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Problems with racism in literature
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“Master Harold and the boys” written by Athol Fugard is play set in the apartheid of South Africa in the 1950. This reflect the racism abuse black people suffered from white people. Regarding the effort that was being made by the community, they still lost the discrimination and inequality kept growing until a point where people started to fight for their liberty. I this essay I’m going to focus on the different ways ballroom dancing reflects and describes the constant roughness there was in South Africa from to different communities, how Fugard connect both culture with one same motif and the relationship between the culture, starting from the friendship Harold and Sam establish at the begging of the book. Social groups are sometime represented with different stereotype. This may include their appearance, language, style, or manners that define certain social group. In this case, Fugard represents South Africans creating a stereotype, creating characters like Willie that represents the cultural context of the play. In the play we see difference in language like “hiding” mentioned by Willie and the constant “Boet Sam”. While Hally has had the opportunity to achieve good education we manage to see the difference in education there is between to closely related people, but separate by a racism. We acquire the idea of poor people when we talk about working class, while we think about the rich people on the high class. This thriving thought differed from the dream people had in the apartheid. In addition, this were very difficult time for the South Africans and this could be supported by the book when Sam and Willie have the desire to learn. The contrast to it, is that Hally has already been educated and has the ability to apply his ... ... middle of paper ... ...maybe Fugard is Foreshadowing what might happens I the white society tries to overcome the black society. To conclude it can be said that the 2 souranding culture that affected South Africa in the 1950, where the building block to what South Africa is now. The idea of presenting the 2 points of view in one single play and allowing it to demonstrate the personal feeling of different character reflects the idea that Fugard wants a better place for the South African regime. I think the idea of using dance to critize the society show how important this is for Fugard and describing how beauty and perfection is achieved in dancing that isn’t achieved between people of different nations, beliefs and economic status is just a starting point to a better future for South Africa. Works Cited http://www.studymode.com/essays/Master-Harold-And-The-Boys-Written-Task-861920.html
The story explores many vital concepts accompanied by beautiful illustrations. I felt a strong sense of cultural understanding, spirituality and connection to family and land as though I was on this journey too. I could sense an underlying meaning in each dance, holding great importance to Bertie’s family and a strong connection to their culture. Pryor has attempted to fuse the then and now, by speaking of changes in the land, from a once spiritual gathering place, to a now busy town street where through food, they keep the culture alive (Pryor, 2010).
· The social class system at the time when the play is set, (rich and
Prior to the play, Boy Willie had not seen his sister in three years. During those three years he was incarcerated and was sentenced to labor at the Parchman Prison Farm. He is considered to be the most impulsive and prideful character in the play. Boy Willie believes he is of equal standing to the white man despite his racial background. He wants to sell the piano in order to “avenge” his father’s namesake while at the same time leaving his mark in the world despite his sister’s opposition in order to create his own legacy. He doesn’t believe the battle between black and white exists and that it‘s nothing more than a memory. However, he lives in his own world and ignores the reality. Failing to succeed is his fear. He doesn’t want to believe that he is below in standing than a white man. He wants to be able to leave his legacy in the world as he believes is his right.
Scholarly engagements on African historical plays have revealed how playwrights of different ages have responded differently to historical materials available to them, whether they are factual or mythical. While some have tried not to deviate from course of history, other have consciously ‘forced’ on their material, their artistic vision. Asein (1991) and Ogude (1991) see the use of historical materials in plays, especially in the plays that deal with the cruel pangs of colonialism on Africans as an idea of reopening a healed wound. This view fails to appreciate the heroic resistance of the African monarchs to the British imperialists. This is not sacrosanct since not all African historical plays dwell on colonialism. Jegede (2007), Yerima (2007), Asagba (2004) and Adeoti (2009) opine that historical plays are engaged in order to celebrate and propagate cultural dignity and grandeur. This view is apt because it illustrates the importance of cultural hermeneutics and concepts. Although, there might be celebratory undertones in historical plays, yet their instructiveness to the society cannot be ignored. In another vein, Yerima (2009), Wilson (2005) and Haney (2006) see history-drama nexus as an enterprise for tragedy. This position implies that African historical plays are companion of tragedy and disillusionment. To buttress Yerima, Wilson and
Twelve Years a slave tells the story a free African America man who was kidnaped and sold as a slave. Throughout the twelve years that Solomon we got a first look of what being a slave might have looked like and the horrors that came with that station in society. Through the film there is a structure of a hierarchy and the white man is the leader and the rest are left to his mercy. The film shows there are consequence that there are for being an African and being a woman, especially a woman that was a slave. This essay will show the hierarchy in the slavery system by analyzing the film in a deeper level.
Hilda Samuels and Hally’s mother can be compared and contrasted in Athol Fugard’s ‘Master Harold’… and the boys. They can be compared based on their relationship with the overbearing men in their lives as well as their absence in the play as a whole. They are both females; however, they are from different cultural backgrounds. There is a distinct difference between the race as well as the class of both females. The relationship between Hally’s father and mother as well as Willie and Hilda emphasises how dynamic the relationship between a domineering male and a subservient female can be. The two relationships reveal how similar the situations are even though the females are from completely different cultures.
The setting of a play is extremely vital. It could a form of symbolism, foreshadowing, or it can affect the characters in the play. The is exactly the case in both No Exit by Jean-Paul Sartre and “Master Harold”…and the boys by Athol Fugard. The setting in both plays contain of one room that mainly consists of three major characters. The setting has an enormous impact on the behavior of the characters. The time period in which both plays are form also effect the style of writing and the characters. No Exit has an existentialist style of writing were as “Master Harold”…and the boys was written in the apartheid era of South Africa. Both books have similar settings, but also involve some dissimilarity.
"It's a bloody awful world when you come to think of it. People can be real bastards." (Hally, pp. 15)"Master Harold"... and the boys by Athol Fugard, is an informative text about the relationship between Hally, a 17 year old white boy, and Sam and Willie, two black men. As Hally falls victim to the attitudes of white supremacy and racial intolerances accompanying the Apartheid policy of the 1950's, their lifelong friendship is destroyed. This "bloody awful world" referred to in the above quote is perpetuated by ignorance and the passiveness of its participants. One way to change these intolerances is through the delivery of a liberal education, the purpose of which is to inform students of issues such as racial and social inequality. By emerging students in literature such as the above, not only will they be informed about historical and social aspects of the world, but also the vicious cruelty between races. "Don't be clever, Sam. It doesn't suit you." (Hally, pp. 35) The notion of whites being of a superior intellectual class to blacks, a prejudice that still pervades modern society, emerges from the play as one of the predominant themes. A prevalent example of this can be seen when Hally and Sam argue over the value of ballroom dancing. Hally fails to recognise its simplistic "beauty" and consequently claims the activity to be a "simple-minded" expression of primitive black society. However Sam, through his ...
Hally, for example, makes many comments that he would in no way regard as prejudiced. We, however, know differently. Example: A kite. The waters of racism are further muddied by the fact that Sam and Hally have shared so many experiences that a real affection has developed between them. Fugard has spoken many times of a similar adolescent experience as being the wellspring for the play, not simply the experience of apartheid in general.
The two conflicting sides in Hally’s life are his father’s view on how other people should treat the “less superior race” the black south africans and how sam knows how everyone regardless of color should treat others. “Men of Magnitude” were the people that changed the idea of society or how others viewed an issue in society. The man of magnitude for Sam was Jesus because he believed he changed the way people looked at the jews in the roman empire. Napoleon as well was a good example of a man of magnitude in Sam’s book. Abraham Lincoln was a man of magnitude because he freed the slaves in America and sam saw that as the most influential person.Sam tries to influence Hally to be the social reformer that changes the apartheid in the south african social system instead of conforming to the society he lives amongst. Hally does see Sam as a man yet so he cant teach him how to be a man if he's not a man yet. His father is the one that can teach him to be a man, Sam isn't equivalent to being a man in that society, so how can he teach Hally how to be one? Sam teaches Hally what is right and how you should treat other people as you would treat yourself. Hally knows that he shouldn't treat Willie the way he does and later on the book willie learns a lesson that Hally doesn't which was not hitting Hilda every time she messed up on
The setting and time period of the novel creates instances in the atmosphere where racism is usual, creates disagreements, and affects people’s decisions. Racism is common and apparent in society during the early nineteen hundreds, which justifies the characters actions and discriminations against both women and African Americans. Celie notices Shug and observes, .She busy looking at a magazine. White women in it laughing, holding they beads out on one finger, dancing on top of motorcars. Jumping into fountains,” (Walker, 1982, p. 51.). Racism is apparent in propaganda and everyday life, and racism is not prevented in this period. Therefore, the message that Walker was attempting to convey was offered because of the atmosphere. Without the setting that displayed racism being ordinary, the message wouldn’t have been as powerfully displayed. The theme of racism is created by the setting and time period, which creates disagreements in the novel. Sofia and Celie are in the car, and Sofia notices, “Have you ever seen a white person and a colored sitting side by side in a car, when one of ‘em wasn’t showing the other one how to drive it or clean it?” (Walker, p.106, 1982). The roles for colored and white people were not altered. Hence, problems were created, and the plot was shaped based on the problems offered by the setting. People’s decisions and the plot are affected by the theme ...
The minor characters of a play are integral in conveying the major thematic concerns of the playwright. Such a theory can be blatantly exemplified throughout Bertolt Brecht’s acclaimed play the Caucasian Chalk Circle in which the minor characters have been constructed to help the reader understand the thematic issues expressed. Published in 1944, the Caucasian Chalk Circle is a clever appraisal of class based societies and has been carefully written to depict the disparity that exists between the upper classes and the proletariat. The minor characters of the play create a highly class based context for the narrative to occur within and ultimately through the resolution of the play the audience is positioned to interrogate the rigid social structure that is dominated by characters such as the Elder and Younger ladies and condemn those who aspire to be accepted by such a society, Lavrenti and his wife. This text, through the character of Michael, instead promotes equality in society, a social conscience that suggests we should consider the prosperity and happiness of all, not a privileged few.
Through Limón’s commanding integration of O’Neill’s story into his choreography in The Emperor Jones, Limón created a context that supported an analysis of racism. By using this particular context to emphasize his non-white form, Limón also intervened in the continuation of racial stereotypes. Limón’s The Emperor Jones was a positive presentation by a prominent modern dance choreographer to represent African-Americans and dissipate racial stereotypes.
The setting of the play is in war-torn Bulgaria, and focuses not only on the romance between the young people of the play, but the atrocities that go on during war times and the ability of people not so very far removed from these atrocities to ignore them completely.
Being born and raised in South Africa, I wanted to enroll in this Music of South Africa class to learn more about my background. I find it fascinating how music could leave such a lasting impression on a country that it actually shaped the politics and mindset of the countries people. The South African national government forced the majority black population to be removed from the society as a solution to control the black South Africans economic and political standing. The act of forced removals is called Displaced Correlation, which is when part society does not feel like they belong in their culture due to inequality of opportunity and rights. Due to the strict national government many black South Africans felt displaced from their culture. Although South Africa has made tremendous strides towards equality, the brutal control of whites ruling the country for decades has made it extremely difficult for South Africa to transform into a country equal for all races.