A Journey through Heritage of Classism in Pygmalion -George Bernard Shaw

JOURNAL ARTICLE

Author: Mahir Abdelhaleem Abdelmageed Mahir

Keywords: Pygmalion, Classism, George Bernard Shaw, Psychoanalytical Theory, Social Status

Abstract: The study aims at analyzing an examination of George Bernard Shaw in "Pygmalion" focusing on the theme of "Classism."" By applying Psychoanalytical Theory lens, the study investigates how the text reflects the socio-political and psychological climates of its era. Special attention is given to the symbolism of "Classism" and its contribution to the overall narrative structure. The analysis of the theme and the characters offers a fresh perspective on the work's relevance to modern literary discourse. In George Bernard Shaw’s Pygmalion, classism is explored through the lens of linguistic performance, suggesting that social status in England is primarily a product of speech and appearance rather than inherent merit. Shaw uses the transformation of Eliza Doolittle to argue that "English is not accessible even to Englishmen" due to a lack of formal phonetic education, which creates rigid barriers between classes.

Article Info: Received: 20 Mar 2026; Received in revised form: 16 Apr 2026; Accepted: 20 Apr 2026; Available online: 24 Apr 2026

DOI: 10.22161/ijeel.5.2.12

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