A Closer Analysis of Place and Belonging in Literature for Children

In this essay we will discuss about closer analysis and below are the summaries point:- The essay analyzes the theme of place and belonging in three literary texts Amy Tan's Joy Luck Club depicts the struggle of immigrants to belong in a new place Dickens' Great Expectations portrays the pain and sense of loss experienced by a child who lacks a sense of belonging.

Running head: CLOSER ANALYSIS
Closer Analysis
Name of the Student-
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Introduction
Aiming to generate a fair and comprehensive view about the intrinsic theme of place and
belonging, this essay strives to delve into a closer analysis of literary texts that appease the
temperament of children all over the world. This essay endeavors to provide an in-depth analysis
of the three texts, namely, Tan’s Joy Luck Club, Dickens’ Great Expectations and Winch’s
Swallow the Air. The following paragraphs will try to argue for the fact that the notion of place
and the sense of belonging is relevant to the development of the child psyche.
Discussion
In her book, Joy Luck Club, Amy Tan strives to present the intrinsic theme of place and
belonging in a vivid and detailed manner (Tan, 2006). Through the aspect of immigrant identity,
the author strives to project the various problems that are faced by immigrants in a new place and
their resulting sense of belonging (Yang & Xue, 2018). A closer look at the text will reveal that
the children in this text do not endeavor to extract information or establish connection with their
parent culture, that is, Chinese culture. The theme of place and belonging is depicted in the
sections where the children are seen to be connecting with their modern American culture. In
order to belong to the place, that is, America, the children endeavor to estrange their links with
their parent culture “...they see daughters who grow impatient when their mothers talk in
Chinese…” (Tan, 2006, p.40). The language depicts the excruciating pain that is experienced by
the mothers.

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The author tries to project that the children even practiced measures to erase their
connections with the past and to belong to the American milieu. A closer analysis of the novel
will reveal that the theme of place and belonging is presented in an extremely mature and
poignant manner. Through her realizations and experiences in China, Jing-Mei, the theme of
place and belonging is reinforced in the text. Her realization of the presence and inter-
connections between American and Chinese cultures is emblematic of the sense of belonging
that can be found in varied places (Vizan, 2014).
In his path-breaking novel, Great Expectations, the author endeavors to present the theme
of place and belonging through the adolescents, Pip and Estella. From the very beginning, Pip is
projected as a lonely orphan whose place and sense of belonging is intrinsically connected to the
regular visits to the graves of his parents. Closer analysis will reveal that Pip is on the constant
search for a place to establish the sense of belonging. “In a word, I was too cowardly to do what I
knew to be right, as I had been too cowardly to avoid doing what I knew to be wrong.” (Dickens,
2011, p. 31). Employing a lucid yet vivid language, these lines depict the effect of a loss of sense
of belonging on the child psyche. The language depicts the sheer pain and sense of loss. The
theme is reinforced and projected in the manner in which Pip is unable to secure a place in the
house of Joe Gargery. Despite the compassionate behavior of Joe, Mrs. Joe refuses to be
compassionate (Fong, 2015). This creates a sense of dislocation in the poor child. The poor kid is
unable to establish any sense of belonging to the place of Miss Havisham (Bouziane, 2015). The
theme of place and belonging is depicted in various sections where Estella refuses to treat Pip in
a proper manner. The language used by the author depicts the theme of place and belonging.

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The poor child is compelled to realize that he does not belong to the dilapidated mansion
of Miss Havisham. In addition to this, the sense of place and belonging is also reinforced in the
character of Estella. Though Miss Havisham rears her, she does not belong to the place as she
fetches the sense of belonging in other people. The author presents the theme in a very poignant
and intricate manner. It can be said that the central character personifies the theme. It can also be
said that the child psychology of Pip and Estella are shaped by the sense of place and belonging.
In Swallow the Air by Tara June Winch, the theme of place and belonging is also
explored in a very intricate manner. Even in this text, the author strives to project the theme by
making the central protagonist, May Gibson, the center of attention and conflicts (Winch,
2010). The theme of place and belonging is depicted in the sections where the protagonist is seen
establishing the intrinsic sense of connection and belonging with the Aboriginal community. It
can be said that the tragedy that had befell upon the child protagonist had shaped her psyche
regarding the sense of place and belonging. “…I thought about Mum’s pain being freed from her
wrists, leaving her body, or what was left…And I knew it was all right not to forget…” (Winch,
2010, p. 5). These lines and the language are emblematic of the effect of the tragedy that had
befell upon the protagonist. Thus, it can be said that the author tries to project the theme of the
sense of place and belonging by the use of certain poignant incident and ideas.
Conclusion
After analyzing the above-discussed ideas, it can be mentioned that the three texts
contribute in presenting the theme of place and the sense of belonging. In conclusion, it can also
be said that the three texts reveal the manner in which the theme shapes child psychology.

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Reference
Bouziane, K. (2015). Materialism versus Human Values in the Victorian Novels: The Case of
Great Expectations and Wuthering Heights.
Dickens, C. (2011). Great Expectations. Turtleback Books.
Fong, N. (2015). Great Expectations Realised or Disappointed? Using Screen Adaptations in the
Classroom. Uses of English, 66(3), 41-51.
Tan, A. (2006). The Joy Luck Club. Warner Books.
Vizan, I. (2014). Acknowledging Chinese inheritance and cultural practices in amy Tan’s the joy
luck club and saving fish from drowning. Китаєзнавчі дослідження, (1-2), 87-101.
Winch, T. (2010). Swallow the air by Tara June Winch. Glebe, N.S.W.: Pascal Press.
YANG, J. Y., & Xue, P. E. N. G. (2018). On Conflicts and Integration of American and Chinese
Cultures in Joy Luck Club from Perspective of Intercultural Communication. DEStech
Transactions on Social Science, Education and Human Science, (icems).

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