In this paper, I plan to explore and gain some insight on Audre Lorde’s personal background and what motivated her to compose a number of empowering and highly respected literary works such as “Poetry is Not a Luxury”. In “Poetry is Not a Luxury”, Lorde not only gives voice to people especially women who are underrepresented, but also strongly encourages one to step out of their comfort zone and utilize writing or poetry to express and free oneself of repressed emotions. I am greatly interested in broadening my knowledge and understanding of the themes that are most prominent in Lorde’s works such as feminism, sexism and racism. It is my hope that after knowing more about her that I would also be inspired to translate my thoughts and feelings …show more content…
Mark’s and St. Catherine’s Catholic schools in Harlem, where she was ostracized by the nuns for wearing braids. After completing her elementary education, she moved to Hunter High School in 1947 for her secondary education. At Hunter High School, she joined a literary group of young women called “The Branded”. Lorde wrote her first poem when she was in eighth grade, and became the editor of her school’s magazine during her senior year. At the age of seventeen, her first poem was published on Seventeen magazine. When she graduated high school in 1951, she enrolled at Hunter College in 1952 and majored in English literature and philosophy. It took her several years to get her Bachelor’s degree as she had to support herself financially. She spent a year in Mexico, and studied at National University of …show more content…
It is a way to crucially engage oneself in setting the stage for new interventions and connections. She also emphasized that she personally viewed poetry as the embodiment of one’s personal experiences, and she challenged what the white, European males have imbued in society, as she declared, “I speak here of poetry as the revelation or distillation of experience, not the sterile word play that, too often, the white fathers distorted the word poetry to mean — in order to cover their desperate wish for imagination without insight.”
In Tim Seibles' poem, The Case, he reviews the problematic situations of how white people are naturally born with an unfair privilege. Throughout the poem, he goes into detail about how colored people become uncomfortable when they realize that their skin color is different. Not only does it affect them in an everyday aspect, but also in emotional ways as well. He starts off with stating how white people are beautiful and continues on with how people enjoy their presence. Then he transitions into how people of color actually feel when they encounter a white person. After, he ends with the accusation of the white people in today's world that are still racist and hateful towards people of color.
Throughout a collection of Gwen Harwood’s poems is the exploration of women during the 1950’s-90’s and their roles in society as it evolved in its acceptance of allowing a woman equal say in her identity. (struggling to end this essay)
Sociologists often employ intersectionality theory to describe and explain facets of human interactions. This particular methodology operates on the notion that sociologically defining characteristics, such as that of race, gender, and class, are not independent of one another but function simultaneously to determine our individual social experiences. This is evident in poetry as well. The combination of one poet’s work that expresses issues on class with another poet’s work that voices issues on race, and so forth, can be analyzed through a literary lens, and collectively embody the sociological intersectionality theory.
Throughout history, women have struggled with, and fought against oppression. They have been held back and weighed down by the sexist ideas of a male dominated society which has controlled cultural, economic and political ideas and structure. During the mid-1800’s to early 1900’s women became more vocal and rebuked sexism and the role that had been defined for them. Fighting with the powerful written word, women sought a voice, equality amongst men and an identity outside of their family. In many literary writings, especially by women, during the mid-1800’s to early 1900’s, we see symbols of oppression and the search for gender equality in society. Writing based on their own experiences, had it not been for the works of Susan Glaspell, Kate Chopin, and similar feminist authors of their time, we may not have seen a reform movement to improve gender roles in a culture in which women had been overshadowed by men.
Gwendolyn Brooks is the female poet who has been most responsive to changes in the black community, particularly in the community’s vision of itself. The first African American to be awarded a Pulitzer Prize; she was considered one of America’s most distinguished poets well before the age of fifty. Known for her technical artistry, she has succeeded in forms as disparate as Italian terza rima and the blues. She has been praised for her wisdom and insight into the African Experience in America. Her works reflect both the paradises and the hells of the black people of the world. Her writing is objective, but her characters speak for themselves. Although the idiom is local, the message is universal. Brooks uses ordinary speech, only words that will strengthen, and richness of sound to create effective poetry.
In our class discussions and reading, I learned that women were once in charge of the human race, women were a part of a community, no race was inferior or superior, there was peace and harmony in the world until the patriarchal era came, planning to embed itself in the ground for a long time. Women were raped of their identity, their race and their status in society. Men ruled the biblical stories, leaving Mary out. Hence, the war started between the races, women fought to gain their identity back and to do so, they started with writing. One of those women was Audre Lorde. Audre Lorde was raised in a very sheltered family. She was protected by her mother who believed that white people should not be trusted. Seeing her mother as an idol, she dared not to question her authority and obeyed her as she said. The pivotal point was when Lorde was on her own in college, it is then she fought racism and prejudice with writing and her involvement in the women community.
Age, Race, Class, and Sex: Women Redefining Difference, is a powerful article written by Audre Lorde about the issues that women face in each of these categories. In the article, Audre Lorde describes herself as a, “forty-nine-year-old Black lesbian feminist socialist mother of two, and a member of an interracial couple,” (Lorde 114). She also confesses that she feels as though she is seen as a part of some group that is labeled as, “other, deviant, inferior, or just plain wrong,” (Lorde 114). Within these issues of age, race, class, and sex, Lorde focuses on Black and Third World women, and how they are oppressed in our society. She also discusses how women are constantly oppressed by males in our patriarchal society. She also touches on the fact that white women ignore their white privilege. She states that, “as white women ignore their built-in privilege of whiteness and define women in terms of
In fashioning her ideal audience, Lorde directly addresses both “white women” and her “sisters of Color” while also subsuming both under the broader category of “women” (Lorde). Lord thus acknowledges the existence of two distinct publics within her cohesive audience, assuming the anger of African American women—who, somewhat paradoxically in regards to historical stereotypes, may comprise Lorde’s “informed” audience—and presuming the relative ignorance of white women, who largely include the portion of the audience in need of “education.” Through constitutive rhetoric, Lorde provides each group an identity and due acknowledgement within her speech while also unifying them universally as women against the social construction of racism. For
She sparked ideas on contemporary black feminist thought and “womanism” which have become universal and central to feminist texts. Lorde was writing as a black, lesbian woman in the 1950’s. She faced discrimination at every level; furthermore, this was at a time when men were just beginning to consider women intellectuals. Since childhood, Lorde began to write poetry to express herself because she found it hard to communicate her thoughts in normal conversation; this childhood struggle eventually turned into a series of feminist masterpieces. Lorde does not write to impress; every word she writes has a purpose and a meaning. Lorde’s work on women’s sexuality, patriarchy, and power are what I find to be the greatest forces of
...present powerful characters, while females represent unimportant characters. Unaware of the influence of society’s perception of the importance of sexes, literature and culture go unchanged. Although fairytales such as Sleeping Beauty produce charming entertainment for children, their remains a didactic message that lays hidden beneath the surface; teaching future generations to be submissive to the inequalities of their gender. Feminist critic the works of former literature, highlighting sexual discriminations, and broadcasting their own versions of former works, that paints a composite image of women’s oppression (Feminist Theory and Criticism). Women of the twenty-first century serge forward investigating, and highlighting the inequalities of their race in effort to organize a better social life for women of the future (Feminist Theory and Criticism).
‘’The woman thing’’ by Audre Lorde reflects more on her life as a woman, this poem relates to the writers work and also has the theme of feminism attached it. The writers role in this poem is to help the women in discovering their womanhood just as the title say’s ‘’the woman thing.’’ The poem is free verse and doesn’t have a rhyme to it and has twenty-five lines.
Marianne Moore’s most popular poem, which is also her most ambiguously titled poem, is called “Poetry.” In this poem Moore decisively strayed away from her conventional writing style of contrariety and the bizarre, but it does seem to share other characteristics of her earlier poetry. Moore’s apparent purpose in writing “Poetry” was to criticize the present social outlook on the entire idea of poetry, to come up with a universal definition of poetry and of genuine poetry, and ultimately to convince those who dislike poetry of its benefits. She attempted to present this criticism and definition by means of blatant irony, and even though she desperately wants to describe the seemingly trivial activity of poetry, she fails to provide a definition that is not caught up in the negative.
Plath’s work is valuable for its ability to reach today’s reader, because of its concern with the real problems of our culture. In this age of gender conflicts, broken families, and economic inequities, Plath’s forthright language speaks loudly about the anger of being both betrayed and powerless. She was hailed as literary symbol of the women’s rights movement and a feminist writer of great significance. Sylvia Plath began by creating art that imitated life, but ended when life imitated art.
Society has redefined the role of woman by their works thru poetry that has changed their life
Many times poetry is reflective of the author’s past as well as their personal struggles. One struggle that poets write about is of identity and the creation, as well as loss, of individual identities. Using a passage from the essay Lava Cameo by Eavan Boland, I will show how two poets use their craft to describe their struggle with identity. Eavan Boland and Seamus Heaney both write poems which express an internal struggle with roles of identity and how they recreate their roles to fit their needs. Through retrospection and reflection, both poets come to realize that the roles they led as well as those they reinvented have created their own personal identities. Boland, in her essay Lava Cameo, touches on several emotions (loss, despair, etc) and episodes in her life which capture the essence of her identity. It is this notion of individual identity that is a central theme throughout Boland’s essay and some of her poems. Boland, through retrospection and hindsight, has been able to recognize the roles that society has dictated that she follow. These roles were not necessarily created for any rational reason (ex: female role as subordinate and even as marital property). One passage in particular captures the internal struggles Boland has endured. This passage runs from pages 27 to 29 in Boland’s Object Lessons. It begins by saying, "It may not be that women poets of another generation…" and ends with "…but because of poetry."