黑人社会

And the uniqueness of Afro-American music and dance is the root of the popularity of Afro-American culture.

他们的音乐和舞蹈因非洲黑人的文化根源而独具特色，而非主流文化的附属物，从而能真实地反映了美国黑人的历史和社会生活；反之，正是这种音乐和舞蹈造就了美国黑人文化的独特魅力。

And the uniqueness of Afro-American musicand dance is the root of the popularity of Afro-American culture.

他们的音乐和舞蹈因非洲黑人的文化根源而独具特色，而非主流文化的附属物，从而能真实地反映了美国黑人的历史和社会生活；反之，正是这种音乐和舞蹈造就了美国黑人文化的独特魅力。

This dissertation takes blacks education in the 20〓 century as the research subject. From the standpoint of education equality, and with desegregation and integration in school as the main thread, it explores the dynamics and resistant forces of blacks education in the wider social, political and economic background.

本论文以20世纪的黑人教育为研究对象，以黑人追求教育平等为切入点，以取消学校种族隔离，实现学校种族一体化为主线，在广阔的社会政治经济背景之中探讨了黑人教育发展的动因和阻力。

This dissertation takes blacks education in the 20th century as the research subject. From the standpoint of education equality, and with desegregation and integration in school as the main thread, it explores the dynamics and resistant forces of blacks education in the wider social, political and economic background.

本论文以20世纪的黑人教育为研究对象，以黑人追求教育平等为切入点，以取消学校种族隔离，实现学校种族一体化为主线，在广阔的社会政治经济背景之中探讨了黑人教育发展的动因和阻力。

She believes the faithful cognition and representation of the dominant culture would be possible only when black Americans look back the dominant society with their own stan...

莫里森认为，展现黑人真实自我须首先凸现黑人主体眼中的社会现实特别是黑人眼中的白人，努力探索黑人自己认识世界的方式及标准；此外黑人民族还须正确处理黑白民族关系，避免极端的民族主义。

This thesis takes the strenuous search for cultural identity of the Dead family in Song of Solomon as the main line, embarks on the cultural identity of blacks in different periods, connects the pursuit of identity with their history in American society, outlines a vivid historical picture of blacks from the evolution of their identity (from the enslaved black to the emancipated freedman, to the northern migrator and then the youth born in the north), further explores the efforts made by the blacks on their way to seek their national outlets and build their cultural identity in different periods, points out the advantage and disadvantage of their choice, and finally draws to the conclusion that African American should not abandon their national tradition but at the same time they must stand on American society and find a sound integrity of the two cultures.

本论文以托妮·莫里森的第三部小说《所罗门之歌》中戴德家族寻求文化身份认同的艰难历程为主线，以黑人在不同的历史时期的文化身份的选择为切入点，把黑人对身份的探寻与他们在美国社会中的历史文化联系在一起。从黑人身份的演变(从奴隶到被解放的自由人到北方移民者到出生在北方的新一代黑人青年)勾勒出一幅美国黑人百年历史的生动画面，分析在不同时期黑人为寻求民族出路和构建文化身份时所做出的艰苦卓绝地努力和探索。同时也指出了他们所选择道路的利与弊。最后的结论是：在寻求种族出路时既要立足美国现实又不能抛弃种族传统，而应该努力找到二者的最佳结合点。

1St Week: A general introduction to the nature and contents of the course; an investigation of students' acquired knowledge of literature in general; a brief introduction to African-American literature 2nd and 3rd Weeks: Rediscovering an Invisible Culture (Why Black culture had been unknown and unobserved for several decades; how it came to be rediscovered ) 4th to 6th Weeks: Double Consciousness (the marginal perspective in Language, Oral Culture, Folklore and Religion); Reading representative works by three Black writers of racial consciousness: Douglass, Washington and Bu Bois 7th to 9th Weeks: Minstrelsy (Imitation, Parody and Travesty in Black-White interaction rituals 1830--1920); Reading the novel about the Black life: Uncle Tom's Cabin 10th to 12th Weeks: Social Mobility and Cultural Stigma: The case of Chicago Jazz 1920--1930; Reading poems by Hughes and novels by Wright 13th to 15th Weeks: Oral Tradition and the Quest for Literacy: The crisis of Black writers from Philips Wheatley to Ralph Ellison; Reading the masterpiece of Ellison 16th to 18th Weeks: Contemporary Afro-American Culture: the sixties and seventies (efforts on reconstructing the Black identiy and Black history); Reading novels by Morrison

第1周：介绍课程性质、内容，了解学生相关文学背景，简要概括黑人文学历史第2-3周：再现黑人文化（黑人文化长期被掩盖的事实和原因，重新被发现的原因和过程）第4-6周：双重意识（语言、吟唱文学、民俗民谣、宗教的边缘化），阅读黑人种族意识三代伟大启蒙家道格拉斯、华盛顿、杜波伊斯的代表作第7-9周：吟游文学（黑人与白人的文化互动过程中的模仿、戏仿、曲仿），阅读第一部反映黑人生活的小说《汤姆叔叔的小屋》第10-12周：社会动荡与文化耻辱（芝加哥爵士乐的兴起、流行和影响），阅读休斯和赖特的代表作第13-15周：口头文学传统与争取教育权利的斗争（从惠特利到埃里森的黑人作家危机），阅读拉尔夫·埃里森的代表作第16-18周：六、七十年代以来的美国黑人文化（重建身份和重建历史的努力），阅读莫里森的代表作每位参加该课程学习的学生均须严格出勤，按时完成学读任务，每学期主持两次小型（10分钟）学术报告，第一次针对老师推荐的作家作品做一个专题报告，第二次针对自己的学期研究计划做一个选题前瞻性和可行性报告。

Fivescore years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation . This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice.

然而，100年后，黑人依然没有获得自由。100年后，黑人依然悲惨地蹒跚于种族隔离和种族歧视的枷锁之下。100年后，黑人依然生活在物质繁荣翰海的贫困孤岛上。100年后，黑人依然在美国社会中间向隅而泣，依然感到自己在国土家园中流离漂泊。

You'll be sure to get off your asses and do what needs to be done for the black community.

你们肯定会行动起来，为黑人社会做需要做的事情。

But we do need to remind ourselves that so many of the disparities that exist in the African-American community today can be directly traced to inequalities passed on from an earlier generation that suffered under the brutal legacy of slavery and Jim Crow.

但是，我们需要提醒自己，这么多的差距存在于美国黑人社会今天可以直接追溯到不平等通过从较早一代遭受残酷的奴隶制遗留问题和吉姆克劳。

For a big chunk of credit-card losses; the number of filings (and thus charge-off rates) would be rising again, whether

年美国个人破产法的一个改动使得破产登记急速下降，而后引起了信用卡大规模的亏损。

Eph. 4:23 And that you be renewed in the spirit of your mind

弗四23 而在你们心思的灵里得以更新