بازخوانی گفتمان نژاد و قدرت در شعر «موضوع انشاء درس انگلیسی B» اثر لنگستون هیوز با تکیه بر نظریۀ انتقادی نژاد و گفت‌وگویی باختین

نوع مقاله : مقاله علمی پژوهشی

نویسنده

گروه زبان و ادبیات فارسی دانشکده علوم انسانی، دانشگاه دامغان، دامغان ، ایران

چکیده

این مقاله شعر «موضوع انشاء درس انگلیسی» از لنگستون هیوز، شاعر و داستان‌نویس سیاه‌پوست آمریکایی، را با تکیه بر سه چارچوب نظریِ پسااستعماری، نظریۀ انتقادی نژاد (CRT) و نظریۀ گفت‌وگویی باختین تحلیل می‌کند. این شعر، با قرار گرفتن در بستر تقاطع گفتمان‌هایی همچون سلطۀ نژادی سفیدپوستان، هویت سیاه‌پوستی و ساختار آموزش رسمی، به صحنه‌ای برای بازنمایی تنش‌های اجتماعی، سیاسی و هویتی بدل می‌شود. از منظر پسااستعماری، شعر هیوز را می‌توان نمودی از مقاومت در برابر هژمونی سفید در فضای آموزشی دانست؛ مقاومتی که به‌طور هم‌زمان، شکل‌گیری آگاهی نژادی، کنش انتقادی، و بحران بازنمایی خویشتن را به تصویر می‌کشد. نظریه‌های انتقادی نژاد و گفت‌وگویی نیز در این تحلیل بر تلاقی هویت‌های متقاطع، ورود صداهای ناهمساز به دیالوگ، و زیر سؤال بردن گفتمان غالب تمرکز دارند. در این چارچوب، سخن گفتن از جایگاه حاشیه‌ای، کنشی اعتراضی و تحول‌خواهانه است که به بازتعریف روابط قدرت منجر می‌شود. در نهایت، مقاله نشان می‌دهد که هیوز با بازآفرینی هویت سیاه‌پوستی و مفهوم آمریکایی‌بودن، فضایی میان‌فرهنگی و چندصدایی خلق می‌کند که چالش با ساختارهای قدرت را از محیط آموزشی به کل جامعه گسترش می‌دهد. این تحلیل، اهمیت شعر هیوز را در بازنمایی مقاومت فرهنگی و نژادی و بازاندیشی مفاهیم هویت و قدرت در جهان معاصر برجسته می‌سازد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Revisiting the Discourse of Race and Power in Langston Hughes’s “Theme for English B”: A Critical Race and Bakhtinian Dialogic Perspective

نویسنده [English]

  • Reza Ghanbari Abdolmaleki
Department of Persian Language and Literature, Faculty of Literature and Humanities, University of Damghan, Damghan, Iran.
چکیده [English]

This article analyzes Langston Hughes’s poem “Theme for English B” through the combined lens of postcolonial theory, Critical Race Theory (CRT), and Bakhtin’s theory of dialogism. Positioned at the intersection of racial dominance, Black identity, and institutional education, the poem becomes a dynamic site for representing socio-political tensions and struggles over voice and identity. From a postcolonial standpoint, the poem functions as a subtle act of resistance against white hegemony within the American educational system. It simultaneously explores the emergence of racial consciousness and the complexities of self-representation in a racially stratified society. CRT deepens the analysis by foregrounding the systemic nature of racial inequality and the influence of institutional structures on the speaker’s identity formation. Bakhtin’s dialogism further enriches the reading by drawing attention to the polyphonic interaction between conflicting voices—the Black student, the white instructor, and the dominant cultural discourse. These voices do not merge into a single truth but remain in tension, revealing the multiplicity of perspectives embedded in the poem. ultimately, the article argues that Hughes redefines both Black identity and Americanness by constructing an intercultural, dialogic space. In doing so, he challenges dominant power structures and reimagines identity as fluid, contested, and relational within the broader context of race and nationhood.

کلیدواژه‌ها [English]

  • Langston Hughes
  • “Theme for English B
  • ” postcolonialism
  • Critical Race Theory
  • Bakhtin
  • resistance
  • dialogue

مراجع

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پژوهش ادبیات معاصر جهان
دوره 31، شماره 1
فروردین 1405
صفحه 99-116

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