Hossein Sabouri; Ali Zare Zadeh; Abolfazl Ramazani; Roghayeh Lotfi Matanaq
Abstract
The aim of this paper, in Morrison’s fictional novel, God Help the Child (2015), is to examine the detrimental impact of the hostile and violent mistreatment of a light-skinned mother who restrains from nurturing her Black daughter. Nancy Chodorow’s (1978) Object Relations Theory helps us ...
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The aim of this paper, in Morrison’s fictional novel, God Help the Child (2015), is to examine the detrimental impact of the hostile and violent mistreatment of a light-skinned mother who restrains from nurturing her Black daughter. Nancy Chodorow’s (1978) Object Relations Theory helps us determine how patterns of gendered-parenting and early-childhood development contribute to the reproduction of traditional sex roles. Her theory includes three basic “affects”, namely attachment, frustration, and rejection, in which the female identity is chiefly based on the inextricable attachment to the mother, and the status of women in culture is defined by the tie between the mother and daughter. These “affects” are universal emotions that are vital for infantile identity formation. Drawing upon her Psychoanalytic theory, the overarching argument of this paper is that the mother is the initial object for the infant to gratify its desires; however, from Freud’s (1926) standpoint, her breast, as the source of nurturance, is the first object. For our purposes, traditional theory of Freudian Oedipus Complex is not the primary concern of this paper and Chodorow’s (1978) contemporary Object Relations Theory is applied, for Psychoanalytic Feminism contributes to examining the ambivalent nature of motherhood. Our findings indicate that Chodorow elucidates the essence of motherhood in terms of the social constructions in lieu of biological ones. Given both Chodorow’s and Freud’s (1926) viewpoints, the inextricable maternal bond between Sweetness and Bride, the mother and daughter of the novel, is traumatically distorted once the mother deprives her infant of the maternal milk.
Hadi Farjami; Esmaeel Noroozi
Abstract
The purpose of this study was to explore the relationship between behavioral and emotional engagement of Iranian EFL learners and their attachment to their teachers. Both teachers’ and students’ perceptions of their relationships and students’ engagement have been taken into account. ...
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The purpose of this study was to explore the relationship between behavioral and emotional engagement of Iranian EFL learners and their attachment to their teachers. Both teachers’ and students’ perceptions of their relationships and students’ engagement have been taken into account. Questionnaire data provided by 311 EFL students and 70 EFL teachers was used to investigate the relation between (a) teacher-student attachment and EFL learners’ engagement, (b) teacher-student secure attachment and EFL learners’ engagement, (c) teacher-student insecure attachment and EFL learners’ engagement, (d) teacher-student secure attachment and EFL learners’ behavioral engagement, (e) teacher-student insecure attachment and EFL learners’ behavioral engagement, (f) teacher-student secure attachment and EFL learners’ emotional engagement, and (g) teacher-student insecure attachment and EFL learners’ emotional engagement. The analysis of teachers and students’ questionnaire data showed that teacher-student attachment was correlated with learners’ engagement. The student participants reported that secure attachment positively affected behavioral and emotional engagement while insecure attachment had a negative effect. The teacher participants reported that attachment with students had weak and non-significant relationship with their students’ behavioral and emotional engagement. These findings and their major pedagogical implications are discussed.
