Dream, Displacement, and the Politics of Longing: A Comparative Reading of The Great Gatsby in Dialogue with Palestinian Literature
“Running Title: The Great Gatsby and Palestinian Literature”
DOI:
https://doi.org/10.48185/sjhss.v2i6.1999Keywords:
The Great Gatsby, longing and desire, Palestinian literature, displacement and exile, comparative literatureAbstract
This analysis reading examines F. Scott Fitzgerald’s The Great Gatsby (1925). Using a comparative lens alongside Palestinian narratives. The main focus relies on themes of longing, identity, and structural exclusion in both contexts. The Great Gatsby and Palestinian literary works discuss and explore living in a state of dislocation. Pursuing meaning for themselves and find fulfillment is main concern. Fully showing that both of them utilize narratives, ethics, and symbolism in order to illustrate the marginalization of people with restrictions on access. By using narrative, memory, and ethical national context in the examination of The Great Gatsby and Palestinian writings, will fully contribute to a larger international discourse around from the psychological, social, and human impacts of aspiration unfulfilled due to marginalization. This comparative analysis of The Great Gatsby and Palestinian literature has expanded the scope of interpretation while highly providing this study with a profound basis to represent marginalized experience through the re-imagination of justice. It will provide support for expanded cross-cultural literary studies in a postcolonial, and displacement based literary canon. The study reveals that both The Great Gatsby and Palestinian literature employ memory, narrative ethics, and symbolism. Exploring the tensions between desire and structural restrictions, underscoring such themes. Drawing strictly on scholarship in American modernism and Palestinian literary studies, the review highlights how both traditions interrogate ideological promises that mask structural inequality and exclusion. Future research directions include broader comparative studies, postcolonial and trauma-theory approaches, and pedagogical practices.
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