INTERSECTIONAL OPPRESSIONS THROUGH LANGUAGE: CASE STUDIES IN RACE, GENDER AND CLASS IN TO KILL A MOCKINGBIRD AND MY FAIR LADY
DOI:
https://doi.org/10.30681/rln.v17i47.12057Palavras-chave:
language, discourse, My fair lady, Harper Lee’s To kill a mockingbirdResumo
This study aims to investigate the impact of many dimensions on language use in Harper Lee’s To kill a mockingbird and George Cukor’s My fair lady. Regarding the first one, we distinctly focus on racially charged terminology, further exploring gender and class biases portrayed in the second one. Our methodology involves in-depth discourse analysis and critical examination of linguistic nuances, societal implications and narrative contexts within the works. The main hypothesis is that language acts as both a reflection and a catalyst for societal norms, playing a pivotal role in shaping perceptions, either for inclusivity or exclusion within specific communities.
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AYRES, Harry Morgan. Cockney past and present. American Speech, v. 14, n. 2, pp. 127-129, 1939. DOI: https://doi.org/10.2307/451220
BAUSCHATZ, Paul. The uneasy evolution of “My Fair Lady” from “Pygmalion”. Shaw, published by Penn State University Press, pp. 181-198, 1998.
COATES, Ta-Nehisi. Between the world and me. New York: Spiegel & Grau, Random House, Penguin Random House LLC, 2015.
GÖRLACH, Manfred. Regional and social variation. In: The Cambridge History of the English Language (Volume III, 1476-1776). Edited by Roger Lass. Cambridge: Cambridge University Press, 1999.
LEE, Harper. To kill a mockingbird. Hachette Book Group, 1982.
PINTO, Sara Ramos. Tradução no vazio: A variação linguística nas traduções portuguesas de Pygmalion, de Bernard Shaw, e My fair lady, de Alan Jay Lerner. 2010. Tese de Doutorado. Universidade de Lisboa (Portugal).
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