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M ,fo rhe rpaitence and understanding of t he dfi ifculites ,fo ral l y m d n e s o s l a I . s i s e h t s i h t g n i s s o p m o c f o s s e c o r p e h t g n o l a e c i v d a d n a e c n a d i u g e h t
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e m o t d e r a h s y e h t n o it a c u d e e h t r o f s r e tt e L h s il g n E f o t n e m tr a p e D
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ii i v
S T N E T N O C F O E L B A T
E G A P E L T I
T ... .. i E
G A P L A V O R P P
A ... ii E
G A P E C N A T P E C C
A ... i ii Y
T I L A N I G I R O F O T N E M E T A T
S ... vi I
S A K I L B U P N A A T A Y N R E P R A B M E
L ... v E
G A P N O I T A C I D E
D ... vi S
T N E M E G D E L W O N K C
A ... iv i S
T N E T N O C F O E L B A
T ... iiv i T
C A R T S B
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K A R T S B
A ... .... xi N
O I T C U D O R T N I : I R E T P A H
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A Backgroundoft heStudy ... 1 .
B ProblemFormulaitons ... .... 4 .
C Objecitve soft heStudy ... .... 5 .
D De ifniitono fTerm s ... 5 W
E I V E R L A C I T E R O E H T : I I R E T P A H
C ... 7 .
A Reviewo fRelatedStudie s... 7 .
B Reviewo fRelatedTheo ire s ... 9 .
1 Theoryo fCharacte randCharacte irzaiton ... 9 .
2 Theoryo fFeminism ... 11 )
a Historyo fFeminism ... 21 )
b Perspecitves o fFeminism ... 31 )
c Libera lFeminism... 41 .
C Theoreitca lFramework... 5....1 Y
G O L O D O H T E M : I I I R E T P A H
C ... 17 .
A Objec toft heStudy ... 17 .
B Approachoft heStudy ... 18 .
C Methodoft heStudy ... 91 S
I S Y L A N A : V I R E T P A H
C ... 02 .
A TheCharacte irsitc so fAdah ... 02 .
1 ASmar tWoman ... 02 .
2 AHardWorkingWoman ... 32 .
3 AToughWoman ... 24 .
4 AReilgiousPerson ... 27 .... .
x i .
B TheOppressionst ha tAdahUndergoe s ... 03 .
C Adah’ sS rtuggleast heReacitonTowardt heOppression s... 39 .
1 Educaiton ... 93 .
2 Awarenessi nGende rEqualtiy ... 04 .
3 Independent ... 24 .
4 Individua lFreedom ... 34 .
5 Raitona l... 54 N
O I S U L C N O C : V R E T P A H
C ... 49 Y
H P A R G O I L B I
B ... 25 :
X I D N E P P
1
I R E T P A H C
N O I T C U D O R T N I
.
A Backgroundoft heStudy
d e r e d i s n o c n e e b n e tf o e v a h n e m o w , y r o t s i h e h t t u o h g u o r h
T unimpo tran tby
. y t e i c o s e h
t According t o Cha lre sE .Bressler (1999) ,gende rdisc irminaiton arleady e
v it a r r a n l a c il b i B n i d e tr a t
s tha tblamed Eve fo rthe fal lo fhumantiy ,no tAdam . t
a h t e t o r w o s l a r e l s s e r
B the ancien t Greek s followed the issue on gende r ,
e lt o t s ir A , s r e h p o s o li h p r i e h t f o e n o n e h w n o it a n i m ir c s i
d stated tha tmale wa sby
e h t d n a ; r o ir e f n i e l a m e f e h t d n a , r o ir e p u s e r u t a
n o rt ehe r d ul and t he othe rw asruled. d n a n a m s i s e l u r o h w e n o e h t t a h t n e e s y lr a e l c s i t i , t n e m e t a t s s ’ e lt o t s ir A m o r F
e n o e h t s i n a m o
w whoi sr uled .Int hes amecaseBressle rwrotei nhi sbook sw a when reilgiou sleader s ilke Thoma sAquina sand St .Augusitne considered women a s
s u o i g il e r e h T . n e m f o n o i s r e v t c e f r e p m i e h t r o t c e f r e p m i s a w h c i h w g n i h t e m o s
t a h t d e t a t s s r e d a e
l these i mperfec tcreature swere spritiually weak ,having a sensua l t
a h t e r u t a
n at rtacted men away from spritiua l rtuths and prevented male sachievi ng l
a it n e t o p l a u ti ri p s r i e h
t . A tfe r the centu ires , Cha lre s Darwin also announced t
a h t d e t a t s e H . n o it i s o p n e m o w d e t a g u j b u s t a h t g n i h t e m o
s women were i n the lowe r
f o e t a t
s civiilzaitonandthey rwe ei nfe iro rt nom e whowerephysically,i ntellectually , r
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a .
m o s m o r
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e d i s n o
2
o it i s o p r e w o l e v a h y e h t , n e m e k il y ti l a u q e h t e v a
h n s than men have and t hey have
m o n o c e d n a , c it il o p , n o it a c u d e e k il y t e i c o s e h t n i s t c e p s a y n a m n i s t h g ir d e ti m
il y .
n i d e t a n i m ir c s i d e r a n e m o
W thepat irarcha lsociety, wherewomenhave a wf e g
n i n a e
m , because they are o tfen seen a sa threa tto male power .The meaning o f pat irarchy i s“a cutlura l i(deological )system tha tp irvliege smen and al lthing s
e n il u c s a
m ,and a poilitca lsystem t ha tplace spower i n t he hand so fmen and thu si t )i
i x : 0 0 0 2 , n e s d a M ( . n e m o w f o e s n e p x e e h t t a s t s e r e t n i e l a m s e v r e s
r o w e h t r e v o l l a m o r f n e
M ldl ook a twomen f romt hi spoin to fviewand t hey f
o t n i o p e l a m m o r f s e v l e s m e h t o t n i k o o l o t n e m o w e c r o f n e v e r o h c a e
t view .In
e m , y t e i c o s l a h c r a ir t a
p n p irnciple sin lfie are to serve God ,the counrty ,and the e
m o w e li h w y t e i c o
s npurposei nl fiei stos erveme .n m
o w , s y a d a w o
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t e i c o
s stli l de ifne s how to be women, and women bilndly accept ti. Thi s s
e c n a t s m u c ri
c especially happened to w eom n who hav e lowe reducaiton o reven e
w o H . d e t a c u d e n
u ver ,women should have awarenes sabou tthe oppressions, etihe r y
l s u o i c s n o c r o y l s u o i c s n o c n
u , from men .Women mus tde ifne t hemselve sand speak c
it il o p n i s e c i o v n w o r i e h t t u
o ,society ,educaiton ,atrs ,and many othe raspects . o
e l a m t s n i a g a t h g if t s u m n e m o
W ppressions tocreate anew society wheremale and .
d e t a i c e r p p a y lr a li m i s e r a e l a m e f
n e m o w t a h t e z il a e r m e h t e k a m d n a e l p o e p w o h s o t s e ir t r e ti r w e h
T are
t n a c if i n g i
f o p l e h e h t h g u o r h t n a
m ltierary work .Ltierature help shumans in showing wha t n
e p p a
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n i d r e o w r e d n o o h c S d n a r r a L e D n a V m o r f t n e m e t a t s e h t y b d e tr o p p u s s i
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. e fi l f o s m e l b o r p e h t f o e m o s d n a e fi l f o w e i v n i a tr e c a l e v o n s i h n i s t n e s e r p
l a e v e r o t s a y a w a h c u s n i c t e , s e v it o m , s r e t c a r a h c , s t n e d i c n i s t n e s e r p e r e H
ri d s s e l r o e r o
m ecltyandclea lry,t hewayi nwhichhel ook supont heproblem e
fi l f
o (Laa randSchoonderwoerd ,1969 :174). e
l p o e p , e r u t a r e ti l f o k r o w e h t h g u o r h
T do no tonly get t he pleasure t o revea l a
rt , s m o t s u c , s f e il e b t u o b a e g d e l w o n k e h t o s l a t u b e fi l n i s s e rt s e h
t diitons ,andvalue s
. e s r e v i n u r u o f o n o it a t n e s e r p e r e h t s i e r u t a r e ti l f o k r o w e s u a c e b
n i n a y R l e a h c i
M An Introduciton to Criitcism s say tha tmen a er presented n
e m o w n a h t e r o m h c u
m in t he l tierary canon (2012 :88) .The statement t irggers t he k
r o w o t r e ti r
w on t his t opic. Woman sta tr sw iritng to t ell t he wo lrd t he story from r i e h t n i a g o t r e d r o n i n e m o w f o t r o f f e t a e r g e h t d n a t s r e d n u o T . w e i v f o t n i o p r i e h t
, s t h g
ir Second-Clas sCiitzen ,whichi sw irtten by Buch iEmecheta i sa good point t o c
r a e s e r e h t tr a t
s h .In he rnove,l t he main character i sfemale and she show sa hard t
h g ir r e h r o f t h g if o t k r o
w s .Adah as t he main characte rand a sthe Afro-Ame ircan s
i n a m o
w rteatedunequallyno tonlybecauseoft hecolo ro fhe rskinbu talsobecause t
n e v E . r e d n e g r e h f
o hough expe irencing mul itple oppressive stiuaiton ,s t hi swoman e h s d n a s e b ir t r e h n i n e m o w r e h t o m o r f y lt n e r e f fi d s t c a e r e h S . y li s a e p u e v i g t o n s e o d
4
a s w o h s f l e s ti r o h t u a e h t o s l a t u b , y r o t s e h t n i r e t c a r a h c n i a m e h t s a h y l n o t o N
f o r o h t u a e h T . e l g g u rt s t a e r
g Second-Clas sCiitzen i saf eminist .Thi sworkshowst he d
lr o w e h t y b n e e s e b o t e l g g u rt s r e h t u o b a s r e d a e
r .Commonly ,blackwomen wrtier s
e r
a o tfenconsideredno texist .Likewha tBarbaraSmtihwrotei ntheTrutht ha tNeve r s
t r u H
t a h t t u o t n i o p o t y l p m i s s a w t s ri f e h T . s l a o g l a r e v e s h s il p m o c c a o t d e t n a w I
k c a l B , e l a m e ti h w y b d e r o n g i y ll a r e n e g t c a f a , d e t s i x e s r e ti r w n e m o w k c a l B
e ti h w d n a , e l a
m female readers ,teachers ,and c iritcs .Anothe rdesrie wa sto s e s y l a n a , s i t a h t , k r o w ’ s r e ti r w e s e h t f o m s i c it ir c t s i n i m e f k c a l B e g a r u o c n e
i s s e r p p o l a u x e s f o y ti l a e r e h t d e g d e l w o n k c a t a h
t on in the ilve so fBlack
n e m o
w (Smtih ,1990 :784). e m o w y b s t x e t y n a
M n wrtier sconvey t he same percepiton a swha tfeminist s t
u o b a n r e c n o
c wha twomen have expe irenced in the history ,the idea o ffemale s
s e n e r a w
a about he r irghts ,the de ifniitono fgendert ha tilm ti sandoppresse swomen ,
s t h g
ir and the cause o fwomen’ s ilberaiton from those ilm tiaitons .Women wrtier s y
r o t s e h t w o h s o t s r e t c a r a h c e l a m e f e t a e r
c fromthepoin to fviewo fwoman. m
s i n i m e f t u o b a c i p o t e h t , n o it i d n o c s i h t n o d e s a
B wa schosen to show tha t
e l g g u rt s r i e h t d n a n e m o
w s fo rgende requaltiywere i mpo trant .Therefore, t hi snove l a
w st heperfec texamplet os tudyt het opiconfeminism .
.
B Problems Formula iton
To be able to understand thi snove land ti sfeminism idea better ,three s
m e l b o r
p aref ormulatedasf ollows: ?
t a h W .
2 oppressionst hatAdahundergoe ? s
? s n o i s s e r p p o e s o h t d r a w o t n o it c a e r e h t s a e l g g u rt s h a d A s e o d w o H . 3
.
C Objec itve soft heStudy
e h t m o r f d e l a e v e r e b n a c t a h t m s i n i m e f f o a e d i e h t t u o d n if o t s m i a y d u t s s i h T
e h t m o r f y lr a l u c it r a p , e r u t a r e ti l f o k r o
w m ain character .Speci ifcally, t hi sstudy ha s e h t s a h a d A f o s c it s ir e t c a r a h c e h t e e s o t s i e v it c e j b o t s ri f e h T . s e v it c e j b o n i a m e e r h t
e m t a e rt e h t e r o l p x e o t s i e v it c e j b o d n o c e s e h T . y r o t s e h t n i r e t c a r a h c n i a
m nt sof t he
m y ll a i c e p s e y t e i c o
s en toward Adah . Afte r knowing the characte irsitc s o f the r
e t c a r a h
c a swel last he rteatmentst hatt he maincharacterr eceived,t he l as tobjecitve e h t s d r a w o t e s n o p s e r e h t s a e l g g u rt s r e t c a r a h c n i a m e h t w o h w o h s o t s i y d u t s s i h t f o
.s t n e m t a e rt
.
D De ifni itono fTerms
s u c o f o t r e d r o n I . s m r e t t n a n i m o d l a r e v e s s a h y d u t s s i h
T thi sresearch ,the
: s w o ll o f s a d e n if e d e b l li w s m r e t g n i w o ll o f
.
1 MainCharacter
n o t n a t S t r e b o R o t g n i d r o c c
A (1965) ,maincharacterr eferst o“acharacte rwho n i r e h ti e s e g n a h c e m o s e s u a c s t n e v e e h t y ll a u s u ; y r o t s e h t n i t n e v e y r e v e o t t n a v e l e r s i
m i
6
.
2 Feminism
n a h e l e h W d n a r e h c li
P in Fitfy Key Concept s in Gende r Studie s de ifne s
a m s i n i m e f
g n a h c o t d e tt i m m o c e n o e m o s r o f e c n a t s l a c it il o p
A e the socia lposiiton o f
. n a m o
w Someone who beileve stha twomen are subjugated because o fthei r ti
l a u q e l a m r o f t s a e l t a e v r e s e d n e m o w t a h t d n a x e
s y (P liche rand Whelehan ,
) 8 4 : 4 0 0
2 .
d n a t n a tr o p m i s a n e m o w e u l a v o t s i m s i n i m e f f o e v it c e j b o e h t t a h t s w o h s t I
. s g n i e b n a m u h e li h w h tr o
w Feminism t ires t o change t he wo lrd for t he advantage o f m
o
w e .n Unde rthi sbroad thing ,severa lfeminism offe rdfiferen tanalysi so fthe ,
s t n e g a , s e s u a
c andf emaleoppression.
.
3 Libera lFeminism m m u H e i g g a
M (1995 : 151) deifne s Libera l feminism a s an individua l n
e m o w r o f m o d e e r
f .Mary Wollstonecraf tin A Vindicaiton of t he Right so fWoman a
y ll a u t c a n e m o w t a h t s y a
s rer aitona lagent swhose i‘nfe irortiy’ i slargelybecause o f n
o it a c u d e r e w o l e h
t . She beileves tha tthe condiiton can be changed i fwomen a re e
h t n e v i
g same oppo truntiy .Libera l feminis t want s women to have individua l s
e l o r x e s d e n if e d o h w y t e i c o s t c ir t s e h t m o r f e e r f t n e m ll if l u
f bu t they no t
d n u
f amentally compeitng t he system operaiton or t he authortiy i n t he society. They .
7
I I R E T P A H C
W E I V E R L A C I T E R O E H T
.
A Reviewo fRelatedStudies
d n o c e
S -Clas s Ciitzen i s the porrtaya l o f a black woman’ sts ruggle s in .
y t e i c o s l a h c r a ir t a p s ’ a ir e g i
N The nove lha sbeen used ast hesourceo fmanystudies .
h e s o i b
A Michae lPo tre rfrom Drexe lUniverstiy s say in hi sstudy en itlted Second r o j a M s ’ a t e h c e m E i h c u B g n i d n a t s r e d n U r o f e r u t r a p e D f o t n i o P e h t : n e z it i C s s a l C
n o it c i
F tha tthi snove li sa personalti y developmen tnovel .Second-Clas sCiitzen i s
g n it c i p e d n i t a e r
g Adah’ sgrowthf romt heea lrystageo fnaivetéandi gnorancet ohe r fl
e s f o e g a t s l a n
if -reailzaitonandi ndependence(Po trer ,1988 :127). e
n i m a x e h e s o i b
A s Second-Clas sCiitzenfromt hepsychologica lpoin to fview ,
l a n o s r e p e h t n i y ll a i c e p s
e ti y developmen tof t he main character .Adah, t he i nnocen t a
h l ri g e lt ti
l s to be a mature woman because o fhe rlfie condiiton insisting her . r
e h h g u o r h
T lfie expe irences ,she paritcula lry he rpersonaltiy develops really wel l
e g a r e h t a s lr i g r e h t o e h t n a h
t ed so .He rsrtuggle smakehersel fgets efl-governmen.t r
w n w o r B y e l s e ll e W d y o l L d e m a n c it ir c
A i et sin hi sstudy enitlted Women a
c i r f A k c a l B n i s r e ti r
W tha t“the emphasi son i ndividua lgrowth and sefl-reilance i s
n i d e p o l e v e d y ll u f e r o
m Second Clas sCiitzen than Emechetea’ sfris tnovel ,In the h
c ti
D ” (Brown ,1981 :44-4 8 .)
d u t s n i w e i v f o t n i o p e m a s e h t e v a h n w o r B d n a h e s o i b
A y ing Second-Clas s
n e z it i
8
o h w n a m o w n a c ir f A g n u o y a , r e t c a r a h
c conitnues togainknowledge abou thersel fa s a
h o h w n o s r e p a s a d n a r e ti r w l a it n e t o p
a s a defintie view abou twha tshe wants rfo
. e fi l r e h
ir w a t e h c e m E i h c u
B t s e severa lnovels i n he rcaree ra sa black wrtier .Beside d
n o c e
S -Clas sCiitzen ,some o fhe rnovels tha thave arleady pubilshed are the Bride e
c i r
p in 1976 ,the Slave Girl in 1977 ,and the Joy so fMotherhood in 1979 .Buch i
c it e g r e n e d n a s u o u n it n o c t s o m e h t s a d e z i n g o c e r n e e b s a h a ir e g i N m o r f a t e h c e m E
.t s e t o r p t s i n i m e f t c e ri d f o e c i o v
o r f a l O . U a i n i g ri
V m Universtiy o fBenin gives commen tabou tEmecheta’ s s
k o o
b .Shes say tha t
t s e t o r p t s i n i m e f t c e ri d f o e n o s i e c i o v s ’ a t e h c e m
E s aiming a tan expilci t
e l a m a s r e d i s n o c e h s t a h w h ti w n o it a t n o r f n o
c -o irentedwo lrd .He rnovel salso n e m o w e h t n i n o it p e c n o c s i m d n a s e s s e n k a e w e s o h t o t n i t h g i s n i n a e d i v o r p
il i m u h r i e h t e t a u t e p r e p o t d n e t h c i h w , s e v l e s m e h
t aiton and state o f
n o it a g u j b u
s (Ola ,1987 :135). a
t e h c e m
E i sa black feminis twho protest swomen oppression ,especially in
, e c a l p r e
h Nige ira .Through he rnovels ,she t ires to tel lthe wolrd abou twomen n
o i s s e r p p
o s in pat irarcha l society and the women themselve swho o tfen accep ti t y
l d n il
b becauset ha tist her ulei nt hesociety.
d u t s d e t a l e r n o w e i v e r e h t m o r
F ies ,wecanseesomepoints cdis ussedi nt hose n a m o w t u o b a s l e v o n y n a m s e ti r w e h s d n a t s i n i m e f k c a l b a s i a t e h c e m E . s e i d u t s
n o i s s e r p p
o s .On t he othe rhand,f rom t he twostudie sabove,Second-Clas sCiitzen i s
n e e
s a a s personalti ydevelopmen tnovel no ta nove labou twomen oppressions. Thi s t
m o r f c i p o t t n e r e f fi d a e n i m a x e o t s e ir t y d u t
r e t c a r a h c n i a m e h t f o t n e m p o l e v e d y ti l a n o s r e
p .Thi sstudyfocuse sont hesrtuggle so f e
h S . g n i e b n a m u h a s a t h g ir r e h n i a g o t n a m o
w ifghtsagains tmaledominaitonast he
s d r a w o t e s n o p s e
r the rteatment sshe ha sreceived from man and he rpat irarcha l .
y t e i c o
s For t hat r eason ,thi sstudyobserves a dfiferentt opic f rom t he previou sones o
t s e ir t d n
a suppo tr wha tVriginia wrtie sin he ressay tha tEmecheta’ snove lstli l
e h t t u o b a e c i o v n e m o w t n e s e r p e
r ri oppression sandt he irgh . ts
.
B Reviewo fRelatedTheorie s
.
1 Theoryo fCharacterandCharacteriza iton
f o e n o s i r e t c a r a h
C the element sin the work o fltierature .Characte ri sthe m
e h c s t a h t e r u t a r e ti l f o k r o w e h t n i n o s r e
p e samora lwolrdandeachcharacte rha shi s
. s e it il a u q n w o r e h r
o Abramsi nAGlossaryo fL tieraryTermsstates tha t d
e t n e s e r p s n o s r e p e h t e r a s r e t c a r a h
C in adramaitco rnarraitve work ,whoare d n a , l a n o it i s o p s i d , l a r o m h ti w d e w o d n e g n i e b s a r e d a e r y b d e t e r p r e t n i
y a s y e h t t a h w n i d e s s e r p x e e r a t a h t s e it il a u q l a n o it o m
e – thedialogue– andby
o d y e h t t a h
w – theaciton (Abrams ,1993 :23). a
h c e h
T racters i n work of l tierature are classi ifed i nto t wo pa trs, the main o r
e h t “ s i r e t c a r a h c r o j a m , e l k n e H o t g n i d r o c c A . r e t c a r a h c r o n i m d n a r e t c a r a h c r o j a m
e h t s e m o c e b s y a w l a t a h t r e t c a r a h
c cenrta loft he story andha sobservedo tfen by t he s
r e d a e
r (Henkle ,1997:90 .)
e li h
0 1
a s a r e t c a r a h c e h t r e d i s n o c l li w s r e d a e r e h t e r o f e r e h t , r e t c a r a h c e h t f o e c n a r a e p p a
h g i m o h w n o s r e
p tr eallyexists (Baldick ,1991:34).
, y r o t s e h t n i n o s r e p e h t f o s c it s ir e t c a r a h c e h t d n a t s r e d n u s r e d a e r e h t p l e h o T
e k i L . e v il a e m o c d n a e l b a d n a t s r e d n u r e t c a r a h c e h t e k a m o t s y a w e m o s s e s u r o h t u a e h t
1 6 1 : 2 7 9 1 ( y h p r u M t a h
w -173 )w irt s e in hi sbook abou tsome ways t o understand a
r e t c a r a h
c a yreb : )
a Persona ldescirp iton
e m o s g n i s u y b s e h t o l c d n a e c n a r a e p p a s ’ n o s r e p a e b ir c s e d l li w r o h t u a e h
T
.s d r o w e v it c e j d a
)
b Characte rass eenbyanother
e h t t u o b a y lt c e ri d e t a t s t o n s e o d r o h t u a e h
T desc irpiton bu tdesc irbe sti t hrough
r e h t o f o s n o i n i p o d n a s e y e e h
t s ,o rtii scalleda sar elfectedi mage. )
c Speech
n a s r e d a e r e h t e v i g o t s t p m e tt a r o h t u a e h t , s y a s r e t c a r a h c e h t t a h w h g u o r h T
.r e t c a r a h c e h t o t t h g i s n i
)
d Pastl fie
e h t t u o b a n o it p ir c s e d e h
T pas tlfie o fa person wli lhelp the reader sto know
.r e t c a r a h c s ’ n o s r e p a e p a h s ll i w t a h t s t n e v e e h t t u o b a
)
e Conversaitono fothers
n a c n o s r e p a f o s c it s ir e t c a r a h c e h
T be known by t he conversaiton swtih othe r
n o s r e p r e h t o r o s g n i h t e h t t u o b a s r e t c a r a h
)
f Reacitons
d n a s n o it a u ti s s u o ir a v a o t r e t c a r a h c e h t f o n o it c a e r e h t o t n o it n e tt a g n i y a p y B
.r e t c a r a h c a f o s c it s ir e t c a r a h c e h t e e s n a c e w , s t n e v e
)
g Driec tcomment
a f o s c it s ir e t c a r a h c c if i c e p s e h t n o t n e m m o c r o e b ir c s e d n a c r o h t u a e h T
. y lt c e ri d r e t c a r a h c
)
h Thoughts
. g n i k n i h t s i n o s r e p a t a h w t u o b a e g d e l w o n k t c e ri d s r e d a e r e h t e v i g n a c r o h t u a e h T
. e l p o e p r e h t o f o s t h g u o h t e h t t u o b a s u l l e t n a c r o h t u a e h T
)i Manne irsm
r o s ti b a h , s m s ir e n n a m s ’ n o s r e p a f o n o it p ir c s e d d i v i v a e v i g n a c r o h t u a e h T
a h t s e i s a r c n y s o i d
i tcanr evealt hecharacteirsitcst ot her eader .s
.
2 Theoryoff eminism
m s i n i m e
F paysattenitononmarginailzaitonofwomeni napat irarcha lcutlure, e
r u tl u c
a which i sorganized by men .Maggie Humm i n the Dicitonary o fFeminis t y
r o e h
T state sthat the ilberaiton o fwomen i sthe main goa lo ffeminis ttheory
9 1 , m m u H
( 95 :151) .Feminist sconcern about the women’ ssrtuggle and rtyt o ifgh t .
2 1
.
a Historyoff eminism
. y r u t n e c h t n e e t h g i e f o e t a l e h t n i n i a ti r B n i n a g e b m s i n i m e
F A Handbook o f
e r u t a r e ti L o t s e h c a o r p p A l a c it i r
C (Gue irn ,2011 :254-258 )said t hati n t hef rist-wave
o t t h g ir a e v a h o t s a w l a o g t s ri f e h T . s l a o g n i a m o w t t e g o t d e ir t n e m o w , m s i n i m e f
. l o rt n o c h tr i b e h t e c it c a r p o t e c n a w o ll a n a s a w l a o g d n o c e s e h t d n a y t e i c o s e h t n i e t o v
t s ri f e h
T -wavef eminismmosltydeatlwtihcreaitnglegalr ulest ha tconsideredwomen s
a humanbeing sandcanno tbe rteated ilkeaprope try. d
n o c e s e h
T -wave feminism began a tfe rWo lrd Wa rI Iunit l1970’s .Thi s
y e h t d n a r a w e h t g n ir u d k r o w o t e n o g d a h n e m o w y n a m e s u a c e b d e n e p p a h t n e m e v o m
e r e
w expected t o be ful lciitzen sback home ,a sdid t he Af ircan-Ame ircan soldiers . d
n o c e s e h t f o l a o g e h
T -wave feminism wa sthe gende requaltiy in social ,poilitcal ,
d n o c e S . s t h g ir c i m o n o c e d n a , l a g e
l -wave feminism t ired to prove the unique v
d n a , s s e n e v it c n it s i d r i e h t , n e m o w f o s n o it u b ir t n o
c aryview soft hei rwo lrd .Theaim m o r f s e c n e r e f fi d s ’ n e m o w h s il b a t s e o t o s l a t u b s t h g ir l a u q e t e g o t y l n o t o n s a w t i f o
. y ti r o ir e p u s ri e h t n e v e , n e m
d ri h
T -wave feminism began in the ea lry 1990’s .The thrid wave feminism h
t f o e r u li a f e h t f o e s u a c e b d e s u o r
a e second-wave feminism i n ifgh itng fo rwomen
, n e m k c a l b d e p l e h t n e m e v o m s t h g ir l i v i c e h T . n e m o w d e r o l o c e h t y ll a i c e p s e s t h g ir
h w d e p l e h t n e m e v o m s ’ n e m o w e h t d n
a tie women ,bu tblack women were fle tout . d
ri h t e h
T -wave feminist sconcerne d in the colored women ,lower-clas swomen ,
y l s u o i v e r p l l a d n a , n e m o w ’ d lr o w d ri h t‘ , n e m o w d e r e d n e g s n a rt , s n a i b s e l
.
b Perspecitve so fFeminism
t h g ir s ’ n e m o w e h t r o f g n it h g if n i d e ti n u e r a s t s i n i m e
F to gain freedom .
y r o e h T t s i n i m e F f o y r a n o it c i
D tell sthree area so ffreedom in feminism :poilitc ,
l a u x e s d n a , c i m o n o c
e tiy .Thesef reedom smakef eminismt heo ire sdfife roneandeach d
n e p e d r e h t
o i nginwhichareai sthemosts igni ifcant( Humm ,1995 :101 .)
d n e g g n i e e s “ t u o b a s i m s i n i m e f t s i x r a M , n ir e u G . L d e r fl i W o t g n i d r o c c
A eri n
r o j a m e h t d n a n o it c u d o r p f o e d o m t s il a ti p a c e h t y b y l e t a m it l u d e n i m r e t e d s a y ti l a u q e
s s a l c s a s n o i s i v i d l a i c o
s -related” (Gue irn ,2011 :271 .) Marxis tfeminist sbeileve t ha t
. r u o b a l f o n o i s i v i d l a u x e s e h t e s u a c s n o i s s e r p p o e h
t Marxis tfeminism aim sto
t n a tr o p m i e h t s s e r p x
e foundaiton o fwomen conquest ,the relaitonship between the o
s e d o
m fproduciton and women’ sstatus ,and applyt heo ire so fwomen and class t o
.) 2 6 1 : 5 9 9 1 , m m u H ( y li m a f e h t f o e l o r e h t
“ t a h t d e t a t s m m u H e i g g a
M radica lfeminism argues ow men’ soppression o
’ n e m ‘ s s a l c e h t o t s s a l c r o ir e f n i n a s a n o it a z ir o g e t a c r u o m o r f s e m o
c n t he basi so f
r e d n e g r u
o ”( Humm ,1995 :231). Theybeileved tha tmaledominaitonwasther oo to f ;
n o it a n i m ir c s i d r e d n e
g male dominaiton and al l forms o f oppression were the .
y ti r o ir e p u s e l a m f o n o i s n e t x
e Radica lfeminist saimed t o make women more aware
. y t e i c o s l a h c r a ir t a p r i e h t d n a n e m y b n o i s s e r p p o s ’ n e m o w t u o b
a Radica lfeminism
t n a
w e dtodesrtoyt his xs -e classs ystemandgenderr ole sint hes ociety,t ha tpat irarchy a
w st hemajo rcharacte irsitco fours ociety . Radicalf eminist sdi dno taccep tpubilco r
t p e c c a l li t s s t s i n i m e f l a r e b il e li h w e fi l s ’ e n o e m o s n i y m o t o h c i d e t a v ir
p e dthepubilco r
. y m o t o h c i d e t a v ir
4 1
y t e i c o s e h t s a g n o l s A . y t e i c o s l a h c r a ir t a p e h t d n a n e m o t s n o i s s e r p p
o stli lregarded
t a h
t tobea completehumanbeingmean shadt o bemalecentered,i twas i mpossible
. m o d e e r f r e h t e g o t n a m o w r o
f Theywantedt o achieve women’sf reedom byr eplace s
y s e h
t tem i nt he society wtiht hei rown system in which t heybeileved t hat woman -.
y t e i c o s e r u t u f a f o n o it a d n u o f e h t e b d l u o c s s e n d e r e t n e c
.
c Libera lFeminism
,t f a r c e n o t s ll o W y r a
M one of t he ilbera lfeminist t hinkers wrties t ha twomen
r i e h t e k a m o t d e w o ll a t o n e r a y e h t e s u a c e b y tr e b il f o s k c a
l o wndecisionf ort heril fie . l
a r e b i
L feminist sagree to he rtha twomen’ soppression ile ssimply in ou rlack o f s
e it i n u tr o p p o l a n o it a c u d e d n a s t h g ir l a u q
e because t he societyt hink seducaiton only
n e m r o
f . Tha t pat irarcha l society , force women to be responsible and ca irng .
s e v i w e s u o
h Libera lfeminist s ifgh tfo rwomen irght sto ge tsame oppo truntiy ilke e
v a h n e m t a h
w in educaiton in orde rto develop women’ s raitonaltiy. Raitonaltiy
fl e s e v a h n e m o w s e k a m t i d n a n e m e k il g n i e b n a m u h e t e l p m o c a n e m o w s e k a
m
-. n o it a n i m r e t e
d S -efl determinaiton t ha t ilbera lfeminist smean i s t he irght so fwomen .s
t h g ir e v it c u d o r p e r d n a , li v i c , g n i k r o w , c i m e d a c a t e g o t
l a r e b il e h t y b d e r e d i s n o c s i n o it a c u d
E feminist sa sthe weapon to gain the .
y ti l a u q
e Beside sequaltiyi neducaiton ,liberalf eminist sdemandothe rbasic irghtsf o r d
n a s t h g ir l a c it il o p l a u q e e k il n e m o
w occupaitonal oppo truni ites tha tmen enjoy .
s t s i n i m e f l a r e b i
. y ti l a u q e n i a g o t n e m e k il g n i m o c e b r o e m a
s Libera lfeminist ssuppor twomen to y
r o ti r r e t s ’ n e m y ll a u s u s i h c i h w n i a m o d c il b u p e h t n i k r o
w (Tong ,2009 :47 .)
s i x e e h t t p e c c a s t s i n i m e f l a r e b i
L tenceo fmen ,andtheyt hinkt hatmencanbe n
e m o w f o r e n tr a p
a (Humm ,1992 :181) .Womenwantt obeapa trne ro fmenandnot s
t n a v r e s s ’ n e
m .To be men’ spa trner ,women should earn money by going t o work
. e s u o h e h t e d i s t u
o These ilbera lfeminist swant t o free women from t he oppressive y
n a m n i n e m n a h t n o it i s o p r e w o l e h t n i n e m o w e k a m t a h t s e l o r r e d n e
g aspect sand
. s e it il a u q r i e h t p o l e v e d o t m e h t g n it n e v e r
p Women are committed guitly fi t hey are
s e v l e s m e h t g n ir a p e r p t o
n to ifgh tagainstt heoppression .s s
e ir o e h t e s o h t m o r
F o ffeminism, t he t heory o f ilbera lfeminism i schosen t o k
o o b e h t e z y l a n
a Second-Clas sCiitzen because ilbera lfeminism suppo trs i ndividua l
. n a m o w r o f n a m a e k il y ti l a u q e d n a m o d e e r f
.
C Theore itca lFramework
y d u t s s i h
T exposes the idea o f feminism in Adah’ s characterisitcs in
s ’ a t e h c e m
E Second-Clas sCiitzen .The t heo ire sused i n t hi sstudy are the t heory o f p l e h s e ir o e h t e s o h T . m s i n i m e f l a r e b il f o y r o e h t e h t d n a , n o it a z ir e t c a r a h c d n a r e t c a r a h c
r e ti r w e h
t studyandi denitfyt heproblem stha thavebeenmenitonedpreviouslyint he
.r e t p a h c r e il r a e
n o it a z ir e t c a r a h c d n a r e t c a r a h c f o y r o e h t e h
T helpst hewrtieri nunderstanding .
y r o t s e h t n i h a d A f o s c it s ir e t c a r a h c e h
t A tfe r ifnding ou tand understanding the
o s c it s ir e t c a r a h
6 1
t u o b a n o it a l u m r o
f wha tkindo foppressions Adahundergoesandher r eacitonagains t .
7 1
I I I R E T P A H C
Y G O L O D O H T E M
.
A Objec toft heStudy a t e h c e m E i h c u
B wrote Second-Clas s Ciitzen in 1974 and pubilshed in
England by Alilson & Busby Limtied .However ,thi sresearch used the Ame irca’ s
k o o b s i h T . 5 7 9 1 n i c n I , r e ll i z a r B e g r o e G y b d e h s il b u p l e v o n e h t f o n o it a c il b u p t s ri f
t i d n a l e v o n d n o c e s r e h s a
w wa sactuallyanove lbasedont hel fiestoryoft heautho r
s i h t d r o w r e h t o n i ,f l e s
ti wa sanautobiographynovel .Thede ifniitono fautobiography
o t g n i d r o c c
a E .Stuar tBates “i s a narraitve o fthe pas to fa person by the person
e d n A . R a d n i L e li h W . ) 2 : 7 3 9 1 , s e t a B ( ” d e n r e c n o
c rson de ifne s autobiography
c if i c e p
s a lly a san exposiiton prose narraitve ,which i sw irtten by t he person hersefl ,
r a l u c it r a p n i e fi l l a u d i v i d n i n o s r e p e h t n o s e s u c o f d n a n o s r e p a f o e c n e t s i x e e h t t u o b a
n o s r e p e h t f o t n e m p o l e v e d e h t n
o ’ s personaltiy ( Anderson ,2001 :3) .The f eatures i n
r g o i b o t u
a aphy aret he i denit ifcaitonof t hesefl ,s -eflre lfeciton and i nrtospeciton.The
n o s r e
p tha tthe autho rcreates sa a characte rin the story may no tbe a completely
n o it a t n e s e r p e r c it s il a e
r oft he author’ sactua lpast l fie . tI i si mpossiblef or t he autho r
o
t desc irbeall t heevent sobjecitvelyeveni nt hemos taccurateautobiographyhaving
t , s t n e m e l e l a n o it c
if hi scondiiton make sno separaiton ilne between autobiography
7 : 7 3 9 1 , s e t a B ( n o it c if d n
a -1 0 .)
e h t t u o b a s r e d a e r e h t d l o t k o o b e h
T srtuggleo fAdah,t hemain characte rand
8 1
s l
a o abou the rdreams ,whlie she wa sgrowing into a woman ,moving from a high
y r e v a o t , a ir e g i N , d n a l e v it a n r e h n i n o it i s o p s s a l
c poo rclass i n a whtie European
d n a d o o h r e h t o m h ti w d e l g g u rt s e h S . y t e i c o
s wa sbeingawfiewhohadt osuppo trt he
g n i e b h ti w g n o l a y li m a f e ri t n
e an independen tperson . p trA a o fhe rsrtuggle also
d n a e u s s i l a i c a r e h t h ti w s l a e
d thenorm so fbeingblacki ntheEngilshs ociety.
.
B Approachoft heStudy
s i n i m e f s y o l p m e y d u t s s i h
T t approach .Feminist approach emphasize sthe
d n a w o h s o t s e ir t h c a o r p p a s i h T . e r u tl u c l a h c r a ir t a p n i n e m o w f o n o it a z il a n i g r a m
f o n o it a n i d r o b u s f o s e c n e ir e p x e e h t n i a l p x
e women t hat are re lfected i n t he work o f
y a p r e ti r w e h T . e r u t a r e ti
l s atteniton on some i mpo tran tpoints i n analyzing t he story
s a h c u
s the role so fwomen in the story ,stereotypica lo fwomen in the story ,the
m e f d r a w o t s r e t c a r a h c e l a m y ll a i c e p s e y t e i c o s e h t m o r f e d u ti tt
a alecharacters ,andt he
. s r e t c a r a h c e l a m e f e h t o t k a e p s y t e i c o s e h t d n a s r e t c a r a h c e l a m e h t y a w
n i h c a o r p p a t s i n i m e
F Approaching Ltierature :Ltierature and Gender si
t s i n i m e f s e il p p a h c i h w e r u t a r e ti l f o y d u t s e h t o t h c a o r p p a c i m e d a c a “ n a s a d e b ir c s e d
)i x : 6 9 9 1 , n a m d o o G ( ” .s t x e t y r a r e ti l f o s i s y l a n a e h t o t t h g u o h
t Thi sapproach si
e z y l a n a o t n e s o h
c Emecheta’ sSecond-Clas sCiitzentos eet heideaoff eminismi nt he
characte .r B uy singt hi sapproach,t her eader scan ifnd outt heexpe irenceo fwomen
n i n o it a z il a n i g r a
m pat irarcha lsociety and how are they react agains t ti .Fo rthese
m s i n i m e f ,s n o s a e
0 2
V I R E T P A H C
S I S Y L A N A
.
A TheCharacterisitc so fAdah
s i m a e r d g i b r e H . a ir e g i N , s o g a L n i n r o b s a w e h S . e b ir t s ’ o b I o t s g n o l e b h a d A
o t e m o c o
t theUntiedKingdom ,herl ando fdream .He rparent sandhe rsocietyneve r
s i e h s t u b , d n a l g n E o t e m o c o t n a m o w a w o ll
a dfiferentf rom t heordinarygi lrsi nhe r
t h g if e h S . s i ti s a e l u r e h t t p e c c a l li w o h w e b ir
t s f o rhe rdream t o makei tcome ert . u
e h
S i ssure a slong a sshe make si the rmain focu ,s he rdream wli lcome rt ue.
l ri g r a il u c e p a s a d e b ir c s e d s i h a d A , y ll a c i s y h
P becauseo fhe rappearanceandnature:
d d o h ti w ; d a e h l l a ; s y a d e s o h t n i y n n u f k o o l d i d e h s r o f ,l ri g r a il u c e p s a w e h S
e l p o e P .r e t s o p m a f x O y n a d e c a r g e v a h d l u o w t a h t y m m u t a d n a r i a h d e r o l o c
d n a y k n a r c s a w e h s e s u a c e b g n i m o c d e p p o t s y e h t t a h t r e h o t d i a
s ugly ,buts he
e n o b d n a n i k s ll a , n e h t y l g u s a w e h s ;t a h t e t u p s i d t o n d i
d . (p.19)
d n a , s r e h t o e h t f o p l e h e h t y b d e b ir c s e d e r a s c it s ir e t c a r a h c r e h , l e v o n e h t n I
: h a d A f o s c it s ir e t c a r a h c e h t e r a w o l e b
.
1 ASmar tWoman
d
A ah alway sconsider seducaiton as an i mpo trant t hing .Since she i sa chlid ,
e h
s showshighspi ir tandenthusiasm t ogot o schoo landstudied . I tmake sAdah do
. fl e s r e h r o f n o it a c u d e t e g o t n a c e h s g n i h t y r e v
e She know she rparent swli lno tsend
e r a c y ll a e r t o n s e o d e h s t u b , l o o h c s o t r e
h abouti tasl ong a sshe can studyin schoo l
. w o h r o t a h w r e tt a m o
n I n the fris tday she comes to school ,she ha snot of ifcially
n k e h S . l o o h c
s ow sand reailzes t he consequence o fhe raciton .Adah aciton, r unning
m o r f y a w
a he rhome t ogo t oschool ,almos tmakes he rMagoingto j ai lbecause she
i scharged wtih chlid neglects ,but t he good t hing is t he poilce advises Ma t o send
k o o l e h s e s u a c e b l o o h c s o t h a d
A s ilke a chlid who i senthusiasitc to learn (p.13) .
e h s , d e e d n
I wli lnevers topl earningandt hi smake sAdahknowledgeable.
h a d A s r e d i s n o c s y a w l a y t e i c o s e h
T a sa srtange gi lr .However ,she neve r
d e s u c o f y l n o s i e h s e s u a c e b t i y a s o h w m e h t h ti w s e u g r a r e v e n d n a t i t u o b a s d n i
m on
. n o it a c u d e r e
h He rvaulitng ambiiton i n educaitoni ssuppo tred by t he headmaster i n
s ’ h a d
A school .Hesuggest shert ogo t ot hebes tsecondaryschoo lbecause heknow s
o d l li w e h s t a h
t he rbes tandshe cando i twell( p.20 .)Fromt he headmaster’ sword s
o t m i h y b d e d n e m m o c e r s i e h s e s u a c e b t r a m s s i e h s n e e s y lr a e l c n a c r e ti r w e h t
. y ti l a u q r e h s p o l e v e d d n a n o it a c u d e r e h e u n it n o
c No tal lo fthe student scan ge t
e h t y ll a u s u e s u a c e b l o o h c s e h t m o r f n o it a d n e m m o c e
r schoo lonly recommends
s e it il a u q h ti w s t n e d u t
s .
s ’ h a d A . l o o h c s y r a d n o c e s o t g n i o g t u o b a s r a e h e h s n e h w y p p a h o s s l e e f h a d A
t e g r a t t x e
n ist hescholarshipt ha ti sgivenf o rchlidrenwhodot hebesti nt heenrtance
m a x
e inaiton .She i sgoing t o compete fo rone of t hose places; s ihe sso determined
h g u o h
t the fac ttha the rnumbe ri snine hundred and fo try-seven f irghtens rh .S e he
s e r a p e r
p hersefl f ort he exam. Ther esutl i s she doe snot fali ,she doe sn ot only p ass
g o s l a e h s t u b n o it a n i m a x e e c n a rt n e e h
t ets a ful lscholarship .She i sone of t he bes t
n e r d li h
c in t ha tyear. Get sscholarship and become sone of t he bes tchlidren are t he
