Critical analysis essay over Beloved by Toni Morrison
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Module
Engels
Level
VWO / Gymnasium
Book
Beloved
A very comprehensive analysis essay at VWO level that expands the book Beloved by Morrison and puts it in context by linking with the characters in the book, the writer and the society described. Includes reference list.
How does Toni Morrison in Beloved and Bram Stoker in Dracula explore the role of the body?
Critical analysis essay over Beloved by Toni Morrison
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VWO / Gymnasium
Engels
5
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Dehumanization in Beloved
A lot of people tend to forget the horrible times of slavery. Beloved illustrates the
mistreatment of the slaves by Schoolteacher and how it affects former slaves and
their children in freedom. Schoolteacher and his pupils represent the extreme racism
slaves had to endure during the times of slavery. In the narrative Beloved, the
mistreatment of the slaves by Schoolteacher and his pupils, illustrates the
dehumanization which occurred during slavery.
Firstly, the arrival of Schoolteacher, who is the representative agent of extreme
racism and patriarchy, is the main cause of dehumanization done to the slaves. The
slaves were comparatively well treated before Mr. Garner died and Schoolteacher
took charge of Sweet Home. This shows that Schoolteacher’s arrival is the cause of
the dehumanization. “Not at Sweet Home, my niggers is men every one of em.
Bought em thataway, raised em thatway. Men everyone.” (p. 18, Morrison, 1987)
Most slave-owners call their slaves “boys”. They do not see their slaves as men, and
they distrust and mistreat them. The fact that Mr. Garner calls his slaves ‘men’,
shows that he respects them and sees them as humans. Although they were slaves,
lacking freedom and never considered an equal, they had privileges such as using
guns when hunting, learning how to read and Halle is allowed to save money to buy
freedom of his mother. When Mr. Garner dies, and schoolteacher replaces him, this
al changes. This shows that it is the arrival of Schoolteacher which led to
dehumanization at the slaves.
Secondly, Schoolteacher does not consider the slaves fully human. This creates the
effect of dehumanization.
I was about to turn around and keep on my way to where the muslin was,
when I heard him say, “No, no. That’s not the way. I told you to put her human
characteristics on the left; her animal ones on the right. And don’t forget to line
them up. (p. 396, Morrison, 1987)
At this point in the story Schoolteacher has taken over the plantation. He is teaching
his pupils how to handle the slaves. He tells them to divide Sethe’s characteristics in
human and animal. This suggests that he does not see Sethe as fully human. And
that she should not be treated as a fully human. Schoolteacher’s pupils also abused
her and stole her milk. “ After they handled me like I was the cow, no, the goat, back
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