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Racism in literature
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Gwendolyn Brooks was an American poet who was born in Topeka, Kansas but raised in Chicago, Illinois. She was recognized as the first black author to win the Pulitzer Prize in 1950. She grew up in an African-American neighborhood on the Southside of Chicago where there were limited opportunities for African-American women. For example, around six out of ten African-American women were employed in jobs that provided small wages, while less than one percent held professional positions such as teachers in segregated schools. In “Sadie and Maud”, Brooks compares and contrasts two sisters who have made different lifestyle choices and how their decisions have impacted them their lives. Although there were many limitations and expectations for African-American …show more content…
women in the 1940s, happiness could still be achieved, even if it meant going against the expectations made by society. In “Sadie and Maud”, the two sisters are alike because they have come from the same household and they have had the same opportunities. They are alike in that they are both African American Women in the 1940s who know the expectations and limitations of society. Since they have the same “Ma and Papa”, they have grown up together in the same society. Both Maud and Sadie have experienced and realized the same restrictions and limitations that African-American women have during this time period. They are both aware of these factors but they decide to choose different paths in life. “Maud went to college. Sadie stayed at home.” The two sisters in “Sadie and Maud” are different because they make contrasting lifestyle choices in hope for happiness.
Sadie decides to break the societal rules by staying home and bearing illegitimate children. However in the end, “She didn’t leave a tangle in Her comb found every strand. Sadie was one of the livingest chits In all the land.” Although Sadie decides to break the ideals put forth for her to follow, she ends up being truly happy and also leaving “Her fine-tooth comb” for her two children. Brooks shows that Sadie lived her life to the fullest without worrying about what she was expected to do. On the other hand, Maud decides to follow the societal rules by going to college and getting education in hope for happiness in the future. However in the end, “Maud, who went to college, Is a thin brown mouse. She is living all alone In this old house.” The description of her life suggests that she is not happy even though she did what was conventional during this …show more content…
time. Through the examples of Sadie and Maud, Brooks make indirect comments on education, society, women in general, and African-American women in particular.
Education is what Maud went after but in the end she was lonely and sad. “Maud, who went to college, Is a thin brown mouse.” Brooks uses Maud as an example to criticize the misconception that education equates to happiness. Brooks uses both Sadie and Maud to explain that following the rules and guidelines of society does not ensure happiness. Sadie, who did not let social expectations dictate her life, ended up truly happy. “Sadie was one of the livingest chits In all the land.” Women during this time period in general were less fortunate than men. Furthermore, African-American women in particular were even less fortunate simply because of their race. Women were expected to go to college and get an education but being a woman, especially an African-American woman, made it difficult to do
so. The universal message that this poem provides for people regardless of race or gender is that living life to the fullest is the only way to ensure happiness. Just like Sadie, people should enjoy and cherish life as it is by choosing one’s own path. Sadie decided to not follow societal guidelines and instead “scraped life With a fine-tooth comb.” Maud decided to follow societal guidelines hoping that she would end up happy but actually ended up “living all alone In this old house”. Brooks wants the the reader to know that one should not follow the path created by society but instead create one’s own path in which they can appreciate life. Even though society can limit opportunities in life, happiness can be achieved even if it means going against the norm.
The life and art of the black American poet, Gwendolyn Brooks, began on June 7, 1917 when she was born in Topeka, Kansas. She was the first child of Keziah Corine Wims and David Anderson Brooks. When she was four, her family moved to their permanent residence on Champlin Avenue in Chicago. Her deep interest in poetry consumed much of her early life. For instance, Brooks began rhyming at the age of seven. When she was thirteen, she had her first poem, 'Eventide', published in American Childhood Magazine. Her first experience of high school came from the primary white high school in the city, Hyde Park High School. Thereafter, she transferred to an all-black high school and then to the integrated Englewood High School. By 1934, Brooks had become a member of the staff of the Chicago Defender and had published almost one hundred of her poems in a weekly poetry column. In 1936, she graduated from Wilson Junior College.
The award-winning book of poems, Brown Girl Dreaming, by Jacqueline Woodson, is an eye-opening story. Told in first person with memories from the author’s own life, it depicts the differences between South Carolina and New York City in the 1960s as understood by a child. The book begins in Ohio, but soon progresses to South Carolina where the author spends a considerable amount of her childhood. She and her older siblings, Hope and Odella (Dell), spend much of their pupilage with their grandparents and absorb the southern way of life before their mother (and new baby brother) whisk them away to New York, where there were more opportunities for people of color in the ‘60s. The conflict here is really more of an internal one, where Jacqueline struggles with the fact that it’s dangerous to be a part of the change, but she can’t subdue the fact that she wants to. She also wrestles with the issue of where she belongs, “The city is settling around me….(but) my eyes fill up with the missing of everything and everyone I’ve ever known” (Woodson 184). The conflict is never explicitly resolved, but the author makes it clear towards the end
Gates, Henry Louis, and Nellie Y. McKay. The Norton Anthology of African American Literature. New York: W.W. Norton &, 2004. Print.
...t social injustices (Weidt 53). Because of her quest for freedom, she gave way to writers such as Gwendolyn Brooks and Countee Cullen. Countee Cullen wrote "Heritage," which mixes themes of freedom, Africa, and religion. It can be said, then, that he gave way to writers such as Gwendolyn Brooks wrote "Negro Hero," which is about the status of the African American during the 1940s. Clearly, these poets followed the first steps taken by Phillis Wheatley towards speaking out against social issues, and today's poetry is a result of the continuation to speak out against them
At the very beginning of the poem the two sisters are established as different when “Maud went to college” and “Sadie stayed at home”. While Maud goes off to college to exceed the standards for women, Sadie decides to live life to the fullest. “Sadie scraped life with a fine-toothed comb” and “didn’t leave a tangle in”. The meaning behind this is that Sadie explores as much of life as she could, not leaving a single tangle uncombed. Sadie is described as “one of the livingest chits in all the land”. A chit is a lively, immature young woman, not a well respected member of society. As Maud is being educated and therefore respected by society, Sadie is rejected and isolated. This can be observed when the poem states that “Maud and Ma and Papa nearly died of shame” after Sadie has children before marriage. Maud, who is respected by society, is grouped with her parents while Sadie is isolated from the group. Despite this rejection and disrespect, Sadie enjoys her life, and even passes on her knowledge to her children, giving her a lasting impact on the world. Maud, however, lives alone in her old house, as she was so focused on exceeding her standards and being accepted by society that she did not enjoy her life. Although Maud is accepted by society and exceeds expectations, Sadie, who is disrespected, finds more joy in
Racial inequality was a big thing back in the day, as the blacks were oppressed, discriminated and killed. The blacks did not get fair treatment as the whites, they were always been looked down, mocked, and terrified. But Moody knew there’s still an opportunity to change the institution through Civil Rights Movement. As she matured Anne Moody come to a conclusion that race was created as something to separate people, and there were a lot of common between a white person and a black person. Moody knew sexual orientation was very important back in the 1950s, there was little what women can do or allowed to do in the society. For example, when Moody was ridiculed by her activist fellas in Civil Rights Movement. Women indeed played an important role in Moody’s life, because they helped forming her personality development and growth. The first most important woman in Moody’s life would be her mother, Toosweet Davis. Toosweet represent the older rural African American women generation, whom was too terrified to stand up for their rights. She was portrayed as a good mother to Moody. She struggled to make ends meet, yet she did everything she could to provide shelter and food to her children. Toosweet has encouraged Moody to pursue education. However, she did not want Moody to go to college because of the fear of her daughter joining the Civil Rights Movement and getting killed. The second important woman to Moody would be Mrs. Burke, She is the white woman Moody worked for. Mrs. Burke is a fine example of racist white people, arguably the most racist, destructive, and disgusting individual. In the story, Mrs. Burke hold grudge and hatred against all African American. Although she got some respects for Moody, State by the Narrator: “You see, Essie, I wouldn’t mind Wayne going to school with you. But all Negroes aren’t like you and your
Harriet Jacobs, Frances E. W. Harper, and Anna Julia Cooper are three African American female writers who have greatly impacted the progress of "black womanhood." Through their works, they have successfully dispelled the myths created about black women. These myths include two major ideas, the first being that all African American women are perceived as more promiscuous than the average white woman. The second myth is that black women are virtually useless, containing only the capabilities of working in white homes and raising white children. These myths caused these women to be degraded in the eyes of others as well as themselves. In Jacobs' Incidents in the Life of a Slave Girl, Harper's Iola Leroy, and Cooper's A Voice From the South, womanhood is defined in ways that have destroyed these myths. As seen through these literary works, womanhood is defined according to one's sexuality, spirituality, beauty, identity, relationships, and motherhood.
Growing up as the young child of sharecroppers in Mississippi, Essie Mae Moody experienced and observed the social and economic deprivation of Southern Blacks. As a young girl Essie Mae and her family struggled to survive, often by the table scraps of the white families her mother worked for. Knowing little other than the squalor of their living conditions, she realizes this disparity while living in a two-room house off the Johnson’s property, whom her mother worked for, watching the white children play, “Here they were playing in a house that was nicer than any house I could have dreamed of”(p. 33). Additionally, the segregated school she attends was a “one room rotten wood building.” (p. 14), but Essie Mae manages to get straight A’s while caring for her younger sibli...
To the modern white women who grew up in comfort and did not have to work until she graduated from high school, the life of Anne Moody reads as shocking, and almost too bad to be true. Indeed, white women of the modern age have grown accustomed to a certain standard of living that lies lightyears away from the experience of growing up black in the rural south. Anne Moody mystifies the reader in her gripping and beautifully written memoir, Coming of Age in Mississippi, while paralleling her own life to the evolution of the Civil Rights movement. This is done throughout major turning points in the author’s life, and a detailed explanation of what had to be endured in the name of equality.
One of the great things about Composition and Literature is that the readings can relate to many other topics outside of the class. The poems and the stories read in this class give a more in depth look at a specific subject and give a clearer picture of what life was like and how people lived at that time. In most classes about U.S. History, the sections taught on segregation don’t give specific examples of how people were treated or the perspectives of the people who were mistreated. However, reading Gwendolyn Brooks’ poetry in the Composition and Literature course gives students an opportunity to learn greater details about segregation through the perspectives of the people most affected by it and the
Alice Walker and Zora Neale Hurston are similar to having the same concept about black women to have a voice. Both are political, controversial, and talented experiencing negative and positive reviews in their own communities. These two influential African-American female authors describe the southern hospitality roots. Hurston was an influential writer in the Harlem Renaissance, who died from mysterious death in the sixties. Walker who is an activist and author in the early seventies confronts sexually progression in the south through the Great Depression period (Howard 200). Their theories point out feminism of encountering survival through fiction stories. As a result, Walker embraced the values of Hurston’s work that allowed a larger
Many women who were part of the middle classes were often not sent to school and so didn’t usually learn a skill that they could use to make a living. Consequently, as they were women and so were often not left much, if any, inheritance when their parents died, women found that they must. marry in order to have money and to keep their place in society. Charlotte takes advantage of her situation to marry purely for money. and not for love, this is what many women do and what society.
Maud Martha Brown had strong ideas regarding marriage. She set out to conquer the role as wife, in spite of and because of her insecurities and personal hardships. Unlike the rose-colored images that enveloped the minds of many traditional (white) women during that period of the 1940s and 50s, Maud Martha set her sights on being a bride under the simplest conditions. Maud Martha was prepared to settle for being good enough to marry, rather than being a woman no man could refuse. Her position in society, her relationships with her family, and her overall existence in society greatly influenced Maud Martha's ideas regarding the male-female union. Though still influenced by her former roles, the final chapters of Gwendolyn Brooks' Maud Martha reveals an undeniably stronger and more mature heroine.
In line two, Brooks introduces Sadie, whose name means "princess." Unlike Maud, "Sadie stays home" (2), choosing not to go to college and scraping life "with a fine toothed comb" (2-4). Through this description, Brooks shows Sadie living life to the fullest, not concerning herself with what society expects from her. The lines "Sadie was one of the livingest chits / in all the land" (7-8) paints a picture of a saucy girl out on the town. Brooks implies that Sadie could be counted upon to have fun with everyone and everything. Next, Brooks depicts Sadie going against the grain of society once again by having children out of wedlock.
During the American colonies, Phillis Wheatley was one of the first African-American women to publish a book of poetry. Both her poems, “On Being Brought from Africa to America” and “To The Right Honourable William, Earl of Dartmouth” emphasize the importance of slaves wanting freedom. Similarly, Frances E.W. Harper’s poem “The Slave Mother” dramatizes the pain a slave mother undergoes when she is separated from her child. Both authors use an identifiable persona as a means to appeal to their White female Christian audience religious beliefs or familial values. By maintaining a didactic tone in order to question their audience 's morality, as well as effectively using either lament full or melodramatic imagery to render emotions such as compassion