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A Tool of Success

A Critical Content Analysis of Naana’s Character in Ayi Kwei Armah’s Fragments

Bibliographic Data

ID22105707
AuthorsZipporah Ampofo (Our Lady of Apostles College of Education), Jonathan Essuman (0000-0001-8266-1918, University of Education, Winneba, corresponding author), Ekua Arhin (Our Lady of Apostles College of Education), Richard Kwame Ansah (0000-0002-6551-4817, Our Lady of Apostles College of Education), Richard Ansah (0000-0003-3029-6191)
Year2020
Volume08
Issue01
Pages23-33
Publication date2020-01-01
Open AccessYes
TypeARTICLE
VenueAdvances in Literary Study (JOURNAL)
Journal identifiersISSN: 2327-4034 • E-ISSN: 2327-4050
PublisherScientific Research Publishing, Inc. (PUBLISHER)
DOI10.4236/als.2020.81003
OpenAlexW3000341487
LanguageEN
Citations received2

African Writers gave little importance to the role of women in their literary works. The likes of Chinua Achebe and Ayi kwei Armah gave prominence to women characters. This is seen in Ayi Kwei Armah’s text Fragments. This article therefore examines the important role given by the author of this novel to the woman character, Naana. A critical content analysis has been engaged in to ascertain her roles in the narrative and thematic developments of the story. That is, it studies how Naana is used as a tool to bring about the success of the novel. A study of this nature has to do with gender. Thus, the underlying theories of this paper are Marxist feminist criticism and feminist literary criticism

Art · Criticism · Literary criticism · Literature · Marxist philosophy · Narrative · Political science · Sociology · African history and culture studies · Law · Literary Theory and Cultural Hermeneutics · Postcolonial and Cultural Literary Studies

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    Open Access•Samuel Kwesi Nkansah, Emmanuel Mensah Bonsu•Cogent Arts and Humanities•2024

  • Re-visioning Ayi Kwei Armah’s Fragments

    Open Access•Emmanuel Mensah Bonsu, Samuel Kwesi Nkansah•Íkala Revista de Lenguaje y Cultura•2024

Citations per year1
Citation span2024 - 2024 (1)
Highly citedNo

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