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Analysis of the Langston Hughes poem
Negro by langston hughes poem analysis
Negro by langston hughes poem analysis
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Recommended: Analysis of the Langston Hughes poem
Langston Hughes’s “Lament for Dark Peoples” consists of a brooding three quatrain scene in which the speaker grieves a time before racial oppression. What is special about this poem is that it brings to the table a sense of solidarity between Blacks and Native Americans, who both have deep histories of terrorization from whites. The poem in itself demonstrates a recollection of life prior to white supremacy, but its core reflects the true loss and consequences of oppression on people of color. The poem initiates with the establishment that there was a loss of identity experienced by the two oppressed groups mentioned: “red” and “black”, or indigenous Americans and Africans. The speaker states that he was both a “red man” and a “black man” …show more content…
In the third stanza, however, the speaker refers to civilization as a “circus.” This is ironic because here there are two opposing opinions: white people, who believe life in the jungle is barbaric and civilization should be the end goal for humanity, and indigenous people, who believe life in civilization is absurd. Continuing on in the third stanza, the speaker spends this portion of the poem mourning over what his life has become, separate from the red man or the black man, but as himself. He now “[herds] with the many,” or in other words, is indifferentiable from those who have had the same fate as him. The word “herd” alludes to the nature in which oppressed people were treated during colonist days -- like animals. Native Americans and Africans alike were forced to do manual labor, Africans were auctioned off like livestock, and whipped like them as well. In essence, the result of “the white man’s burden” still consisted of savage and barbaric behavior on the white man’s part, although savagery is what they claimed to try to steer indigenous peoples away
The origin tale of the African American population in the American soil reveals a narrative of a diasporic faction that endeavored brutal sufferings to attain fundamental human rights. Captured and forcefully transported in unbearable conditions over the Atlantic Ocean to the New World, a staggering number of Africans were destined to barbaric slavery as a result of the increasing demand of labor in Brazil and the Caribbean. African slaves endured abominable conditions, merged various cultures to construct a blended society that pillared them through the physical and psychological hardships, and hungered for their freedom and recognition.
In his poems, Langston Hughes treats racism not just a historical fact but a “fact” that is both personal and real. Hughes often wrote poems that reflect the aspirations of black poets, their desire to free themselves from the shackles of street life, poverty, and hopelessness. He also deliberately pushes for artistic independence and race pride that embody the values and aspirations of the common man. Racism is real, and the fact that many African-Americans are suffering from a feeling of extreme rejection and loneliness demonstrate this claim. The tone is optimistic but irritated. The same case can be said about Wright’s short stories. Wright’s tone is overtly irritated and miserable. But this is on the literary level. In his short stories, he portrays the African-American as a suffering individual, devoid of hope and optimism. He equates racism to oppression, arguing that the African-American experience was and is characterized by oppression, prejudice, and injustice. To a certain degree, both authors are keen to presenting the African-American experience as a painful and excruciating experience – an experience that is historically, culturally, and politically rooted. The desire to be free again, the call for redemption, and the path toward true racial justice are some of the themes in their
This week reading were really interesting, all of them had a strong message behind their words. However, the one that really caught my attention was “Open Letter to the South” by Langston Hughes. In this poem, the author emphasizes in the idea of unity between all races, He also suggests that working in unity will lead to achieving great things, as he said, “We did not know that we were strong. Now we see in union lies our strength.” (Hughes 663)
The civil rights movement may have technically ended in the nineteen sixties, but America is still feeling the adverse effects of this dark time in history today. African Americans were the group of people most affected by the Civil Rights Act and continue to be today. Great pain and suffering, though, usually amounts to great literature. This period in American history was no exception. Langston Hughes was a prolific writer before, during, and after the Civil Rights Act and produced many classic poems for African American literature. Hughes uses theme, point of view, and historical context in his poems “I, Too” and “Theme for English B” to expand the views on African American culture to his audience members.
African American’s have faced a great deal of harsh and cruel treatment throughout our society. From being stripped from their homeland of Africa and being brought to America as slaves, African Americans have seen and been through it all. Author and renowned poet Gwendolyn Elizabeth Brooks discusses and describes many of the cruel and unfair treatment that African Americans have faced throughout our civilization. Brooks’ not only speaks on the racial prejudice of African Americans, but she also discusses the heartaches, the life, and the growth of African Americans as a people. Brooks’ poetry and stories are very similar to her own experience growing up as an African American woman.
Because of that, his writing seems to manifest a greater meaning. He is part of the African-American race that is expressed in his writing. He writes about how he is currently oppressed, but this does not diminish his hope and will to become the equal man. Because he speaks from the point of view of an oppressed African-American, the poem’s struggles and future changes seem to be of greater importance than they ordinarily would. The point of view of being the oppressed African American is clearly evident in Langston Hughes’s writing.
This image is the author’s perspective on the treatment of “his people” in not only his hometown of Harlem, but also in his own homeland, the country in which he lives. The author’s dream of racial equality is portrayed as a “raisin in the sun,” which “stinks like rotten meat” (Hughes 506). Because Hughes presents such a blatantly honest and dark point of view such as this, it is apparent that the author’s goal is to ensure that the reader is compelled to face the issues and tragedies that are occurring in their country, compelled enough to take action. This method may have been quite effective in exposing the plight of African-Americans to Caucasians. It can be easily seen that Hughes chooses a non-violent and, almost passive method of evoking a change. While Hughes appears to be much less than proud of his homeland, it is apparent that he hopes for a future when he may feel equal to his fellow citizens, which is the basis of the “dream” that has been
The history of African-American oppression began in the early 1600s as slaves arrived on America’s shores. For hundreds of years, African-Americans struggled against crippling segregation, terrorism, and racial enmity to no avail. As a result of extensive physical and psychological beatings, African-Americans became fearful and very reserved in expressing their emotions. Their suffering, however, fuelled a sense of courage in some, such as African-American poets, who found the strength to address uncertainties that others had against their racial identity. These brave men included George Horton, who wrote “Liberty and Slavery”, and Paul Dunbar, author of “We Wear a Mask”. Through their powerful race-protest poetry, Horton and Dunbar portray that African-Americans feel incessantly trapped, both physically and emotionally, resulting in a deep-rooted yearning for freedom.
Langston Hughes was an activist for the African-American community and made significant artistic contributions to the Harlem Renaissance throughout his career. In one of his most famous poems, “Harlem [Dream Deferred]”, he addresses the limitations and oppression of African Americans after the Great Depression. Many African Americans dreamed of equality, but often times that dream became neglected and pushed aside. In his poem, Hughes responds to a question about a deferred dream with a series of vivid similes, inquiring what happens to a constantly ignored dream.
... They focus more on the cultural aspects of identity that Hughes is very proud of, while poems “Democracy” and “Theme for English B” touch on some of the social concerns that created a struggle for dignity as a black person in the early/mid twentieth century. The “Democracy” is a slightly stern and direct request to take action and fight for civil rights. The “Theme for English B” is a compassionate and low-key personal anecdote that reiterates the unpracticed concept that “all men are created equal”. Despite the difference in tone and subject, all four poems relate to the central theme that dignity is something that white men may take for granted, but Langston Hughes, as a black man and a writer, sees and feels dignity as a fight and a struggle that he faces and that the black community as a whole faces every day.
Thesis: The poems “Negro”, “I Too”, and “Song for a Dark Girl” by Langston Hughes was written around an era of civil inequality. A time when segregation was a customary thing and every African American persevered through civil prejudice. Using his experience, he focuses his poems on racial and economic inequality. Based on his biographical information, he uses conflict to illustrate the setting by talking about hardships only a Negro would comprehend and pride only a Negro can experience, which helps maintain his racial inequality theme.
The poem “Negro” was written by Langston Hughes in 1958 where it was a time of African American development and the birth of the Civil Rights Movement. Langston Hughes, as a first person narrator tells a story of what he has been through as a Negro, and the life he is proud to have had. He expresses his emotional experiences and makes the reader think about what exactly it was like to live his life during this time. By using specific words, this allows the reader to envision the different situations he has been put through. Starting off the poem with the statement “I am a Negro:” lets people know who he is, Hughes continues by saying, “ Black as the night is black, /Black like the depths of my Africa.” He identifies Africa as being his and is proud to be as dark as night, and as black as the depths of the heart of his country. Being proud of him self, heritage and culture is clearly shown in this first stanza.
Over the course of the century chronicling the helm of slavery, the emancipation, and the push for civil, equal, and human rights, black literary scholars have pressed to have their voice heard in the midst a country that would dare classify a black as a second class citizen. Often, literary modes of communication were employed to accomplish just that. Black scholars used the often little education they received to produce a body of works that would seek to beckon the cause of freedom and help blacks tarry through the cruelties, inadequacies, and inconveniences of their oppressed condition. To capture the black experience in America was one of the sole aims of black literature. However, we as scholars of these bodies of works today are often unsure as to whether or not we can indeed coin the phrase “Black Literature” or, in this case, “Black poetry”. Is there such a thing? If so, how do we define the term, and what body of writing can we use to determine the validity of the definition. Such is the aim of this essay because we can indeed call a poem “Black”. We can define “Black poetry” as a body of writing written by an African-American in the United States that formulates a concentrated imaginative awareness of an experience or set of experiences inextricably linked to black people, characterizes a furious call or pursuit of freedom, and attempts to capture the black condition in a language chosen and arranged to create a specific emotional response through meaning, sound, and rhythm. An examination of several works of poetry by various Black scholars should suffice to prove that the definition does hold and that “Black Poetry” is a term that we can use.
Langston Hughes once said in his poem, The Black Man Speaks, “I swear to the Lord / I still can't see / Why Democracy means / Everybody but me.” This quotation by Hughes is able to perfectly depict inequality which was just one of many struggles African Americans faced during Hughes’ time. Although literary critics felt that Langston Hughes portrayed an unattractive view of black life, the poems demonstrate reality. Hughes’ poetry contains many issues that typically plagued blacks at the time including racial abuse, lack of opportunity, and segregation.
This comes up with theme of tragic mulatto the playwright expresses over and over in his works. Hughes inters in the tragic mulatto theme may also have been a result of his own inner conflict. Whites and Blacks at that time considered this topic out of discussion or when they discussed it, it was in a comic way. Hughes approached the drama of racial miscegenation from the perspective of its main victims. Hughes's Mulatto presents a unique perspective of the theme of the tragic mulatto.