English Literature (9675) | Representations of race/class/culture

Welcome to Literary Representations: Race, Class, and Culture

Hello, future literary experts! This chapter is incredibly exciting because it moves beyond simply summarizing plot and asks you to think like a critic. We are focusing on one of the four key areas of A-Level Unit 4: how literature constructs views of race, class, and culture.

Don't worry if these concepts seem huge! Your focus is not on being a historian or sociologist. Your job is to analyze the text itself—the words, the structure, and the imagery—to explain how the author shows (or represents) these complex aspects of society.

By the end of these notes, you will have a clear toolkit for breaking down representations in any prose or poetry text.

Quick Review: The Core Concept of Representation

The syllabus emphasizes that representation is about showing a view of the world, not the actual world itself.

• Reality is the actual event or group of people.
• Representation is the author’s selection, interpretation, and portrayal of that reality using literary techniques.

Analogy: Imagine looking at the Eiffel Tower.

If the tower is Reality, a painting of the tower in the rain (emphasizing loneliness) or a tourist snapshot (emphasizing size) are both Representations. They are different views created by the observer.

Key Takeaway: When you analyze, always ask: "Why has the author chosen to show this group/issue in this specific way?"

1. Representations of Race

Race, in a literary context, refers to how texts portray individuals and groups based on perceived biological or cultural differences, often focusing on power dynamics and identity.

A. Key Concepts to Look For

1. Stereotypes: Simplified, often negative, generalizations about racial groups. Authors might use stereotypes to criticize society, or they might unintentionally perpetuate them.
2. The Other: This is the process of setting a racial group apart from the assumed "norm" (often the dominant group). When a character is "Othered," they are often treated as strange, foreign, or less sophisticated.
3. Voice and Silence: Who gets to speak? If a character from a minority background is only spoken about by the majority characters, their voice is being suppressed—a significant act of representation.
4. Racial Terminology: Pay close attention to the specific words used to describe racial groups. Are they neutral, respectful, or derogatory?

B. Analytical Focus: How is Race Constructed?

• Imagery and Symbolism: Are racial differences tied to symbols? (e.g., association of darkness/light with moral value, or specific geographical settings).
• Dialogue: Does dialect or accent reveal assumptions about intelligence or education?
• Narrative Perspective: Is the narrator from the dominant culture or the minority culture? This choice dramatically shapes the representation.

Did you know? Analyzing racial representation often reveals ethnocentrism (judging another culture solely by the values and standards of one's own culture) inherent in the text's historical context.

2. Representations of Class

Class refers to the representation of social hierarchy, usually determined by wealth, occupation, education, and social standing. Literature often uses class to explore themes of conflict, privilege, and inequality.

A. The Structure of Class Representation

Class is often the most visibly represented area because it dictates material conditions.

1. Setting and Environment: This is crucial. Where people live (a cramped tenement vs. a sprawling estate) immediately represents their class. (This links strongly to Unit 2: Place.)
2. Social Mobility: Is it possible for characters to move up or down the social ladder? The representation of barriers (poverty, lack of education) or opportunities defines the author's view of society.
3. Status Symbols: The use of specific objects, clothing, or possessions (e.g., The Great Gatsby's depiction of vast wealth) emphasizes class distinction.
4. Moral Judgment: Is the author suggesting that being poor makes a character more morally pure (the 'noble poor') or more corrupt? This is a key interpretive point.

B. Language and Dialogue (The Class Indicator)

The way characters speak is often the most powerful indicator of their class in literature.

• Received Pronunciation (RP): Often associated with upper or educated classes.
• Dialect and Slang: Used to ground working-class characters, but sometimes used to mock or patronize them.
• Vocabulary: A character’s complexity of language reflects their education, which is usually a result of their class.

Common Mistake to Avoid: Don't just say a character is rich or poor. Explain how the author uses dialogue (or setting, or plot) to make them appear rich or poor.

3. Representations of Culture

Culture is the broadest term, encompassing shared beliefs, customs, traditions, religion, and way of life. Literary representation of culture explores how these shared values shape character identity and conflict.

A. Culture and Conflict

In literature, culture often becomes visible when it clashes with another culture, or when traditional ways clash with modern ideas.

1. Traditional vs. Modern: Authors frequently explore the tension between adhering to old customs and adopting new lifestyles (e.g., migration narratives or post-colonial texts).
2. National Identity: How does the text define what it means to be 'English,' 'American,' or 'Indian'? Look at symbols like flags, national rituals, or references to historical events.
3. Cultural Misunderstanding: Representation often involves moments where characters fail to understand foreign cultural codes, leading to dramatic irony, comedy, or tragedy.

B. The Role of Context (But Keep it Text-Focused!)

While you don't need extensive external research, understanding the cultural context of the text’s creation can help you identify the author’s perspective.

Example: If a text was written during a period of massive immigration, the author’s representation of foreign culture might reflect the anxieties or curiosity of that time.

Don't worry if this seems tricky at first. Remember that 'Culture' is simply the shared behaviour that characters follow. When two cultures meet, their behaviours clash, and that is where the literary representation begins!

4. The Ultimate Analytical Toolkit: Applying Literary Methods

Whether you are writing about race, class, or culture, your evidence must come directly from the text and be linked to a specific literary technique.

Step 1: Identify the Representation

Find a moment where race, class, or culture is clearly being shown.

Example: A character refuses to shake hands with another character due to their appearance (Race/Class), or a character insists on performing an outdated ritual (Culture).

Step 2: Analyze the Author’s Method (Linguistic and Structural Analysis)

How did the author construct this moment? Look for these literary techniques:

• Diction: The specific word choice. Are the nouns or adjectives associated with the represented group positive, negative, or clinical?
• Imagery: What metaphors or similes are used? Does the text compare a lower-class dwelling to an animal’s den?
• Tone: What is the narrator's attitude toward the represented group? Is it satirical, sympathetic, or critical?
• Narrative Structure: Does the representation change throughout the text? Does a character’s view of another class/race shift due to plot developments?

Step 3: Determine the Meaning and Effect

What does this representation achieve?

• It creates a commentary on the historical society.
• It shapes the reader's sympathy for certain characters.
• It establishes the central conflict of the plot.
• It challenges or reinforces societal prejudices.

Encouraging Phrase: Remember, in literary analysis, there is rarely one single "right answer." By exploring different interpretations and backing them up with solid textual evidence (techniques from Step 2), you demonstrate the critical skills the examiners are looking for!