSCHOOLTOJANESDELIGHT,HERAUNTAGREESONCEATTHESCHOOL,JANEFINDSTHESCHOOLHEADMASTERMRBROCKLEHURSTISACRUEL,HYPOCRITICALANDABUSIVEMANHETREADSTHESTUDENTSBADLYATSCHOOL,JANEMAKESGOODFRIENDWITHAGIRLNAMEDHELENBURNSBUTLATERHELENDIESOFCONSUMPTIONTHISATTRACTSMOREATTENTIONTOTHEUNHEALTHYCONDITIONSATLOWOODAFTERAGROUPOFMORESYMPATHETICGENTLEMENTAKESBROCKLEHURSTSPLACE,JANESLIFEIMPROVESALOTSHESPENDSEIGHTYEARSATLOWOOD,SIXASASTUDENTANDTWOASATEACHERAFTERTEACHINGFORTWOYEARS,JANEWANTSTOCHANGESHEACCEPTSAGOVERNESSPOSITIONATTHORNFIELDSMANOR,INWHICHSHETEACHESALOVELYGIRLNAMEDADELETHEOWNEROFTHEMANORISROCHESTER,WHOISAIMPASSIONEDMANJANEFINDSHERSELFBEGANTOFALLINLOVEWITHHIMATTHESAMETIME,ROCHESTERISATTRACTEDBYJANEONEDAY,ROCHESTERPROPOSESTOJANEANDSHEACCEPTSTHEWEDDINGDAYARRIVES,ANDJANEANDMRROCHESTERPREPARETOEXCHANGEVOWSMRMASONCRIESOUTTHATROCHESTERALREADYHASAWIFEANDHEISTHEBROTHEROFTHATWIFEBERTHAHISWIFEISSTILLALIVEBUTISLOCKEDINTHEHOUSESHOCKEDBYTHESTORY,JANEFLEESFROMTHEHOUSESHEGOESTHOUGHALOTOFHARDSHIPSAFTERNEARLYPERISHINGONTHEMOORS,SHEISTAKENINANDCAREDFORBYAPARSON,STJOHNANDHEFINDSHERAJOBTEACHINGATACHARITYSCHOOLHEWANTSJANETOACCOMPANYHIMASHISWIFEWHENSHENEARLYGIVESIN,SHEREALIZESTHATSHECANNOTABANDONTHEMANSHETRULYLOVESSOSHEHURRIESBACKTOTHORNFIELDANDFINDSTHATITHASBEENBURNEDTOTHEGROUNDBYMASON,WHOLOSTHERLIFEINTHEFIREROCHESTERLOSTHISEYESIGHTANDONEOFHISHANDSATLASTTHEYGETMARRIEDATTHEENDOFTHESTORY,JANEWRITESTHATTHEYENJOYTHEIRLIFETOGETHERSHESAYSTHATAFTERTWOYEARSOFBLINDNESS,HEREGAINEDSIGHTINONEEYEANDWASABLETOBEHOLDTHEIRFIRSTSONATHISBIRTH322THETHEMEOFJANEEYREJANEEYREISTHESTORYOFAQUESTTOBELOVEDJANESEARCHESNOTJUSTFORROMANTICLOVE,BUTALSOFORASENSEOFBEINGVALUED,OFBELONGINGOVERTHECOURSEOFTHEBOOK,JANEMUSTLEARNHOWTOGAINLOVEWITHOUTHARMINGHERSELFINTHEPROCESSJANESTRUGGLESTOFINDTHERIGHTBALANCEBETWEENMORALDUTYANDEARTHLYPLEASURE,BETWEENOBLIGATIONTOHERSPIRITANDATTENTIONTOHERBODYSHEENCOUNTERSTHREEMAINRELIGIOUSFIGURESMRBROCKLEHURST,HELENBURNS,ANDSTJOHNRIVERSEACHREPRESENTSAMODELOFRELIGIONTHATJANEULTIMATELYREJECTSASSHEFORMSHEROWNIDEASABOUTFAITHANDPRINCIPLE,ANDTHEIRPRACTICALCONSEQUENCESJANEEYREISCRITICALOFVICTORIANENGLANDSSTRICTSOCIALHIERARCHYBRONTESEXPLORATIONOFTHECOMPLICATEDSOCIALPOSITIONOFGOVERNESSESISPERHAPSTHENOVELSMOSTIMPORTANTTREATMENTOFTHISTHEMEVICTORIANGOVERNESSWASEXPECTEDTOPOSSESTHE“CULTURE”OFTHEARISTOCRACYYET,ASPAIDEMPLOYEES,THEYWEREMOREORLESSTREATEDASSERVANTS,THUS,JANEREMAINSPENNILESSANDPOWERLESSWHILEATTHORNFIELDJANESUNDERSTANDINGOFTHEDOUBLESTANDARDCRYSTALLIZESWHENSHEBECOMESAWAREOFHERFEELINGSFORROCHESTERJANESDISTRESS,WHICHAPPEARSMOSTSTRONGLYINCHAPTER17,SEEMSTOBEBRONTESCRITIQUEOFVICTORIANCLASSATTITUDESJANEHERSELFSPEAKSOUTAGAINSTCLASSPREJUDICEATCERTAINMOMENTSINTHEBOOKFOREXAMPLE,SHECHASTISESROCHESTER“DOYOUTHINK,BECAUSEIAMPOOR,OBSCURE,PLAIN,ANDLITTLE,IAMSOULLESSANDHEARTLESSYOUTHINKWRONGIHAVEASMUCHSOULASYOUANDFULLASMUCHHEARTANDIFGODHADGIFTEDMEWITHSOMEBEAUTYANDMUCHWEALTH,ISHOULDHAVEMADEITASHARDFORYOUTOLEAVEME,ASITISNOWFORMETOLEAVEYOU”IBID,260FIREANDICEAPPEARTHROUGHOUTJANEEYRETHEFORMERREPRESENTSJANESPASSIONS,ANGERANDSPIRIT,WHILETHELATTERREPRESENTSTHEOPPRESSIVEFORCESTRYINGTOEXTINGUISHJANESVITALITYFIREISALSOAMETAPHORFORJANE,ASTHENARRATIVEASSOCIATESHERWITHIMAGINESOFFIRE,BRIGHTNESSANDWARMTHSHELIKENSHERMINDTO“ARIDGEOFLIGHTEDHEALTH,ALIVE,GLANCINGANDDEVOURING”IBID,30IMAGESOFICEANDCOLD,OFTENAPPEARINGINASSOCIATIONWITHBARRENLANDSCAPESORSYMBOLIZEEMOTIONALDESOLATION,LONELINESSOREVENDEATH323LITERARYVALUEOFJANEEYREJANEEYREISONEOFTHEFAMOUSNOVELSWRITTENBYCHARLOTTEBRONTEINTHE19THCENTURYDUETOITSUNIQUECONTENTANDWAYOFEXPRESSIONITHASALONGHISTORYINTHEENGLISHLITERATUREANDITCREATEDTHECHARACTERJANESUCCESSFULLYWHODARESTOFIGHTFORFREEDOMANDEQUALITYINAWORLDTHATWOMENAREREGARDEDASASECONDCLASSJANEEYREWASAHITINTHE19THCENTURYSINCETHEWORKHASBEENPUBLISHED,ITATTRACTEDTHEATTENTIONOFLITERARYCRITICSANDTHOUSANDSOFREADERSCHAPTER4THERISINGOFJANEEYRESFEMALECONSCIOUSNESS41GATESHEADBEGINNINGOFFEMALECONSCIOUSNESSATGATESHEAD,JANEBEGINSHERJOURNEYTHOUGHHERLIFEJANESEARLIESTMEMORIESAREABOUTGATESHEADANDTHEREEDFAMILYGATESHEADISAPLACEINWHICHTHEPASSIONSOFCHILDHOODAREGIVENFREEREINFROMTHEBEGINNING,JANECHALLENGESTHESOCIALPRINCIPLEOFNINETEENTHCENTURYVICTORIANSOCIETYSUCHASSOCIALCLASS,GENDERRELATIONSANDINJUSTICEJANEBEGINSHEROWNSTORYASANORPHAN,SHEISRAISEDBYAWEALTHYFAMILY,ANDTHISSOCIALSTANDINGMOTIVATESMUCHOFTHENOVELSINTERNALTENSIONANDCONFLICTJANESEDUCATIONANDLIFESTYLEARETHOSEOFTHEUPPERCLASS,BUTSHEHASNOMONEYSHEISAPOORGIRLWHOWASFORCEDTOLIVEWITHOTHERSSOSHEHASNOSTATUSINTHEFAMILY,SOMETIMESINSOMEWAYS,SHEISBELOWEVENTHESERVANTSJANESYOUNGCOUSINSAREALWAYSINSULTINGHERIFTHEYWANTJANE,UNLIKEHERCOUSINS,ISPUNISHEDFORHERFITSOFPASSION,BUTSHEEXPERIENCESPASSIONSATGATESHEADWHILESHELIVESATGATESHEAD,HERSENSITIVITYTOACTSOFINJUSTICEDEVELOPSBECAUSESHESEESTHATSHEISTREATEDASLESSWO
温馨提示
- 1. 本站所有资源如无特殊说明,都需要本地电脑安装OFFICE2007和PDF阅读器。图纸软件为CAD,CAXA,PROE,UG,SolidWorks等.压缩文件请下载最新的WinRAR软件解压。
- 2. 本站的文档不包含任何第三方提供的附件图纸等,如果需要附件,请联系上传者。文件的所有权益归上传用户所有。
- 3. 本站RAR压缩包中若带图纸,网页内容里面会有图纸预览,若没有图纸预览就没有图纸。
- 4. 未经权益所有人同意不得将文件中的内容挪作商业或盈利用途。
- 5. 人人文库网仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对用户上传分享的文档内容本身不做任何修改或编辑,并不能对任何下载内容负责。
- 6. 下载文件中如有侵权或不适当内容,请与我们联系,我们立即纠正。
- 7. 本站不保证下载资源的准确性、安全性和完整性, 同时也不承担用户因使用这些下载资源对自己和他人造成任何形式的伤害或损失。
最新文档
- 芜湖航空职业学院《教学系统设计》2025-2026学年期末试卷
- 厦门医学院《商业银行业务与经营》2025-2026学年期末试卷
- 福建理工大学《音乐教学导论》2025-2026学年期末试卷
- 江西科技师范大学《分析化学第八版》2025-2026学年期末试卷
- 阳泉师范高等专科学校《卫生法律与监督学》2025-2026学年期末试卷
- 长春科技学院《康复治疗学》2025-2026学年期末试卷
- 2026年喀什地区喀什市社区工作者招聘笔试参考题库及答案解析
- 2026年四川省泸州市城管协管招聘笔试备考题库及答案解析
- 2026年河南省鹤壁市社区工作者招聘笔试模拟试题及答案解析
- 2026年工作设计院规章管理制度(3篇)
- 合格女朋友测试题及答案
- 统编版语文四下第四单元《习作:我的动物朋友》课件
- DB34-T 4730-2024 电梯维保单位信用评价导则
- JJF(鲁)107-2022 在用安装式交流电能表检定周期调整实施规范
- 2025年青海青江实业集团有限公司招聘笔试参考题库含答案解析
- 气道狭窄患者的护理
- 食品营养学试题及食品营养学试题库
- 各种标本的采集方法及注意事项
- 五一劳动节学生假期安全教育主题班会课件
- GB/T 26610.3-2014承压设备系统基于风险的检验实施导则第3部分:风险的定性分析方法
- 2023年浙江长征职业技术学院单招职业技能考试笔试题库及答案解析
评论
0/150
提交评论